Effects of Peace Education on The Holistic Development of Early Years Learners of Gilgit-Baltistan Pakistan

There is growing research evidence to support the view that the early years greatly influence the overall development of early learners. This study is a pioneer, intended to explore the effects of peace education on the overall development of early years learners in the remote context of Gilgit Baltistan (GB), Pakistan. The study employs qualitative methodology to gain an in-depth understanding of the issue. For data, interviews, observations, and field notes were collected. The research findings revealed that peace education positively contributes to the holistic development of early years learners and serves as a window of opportunity to inspire children’s future lives positively. The study also found that teachers and parents needed training to undertake peaceful interventions in the learning environment, playgrounds, and home settings. Hence, the study recommends more extensive research to gain further in-depth insights and to understand the broader impact of peace education on the whole life of early years learners of GB

Geography · Holistic education · Pedagogy · Political science · Psychological intervention · Qualitative research · Social science · Sociology · Peace and Human Rights Education · Poverty, Education, and Child Welfare · Psychology

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