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