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Early Childhood Education in Conflict Zones

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Title: Early Childhood Education in Conflict Zones
Language: English
Authors: Jaber Jabri Awaid Mustafa, Younis Mohammd Ebrahim Bukhari
Source: Online Submission. 2024.
Peer Reviewed: N
Page Count: 24
Publication Date: 2024
Document Type: Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Conflict, Child Development, Barriers, War, Access to Education, Safety, Educational Opportunities, Sustainability, Educational Resources, Mental Health, Health Services, Trauma, Security (Psychology), Anxiety, Depression (Psychology), Posttraumatic Stress Disorder, Teaching Methods, Resilience (Psychology), Best Practices, Psychological Patterns, Technology Integration, Victims, Family (Sociological Unit), Refugees, Stress Variables, Educational Cooperation, Educational Policy, Educational Attainment, Student Needs, Peace, Arabs, Geographic Regions, Educational Quality, Teacher Education, Parent Attitudes, Immigration, Student Attitudes
Abstract: Early childhood education (ECE) conflict zones face profound challenges that undermine children's cognitive, emotional, and social development. Armed conflicts disrupt access to education through displacement, infrastructure destruction, and insecurity, leaving millions of children without safe learning environments (UNICEF, 2023). This report focuses on Syria, where years of war have deprived over two million children of education (UNESCO, 2018). These children face severe psychological trauma, including post-traumatic stress disorder (PTSD), anxiety, and depression, impairing their ability to learn and develop (Save the Children, 2020). This report emphasizes the dual importance of immediate and sustainable solutions to address these challenges. Immediate measures include providing psychological support, temporary learning spaces, and access to basic educational resources, while sustainable approaches, such as the "Hope Initiative," focus on creating resilient educational systems capable of withstanding future crises. This initiative, inspired by global best practices, proposes an integrated framework of proactive strategies, including teacher training, resource mobilization, and technology-driven learning solutions (Moving Minds Alliance, 2023). Using a mixed-methods approach, the study incorporates interviews with affected families, surveys with victims and their families, and case studies, such as that of Ahmed, a young Syrian child navigating educational challenges amid conflict. Findings reveal that displacement, resource shortages, and psychological stress significantly hinder educational progress, while community-driven initiatives provide hope and resilience. The report underscores the urgent need for regional collaboration and innovative policies to ensure that education remains a priority, even in the most challenging environments (Global Education Monitoring Report, 2019). This research reaffirms the transformative power of education as a tool for resilience, community empowerment, and long-term peacebuilding. By addressing the unique needs of children in conflict zones, we can pave the way for a future where every child, regardless of circumstance, has the opportunity to learn, grow, and contribute to a more peaceful world.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED663277
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Early Childhood Education in Conflict Zones
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– Name: Abstract
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  Data: Early childhood education (ECE) conflict zones face profound challenges that undermine children's cognitive, emotional, and social development. Armed conflicts disrupt access to education through displacement, infrastructure destruction, and insecurity, leaving millions of children without safe learning environments (UNICEF, 2023). This report focuses on Syria, where years of war have deprived over two million children of education (UNESCO, 2018). These children face severe psychological trauma, including post-traumatic stress disorder (PTSD), anxiety, and depression, impairing their ability to learn and develop (Save the Children, 2020). This report emphasizes the dual importance of immediate and sustainable solutions to address these challenges. Immediate measures include providing psychological support, temporary learning spaces, and access to basic educational resources, while sustainable approaches, such as the "Hope Initiative," focus on creating resilient educational systems capable of withstanding future crises. This initiative, inspired by global best practices, proposes an integrated framework of proactive strategies, including teacher training, resource mobilization, and technology-driven learning solutions (Moving Minds Alliance, 2023). Using a mixed-methods approach, the study incorporates interviews with affected families, surveys with victims and their families, and case studies, such as that of Ahmed, a young Syrian child navigating educational challenges amid conflict. Findings reveal that displacement, resource shortages, and psychological stress significantly hinder educational progress, while community-driven initiatives provide hope and resilience. The report underscores the urgent need for regional collaboration and innovative policies to ensure that education remains a priority, even in the most challenging environments (Global Education Monitoring Report, 2019). This research reaffirms the transformative power of education as a tool for resilience, community empowerment, and long-term peacebuilding. By addressing the unique needs of children in conflict zones, we can pave the way for a future where every child, regardless of circumstance, has the opportunity to learn, grow, and contribute to a more peaceful world.
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  Data: 2024
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  Data: ED663277
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED663277
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: War
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Health Services
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Security (Psychology)
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Depression (Psychology)
        Type: general
      – SubjectFull: Posttraumatic Stress Disorder
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Victims
        Type: general
      – SubjectFull: Family (Sociological Unit)
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Stress Variables
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      – SubjectFull: Educational Cooperation
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Student Needs
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      – SubjectFull: Peace
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      – SubjectFull: Arabs
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      – SubjectFull: Geographic Regions
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Immigration
        Type: general
      – SubjectFull: Student Attitudes
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      – TitleFull: Early Childhood Education in Conflict Zones
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            NameFull: Jaber Jabri Awaid Mustafa
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            NameFull: Younis Mohammd Ebrahim Bukhari
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              Type: published
              Y: 2024
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