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    Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later
    (Elsevier Science Inc, 2009) Kagitcibasi, Cigdem; Sunar, Diane; Bekman, Sevda; Baydar, Nazli; Cemalcilar, Zeynep
    Long-term Studies of early intervention, spanning over decades, are scarce in the United States and nonexistent in the rest of the world. The Turkish Early Enrichment Project (TEEP) is the only non-U.S. example to date. This paper reports a new follow-up assessment of the long-term outcomes of TEEP, an intervention carried out in 1983-1985 with 4-6 year old children from deprived backgrounds (previous evaluations were carried out at the completion of the intervention and seven years later). Findings from 131 of the original 255 participants indicate more favorable outcomes for children who received either mother training or educational preschool, or both, compared to those who had neither, in terms of educational attainment. occupational status, age of beginning gainful employment, and some indicators of integration into modern urban life, such as owning a computer. Further analyses of the intervention effects on the complete post-intervention developmental trajectories indicated that children whose cognitive deficits prior to the intervention were mild to moderate but not severe benefited from early enrichment. Thus, a majority of the children who received early enrichment had more favorable trajectories of development into young adulthood in the cognitive/achievement and social developmental domains than comparable children who did not receive enrichment. (C) 2009 Elsevier Inc. Ail rights reserved.
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    Ecology of Peace
    (Mit Press, 2014) Britto, Pia R.; Gordon, Ilanit; Hodges, William; Sunar, Diane; Kagitcibasi, Cigdem; Leckman, James F.
    Peace is a state of being that encompasses harmonious international as well as intra- and interpersonal relationships, directly impacting an individual's safety and prosperity. For an individual, peace is a positive state of mind conditioned by our histories and context. The concept ecology of peace is introduced to capture these vast interconnected ecosystems that extend from our internal biology to our subjective sense of self (i.e., our thoughts, emotions, and behaviors) to the environments in which we live. It is our thesis that positive, stimulating, and harmonious early childhoods can contribute to peace and human security, and that early-life interventions have transformative power which may help lay the foundations for conflict resolution and peace in future generations. As such, we posit that these interventions can contribute to peacebuilding (actions that promote sustainable peace by supporting the prosocial skills needed for peace) as well as peacemaking through the enhancement of positive reciprocal communication within families, communities, and nations. This chapter reviews (a) neurobiological foundations of peace, including genetic, epigenetic, hormonal, developmental, and social factors that shape young brains; (b) the importance of parenting and early learning for peacebuilding; and (c) the place that early childhood can play in bridging the gap between peacebuilding and peacemaking. Evidence from available developmental neurobiology as well as social and economic studies suggests that change in favor of peace can be initiated not only from the top down, through official policies and agencies, but also from the bottom up, by supporting the physical, emotional, and social development of children and the well-being of their families and communities.