Early Childhood Violence Prevention

Source

ERIC Digest

Contents

Forums

Related Articles

Every day, 10 are murdered, 16 die from guns, 316 are arrested for crimes of violence, and 8,042 are reported abused or neglected (Children's Defense Fund, 1997, p. 15). In 1996, more than 3 million children were reported as victims of child abuse and neglect to child protective agencies in the United States (National Committee to Prevent Child Abuse [NCPCA], 1998).

Wang and Daro estimate that more than 3 children die each day as a result of child abuse or neglect. Of these children, approximately 78% are under 5 years old at the time of their death, while 38% are under 1 year of age (cited in NCPCA, 1998). Violence is now perceived as a public health issue, and there is much evidence to illuminate its deleterious effects.

Among the current prevention and intervention efforts are Healthy People 2000, which identifies violence prevention as a national health priority; the National Education Goals, which call for safe and drug-free schools; and the American Academy of Pediatrics' Health Status Goals for 1997-1998, which call for a reduction in domestic, community, media, and entertainment violence (National Education Goals Panel, 1997; American Academy of Pediatrics, 1997).

This Digest focuses on preventing violence in children's lives and suggests ways caregivers, parents, and teachers can reduce the damaging effects of violence.

The Effects of Violence on Young Children

THE EARLY YEARS. Even before a child is born, violence can have a profound effect upon its life. Studies show that battered, pregnant women often deliver low birth-weight babies who are at great risk for exhibiting developmental problems (Prothrow-Stith & Quaday, 1995). Shaken Baby Syndrome, the shaking of an infant or child by the arms, legs, or shoulders, can be devastating and result in irreversible brain damage, blindness, cerebral palsy, hearing loss, spinal cord injury, seizures, learning disabilities, and even death (Poussaint & Linn, 1997). The growing body of knowledge regarding early brain development suggests that "the ways parents, families, and other caregivers relate and respond to their young children, and the ways that they mediate their children's contact with the environment, directly affect the formation of neural pathways" (Shore, 1997, p. 4).

PSYCHOLOGICAL EFFECTS. Violent children usually come from violent homes, where parents model violence as a means of resolving conflict and handling stress (Page et al., 1992). Even if children are not abused physically themselves, they can suffer psychological trauma, including lack of bonding, from witnessing battering. As Lerner (1992) points out, attachment or bonding has far-reaching implications not only for the emotional well-being of a child, but also for a child's cognitive development and the child's ability to cope effectively with stress and to develop healthy relationships. Children who witness violence can display an array of emotional and behavioral disturbances, including low self-esteem, withdrawal, nightmares, self-blame, and aggression against peers, family members, and property (Peled, Jaffe, & Edleson, 1995).

VIOLENCE AND LEARNING. Research also shows that chronic exposure to violence adversely affects a child's ability to learn (Shore, 1997; Prothrow-Stith & Quaday, 1995; Kurtz, Gaudin, & Wodarski, 1994; Lorion & Saltzman, 1993). Learning itself is an essential tool for violence prevention (Prothrow-Stith & Quaday, 1995). Children who achieve in school and develop important reading, critical thinking, problem solving, and communication skills are better able to cope with stressful and perhaps dangerous situations. Also, academic achievement enhances the development of positive self-esteem and self-efficacy, both of which are necessary for children to experience emotional well-being and to achieve success. The relationship between violence and learning is particularly significant because cognitive skills are crucial in terms of academic success, self-esteem, coping skills, and overall resilience. As Prothrow-Stith and Quaday (1995) assert: "When our children's ability to learn is being dangerously undermined, the foundation of our society is being damaged in a manner that cannot be easily repaired" (p. 27). Interventions must begin early in order to help children develop higher-order thinking skills, empathy, impulse control, anger management, peaceful conflict resolution, and assertive communication.

Back to the Table of Contents

What Caregivers, Parents, and Teachers Can Do

Children learn from what they see. To prevent violence, parents and teachers need to model appropriate behaviors in the way they manage problems, conflict, anger, and stress. Parents, teachers, and other caregivers can help children learn to deal with emotions without using violence. They also can practice specific steps to prevent violent behavior. The American Academy of Pediatrics and the American Psychological Association (1995) provide suggestions to help parents and other caregivers reduce violence: