International Child Development & Social Policy


Despite the unequivocal scientific evidence in support of early childhood development (ECD), over 200 million young children across the globe are not achieving their potential. The majority of the world’s children live in developing countries and they continue to bear the greatest burden of poverty, disease, and conflict situations. The need to take hold and turn these world conditions on an axis is clear; despite tremendous scientific advancements, progress has been slow in adopting these children into international policies that can potentially make a difference in their lives, globally.

The international early childhood development and policy initiatives being carried out by the Yale Child Study Center are in response to this clear and urgent need. The goals of this work have been motivated by poor developmental outcomes for young children, globally, and the incredible scientific evidence that is being generated to ameliorate these outcomes. These initiatives endeavor to bring the evidence to bear an effect upon the formulation, implementation and analysis of international development frameworks and national-level social and public policies that impact the lives of young children.

In the Spotlight

The MacMillan Report with Guest, Dr. Rima Salah

Pathways to Peace: The Transformative Power of Children and Families

Published on Feb 3, 2016

VIDEO Rima Salah is an assistant clinical professor at the Yale Child Study Center and former Deputy Executive Director of UNICEF. Marilyn Wilkes of the MacMillan Report talks with Professor Salah about her new book, "Pathways to Peace: The Transformative Power of Children and Families" that she edited in collaboration with Drs. James Leckman and Catherine Panter-Brick from Yale University.

The MacMillan Report is an online video interview show featuring the research of faculty in international and area studies.

Featured Book

The Importance of Being Little

What Preschoolers Really Need from Grownups - by Erika Christakis

A former preschool teacher and director who has taught at the Yale Child Study Center, makes the case that “schooling and learning are often two different things.” She argues that preschool children would be better served if educators get “out of their way” by allowing for more play-based — and less formally scripted — educational experiences, and by creating less cluttered and visually demanding environments in which these naturally curious youngsters can explore and “think out loud.” Read more ...

Formative Childhood and Peace Building

Hands Seedlings

Scientific evidence that supports children and families as agents of change for peace.

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