Developmental Science and Sustainable Development Goals for Children and Youth (eBook)

​Suman Verma is a Developmental Psychologist and former head of the Human Development & Family Relations Department, Government Home Science College, Panjab University, Chandigarh, India. Her research with an advocacy component are in the areas of behavior settings of street/working children, daily ecology of adolescent family life, school stress, adolescent abuse, and intervention studies using life skills education approach. Other areas of published work include time use patterns among adolescents, academic stress, single parenting, positive youth development and social policy. A two time fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford, her cross-cultural project sponsored by CASBS, Stanford and funded by Jacobs Foundation on ‘Pathways of Risk and Protection among Street Youth in India, Indonesia, the Philippines, and S. Africa’ is based on a comparative framework that is guided by theory on risk and protection and the ecological and contextual conditions in the lives of street kids in these countries. As an active member of various professional organizations such as ISSBD and SRCD, her interests are in (i) promoting greater visibility for the Asian region in professional societies; (ii) capacity building and mentoring initiatives for professional growth of young scholars in the region; and (iii) facilitating regional collaborations and creating opportunities for resource sharing. Anne Petersen is a developmental scientist who has been a researcher (more than 350 articles/chapters and 13 books), university administrator (department head and collegiate dean at Penn State University, graduate dean and vice president for research at University of Minnesota), federal government policy maker (Presidential appointee at National Science Foundation), and philanthropy leader (several roles including SrVP Kellogg Foundation, Founder/President Global Philanthropy Alliance). She was funded for a couple of decades for her research on adolescent development (puberty and psychosocial development) and has won many honors for her research and career, including election to the National Academy of Medicine (NASEM). Her current interests focus on global science and youth policy as well as developing Africa through S&T.

Foreword 6
Contents 8
Editors, Contributors, and Reviewers 12
Editors 12
Contributors 12
Reviewers 16
Chapter 1: Developmental Science and Pathways to Sustainable Development for Children and Youth 17
Aims, Approach, and Expectations for the Volume 18
Definition, Concept, and Framework of Sustainable Development 21
Sustainable Development Goals and the 2030 Global Framework for Policy Making and Action 23
A Review of Progress Toward Achieving SDGs 26
How Developmental Science Contributes to Policy Change and Societal Progress? 27
Organization and Overview 29
Early Childhood Development: A Domain of Global Importance 30
Key Emerging Theme: Early Intervention Matters 32
Lifelong Learning, Health, and Well–Being Among Children and Youth: Multiple Perspectives on Challenges to Sustainable Development 33
Key Emerging Themes 35
The Role of Culture and Context 35
Equity and Inclusivity 36
Young People as Agents of Change 38
Measurement and Monitoring Development and Well–Being Indicators in SDGs 39
Key Emerging Theme: Need for Culturally Sensitive, Age-Appropriate, Rigorous Measurement 40
Policy and Systemic Change: Networks, Partnerships, and Capacity Building for Developmental Science 41
Key Emerging Themes 42
Capacity Building for Developmental Science 42
Investing in Research in Developmental Science in LMICs 43
What’s Missing from This Volume 44
Unasked Questions 46
Overall Impact of the Volume and Developmental Science Research 47
References 48
Part I: Early Childhood Development: A Domain of Global Importance 52
Chapter 2: Positioning Early Childhood Development as a Sustainable Development Goal Target: Challenges and Opportunities in the South Asian Context 53
The Context 53
Developmental Science Research and Its Contribution to Positioning of ECD 54
Global Commitment Toward Early Childhood Development (ECD): The Journey from EFA to SDGs 55
Influence of International Commitment to EFA Goals on Initiatives in South Asian Countries 55
Early Childhood Development in SDGs: Unpacking the Concept 57
Unpacking the Sub-concepts: A Critique 58
Quality ECD in Global Target 4.2 59
“Developmentally on Track”: Global Indicator 4.2.1 60
Access and Participation in Global Indicator 4.2.2 61
Status of Children in Early Childhood Development: Setting the Baseline 62
Monitoring Progress in Early Childhood Development: Opportunities and Challenges 63
Monitoring ECD Indicators: Some Challenges 63
Measures for Assessing Progress on ECD Indicators and Monitoring Challenges 64
Quality in Target 4.2 65
Child Development Outcomes in Indicator 4.2.1 65
Access and Participation in Indicator 4.2.2 67
Looking Ahead: Suggestions for the Way Forward in the South Asian Region 68
Conclusion 69
References 70
Chapter 3: Progress Toward Sustainable Development Goal 4 in a Culturally Diverse World: The Experience of Modalidad Propia in Colombia 73
Introduction 73
De Cero a Siempre: The Colombian Experience 74
Deepening Attention to Diversity: De Cero a Siempre’s Approach 76
The Kamëntša Community Experience: Jtsatashëntsayam Ngominchengbiam Kabëngbe Juabn, Nemoria Y Bëyan (“Sow Thinking, Words, and Law of Origin in Kamëntšachildren”) 78
Discussion 83
Emerging Strengths of Modalidad Propia 84
Challenges Facing Modalidad Propia 86
Conclusion 87
References 88
Chapter 4: Early Childhood Development Programs, Peacebuilding, and the Sustainable Development Goals: Opportunities for Interdisciplinary Research and Multisectoral Partnerships 90
Introduction 90
Links Among ECD, Sustainable Development, and Peacebuilding 93
Theory of Change: Proposed Inputs, Activities, and Outcomes of Peacebuilding Through ECD 95
A Call to Action: Interdisciplinary Research and Multi sectoral Partnerships to Effectively Leverage the ‘‘Peacebuilding Through ECD’’ Agenda in the Context of Sustainable Development 102
References 104
Chapter 5: First 1000 Days and Beyond: Strategies to Achieve the Sustainable Development Goals 109
Early Childhood Development Theories 110
Developmental Science and Timing 112
Timing of Adversities 113
Timing of Responsive Caregiving 114
Life-Course Perspective 115
Nurturing Care 115
Family Resources and Maternal Education 116
Enabling Environment 117
Current State of Nurturing Care 117
Nurturing Care as a Multi-sectoral Process 118
Nurturing Care and the SDGs 119
References 120
Part II: Lifelong Learning, Health, and Well-Being Among Children and Youth: Multiple Perspectives on Challenges to Sustainable Development 125
Chapter 6: Young People and Climate Change: The Role of Developmental Science 126
Introduction 126
The Science of Climate Change 127
The Causes of Global Warming 127
The Impact of Global Warming on the Environment and Human Life 128
Climate Change and the Other Sustainable Development Goals 129
The Impact of Climate Change on Child and Youth Development 132
Biomedical Consequences of Climate Change 133
Psychosocial Consequences of Climate Change 133
The Importance of Cumulative Risk Exposure 134
Individual Differences in Reactivity 135
Summary 135
The Role of Developmental Science in the Mitigation of Climate Change 136
Positive Development 137
Meaning-Focused Coping 137
Global Competencies 138
Summary 138
The Role of Developmental Science in Adaptation to Climate Change 139
Adaptation Strategies for Infants and Young Children 139
Adaptation Strategies for Older Children and Adolescents 140
Summary and Conclusions 142
References 145
Chapter 7: Enhancing the Health and Education of Deprived Children: Implications for Sustainable Development in Cameroon 149
Introduction 149
Background 150
Access to Education 151
Access to Health 152
Culturally Relevant Social Support Services 153
Available Social Support Services for Orphaned and Vulnerable Children (OVC) 154
Challenges Faced by the Government in the Implementation of SDGs Related to Health and Education 156
Implementation Strategies 156
Challenges for Providing Quality Health and Education Services for the Deprived Children and Youth 157
Addressing Challenges with Sustainable Solutions 159
Conclusion 162
References 162
Chapter 8: Transforming the World for Mozambican Youth: Perspectives on the 2030 Agenda for Sustainable Development for At-Risk Adolescents 165
Introduction 165
Risk and Protective Factors Among Adolescents and Young Mozambicans 166
Risk Behaviors and Risk Factors 167
Protective Factors 170
How to Transform the World for Mozambican Youth: Perspectives on the 2030 Agenda for Sustainable Development 172
Current Challenges for Promoting Positive Development of Adolescents and Young People in Mozambique 173
References 174
Chapter 9: Understanding Factors Affecting Well-Being of Marginalized Populations in Different Cultural Contexts: Ethnic and National Identity of Roma Minority Youth in Europe 179
