Peacebuilding and conflict sensitivity in Early Childhood Development and Education programming

• In Event: Children as peacebuilders?: Lessons learned about using Early Childhood Development to strengthen peacebuilding, conflict-sensitivity, and social cohesion in fragile settings

Proposal

The early years of children’s lives represent an opportunity to lay the foundations for transformative change and to support the youngest children to learn values, skills and behaviours for peace. Early Childhood Development (ECD) and education programs therefore offer multiple entry points for promoting peace, resilience, social cohesion and conflict sensitivity. Based on a study by Plan International and International Alert, this paper shares findings and practical recommendations on how play, parenting support, and community-based learning can support peace.

In terms of play, this study recommends play-based learning (e.g. arts, crafts, hands-on activities, storytelling, puppets) to make peacebuilding programming accessible, entertaining and engaging for children. Evidence suggests that the most age-appropriate approach is to focus on the “building blocks” of peace that young children can be reasonably expected to develop. These ‘building blocks’ include: theory of mind (essential for empathy, as it means understanding other people’s needs and preferences); emotional regulation (essential for healthy conflict resolution and non-violence, as it means being able to calm down and self-soothe when angry or frustrated); anti-discrimination attitudes, as peaceful children are not passive but supported to actively recognise and challenge bias (for example, the stereotyping of girls and ethnic minorities); and nonviolent conflict resolution, as children need concrete tools to understand and practice peaceful responses to conflict (e.g. dialogue templates, violence prevention curricula).

With regard to parenting support, this study recommends that trauma-informed care be taught in parenting support workshops to help caregivers maintain positive relationships with children suffering the effects of violent conflict. This includes supporting parents to manage their own stress, strengthening their coping skills, and reminding them of the value of their parenting skills. Caregivers need concrete tools, such as trauma-informed care (understanding how to respond to children’s conflict-induced distress and avoid re-traumatising them); nonviolent communication (how to model positive responses to children’s anger, frustration and distress); and positive behaviour management (reflection on own behaviour, impact of trauma, avoiding re-traumatising responses to children).

With regard to community-based programming, incorporating a community engagement component into ECD should include a carefully contextualised, conflict-sensitive analysis of dividers and connectors. In terms of dividers: programming can be disrupted by different dynamics: for example, conflict grievances that may remain within families and within generations; distrust on the part of caregivers and lack of resources (time, attention and energy) to engage with ECD programs, in the face of pressing basic needs for survival; whole-family trauma, which impacts wellbeing, increases violent behaviour and high-conflict relationships, and undermines families' hope for the future; and power imbalances between individuals and groups. A conflict-sensitive approach means, at the minimum, not deepening or triggering dividers. A peacebuilding approach takes the extra step of strengthening connectors, for example, the way young children are associated with innocence and fun is an opportunity to strengthen social cohesion by bringing communities together.

Overall, this presentation will explain how ECD programs should reinforce positive values and other factors that contribute to peace, so that children grow up with the vision, desire and capability to live peacefully.

Authors

• Nomisha C. Kurian, Faculty of Education, University of Cambridge

• Caline Saad, International Alert