The Roma in Europe and in the Countries of Study 181
Theory and Research on Ethnic and National Identity 182
Self-Esteem 183
Main Goals 183
Roma Samples and Data Collection 184
Data Analyses and Main Findings 185
Conclusions 188
Limitations, Strengths, and Implications 191
References 192
Chapter 10: Community Dialogues as a Strategy for Identifying and Addressing Child Protection Needs in Shinyanga, Tanzania 196
Introduction 196
Conceptual Frameworks 197
Community-Based Organizations 198
Engagement and Dialogue with Community Members 199
Community Dialogues for Child Protection in Shinyanga, Tanzania: A Case Study 200
Community Dialogues Methodology 201
Study Site and Participants 201
Procedure 201
Analysis 202
Ecological Realities of Children’s Daily Life Spaces 203
Factors in the Home Environment that Support and Harm Children’s Well-Being 203
Factors in the School Environment that Support and Harm Children’s Well-Being 205
Factors in the Playground Environment that Support and Harm Children’s Well-Being 207
Effective Use of Community Dialogues as a Strategy for Sustainable Child Protection 208
Strengths and Limitations 208
Discussion of Findings 209
Implications and Recommendations 211
Community Dialogues as a Strategy for Research and Program Development 212
References 213
Chapter 11: Developmental Approach to Work Readiness for Youth: Focus on Transferable Skills 216
Youth Work Readiness and the SDGs 217
Developmental Approach to Transferable Skills 218
Measuring Transferable Skills: Developmental Assets in Youth in Action 220
Adapting DAP for Cross-Cultural Use 222
Account for Social Desirability Bias 223
Interpret Scores at Appropriate Level 225
Conclusion 226
References 227
Chapter 12: Tracing the Connections Between Sustainable Development, Bullying, and Cyberbullying: The Case of Thailand 231
Introduction 231
Bullying Definitions 232
Thailand: Country Overview and Schooling Context 233
School Bullying and Cyberbullying: A Review of Thai Literature 234
The Impact of Bullying and Cyberbullying 236
Coping Strategies 237
Interventions and Their Limitations 237
The Sustainable Development Goals: Implications for Bullying and Victimization 238
The Way Forward: Developmental Science, Bullying, and the SDGs 241
References 242
Chapter 13: Child Marriage and Early Transitions to Adulthood in Mexico 246
Introduction 246
Current Demographic Trends in the Transition to Adulthood in Mexico 248
Institutional Settings and the Transition to Adulthood in Mexico 249
Previous Research on the Transitions to Adulthood in Mexico 252
Early Marriage and the Transition to Adulthood 253
Data and Methods 255
Results 256
Early Marriage, Family Formation, and Education 258
Final Remarks 260
References 261
Chapter 14: Improving Children’s Chances: Using Evidence from Four Low- and Middle-Income Countries to Set Priorities for the Sustainable Development Goals 264
Introduction 264
Young Lives 265
Young Lives Contribution to Developmental Science and the SDGs 267
Young Lives Findings: Growth Stunting, Recovery, Faltering and Learning Outcomes 268
Young Lives Findings: The Importance of Scaling Preschool Quality to Realise the SDGs 271
Tracing Language Trajectories in Peru 274
Conclusion 277
References 279
Chapter 15: Preventing Child Maltreatment in Low? and Middle-Income Countries: Parenting for Lifelong Health in the Philippines 283
Human and Financial Costs of Child Maltreatment in LMICs 284
Parent Characteristics and Practices Are Associated with Child Maltreatment 285
Effectiveness of Parenting Programs to Reduce Child Maltreatment 286
Adaptation and Transportability of Parenting Programs in LMICs 287
Parenting for Lifelong Health 289
The Philippine Context 289
Parenting for Lifelong Health?Philippines 291
Phase 1: Development and Feasibility Test of the Masayang Pamilya Program 292
Phase 2: RCT of the Masayang Pamilya Program 294
Conclusion 295
References 296
Part III: Measurement and Monitoring Development and Well-Being Indicators in Sustainable Development Goals 300
Chapter 16: Advancing the Sustainable Development Goal for Education Through Developmentally Informed Approaches to Measurement 301
Introduction 301
Why: The Role of Measurement, Tracking, and Accountability Toward Achieving SDG4 302
Developmental Science’s Contribution to the SDG Process: The What and How to Measure 304
Using a Developmental Framework to Identify What to Measure 304
How to Measure? 306
“To Be or Not to Be” Comparable 309
Concluding Remarks 310
Appendix 312
References 314
Chapter 17: Bringing Life Course Theory to the Sustainable Development Goals 317
Introduction 317
Longitudinal Research as a Tool to Measure and Understand Development 324
Example 1: Dynamics of Risk and Achieving SDG Goals Equitably and Efficiently 325
Example 2: Time-Specific Complementarities Across Goals/Targets and Coordinated Policy Responses 326
Example 3: Quality Checking Cross-Sectional Estimates 327
Final Reflections on Strengthening the Measurement Approach 329
References 330
Chapter 18: Measurement and Monitoring Youth Development Indicators from a Comparative Perspective 333
On Striking a Balance Between Etic and Emic Perspectives 334
On the Need for Systematically Evaluating Comparability of Data in Cross-Cultural Surveys 335
Taxonomy of Bias 335
Taxonomy of Equivalence 337
Test Adaptations 337
Methodological Themes in Published Literature 340
Etic PYD Studies 340
Emic PYD Studies 341
Balancing Etic and Emic in PYD Considerations: Adapting Test Materials and Interventions 343
Conclusion 344
References 344
Chapter 19: Methodological Issues in Research on the Sustainable Development of the Next Generation 347
Threats to Internal Validity 348
Methods that Use Covariates 349
Quasi–experimental Methods 352
Experimental Studies 357
Summary 357
Threats to External Validity 358
Sample Size and Representativeness 358
Summary 359
Discussion 360
References 360
Chapter 20: Optimizing Early Childhood Potential for All: Pursuing Holism in Measurement, Policy, and Practice 363
Introduction 363
The Potential of the Early Years 364
Measuring Progress Holistically 365
Instruments 366
Data 367
Using Evidence to Inform Policy Decisions and Practice 367
Reaching All Children with ECE Opportunities 370
Bringing Early Learning Home 371
Holism in Solutions 372
Future Research 373
Conclusion 374
References 374
Chapter 21: Application of Research Evidence in Policy Formulation to Enhance Child Development Opportunities in Zambia 378
Evidence-Based Planning for Progressive Social Change 378
Language of Initial Literacy Instruction 379
Community-Based Support for Children with Special Educational Needs 383
Culture, Politics and Science in Policy and Planning 385
References 389
Part IV: Policy and Systemic Change: Networks, Partnerships, and Capacity Building for Development Science 392
Chapter 22: Capacity Building for Sustainable Development: Coherent Concepts of Universities’ Third Mission as a Parameter 393
Introduction 393
Transferring Research Evidence into Policy and Practice 395
Mission-Driven Problem Recognition (P) 396
Ensuring Availability of Robust Knowledge on How to Handle a Problem (A) 396
Identification of Reasonable Starting Points for Action (S) 396
Establishment of a Cooperation Process with Policy makers (C) 397
Coordinated Development of Intervention and Implementation (I) 397
Transfer of Program Implementation (T) 398
ViSC as an Exemplar for the Realization of the PASCIT Approach 398
Universities’ Role in Relation to Society: The Third Mission of Universities 399
The Third Mission of the University of Vienna 400
Examples of Third Mission Activities with a Focus on Improving Young Lives 401
Recommendations for Engaging Universities and Scholars in Building Capacities and Skills to Contribute to the Realization of SDGs 403
References 405
Chapter 23: Capacity Building of Developmental Scientists for Realization of the Sustainable Development Goals 409
Sustainable Development Goals 410
Developmental Science and Sustainable Development Goals 411
The Need for Developmental Science Programs 413
Capacity Building in Developmental Science and the SDGs 416
Conclusion – Promoting Goal 17 of the Sustainable Development Goals 418
References 420
Chapter 24: Roles of Multiple Stakeholder Partnerships in Addressing Developmental and Implementation Challenges of Sustainable Development Goals 423
Stakeholder Groups in the Development of the Sustainable Development Goals 423
Major Stakeholders Involved in Country-Level SDG Progress Related to Children and Youth 425
National Governments 425
Civil Society Organizations 426
The For-Profit Private Sector 427
Researchers 428
Community Members 430
Multiple Stakeholder Partnerships (MSPs) 431
Global MSPs 431
Regional MSPs 433
National MSPs 434
Challenges and Solutions in MSP Functioning at the Global, Regional, and National Levels 435
Global 435
Regional 435
National 436
Conclusion 436
References 437
Appendix: Global Indicator Framework for the Sustainable Development Goals and Targets of the 2030 Agenda for Sustainable Development 441