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Autor/inn/enBen Brik, Anis; Lansford, Jennifer E.; Al Fara, Heba
TitelPolicies and Programmes to Promote Child Well-Being in the Gulf Countries
QuelleIn: Early Child Development and Care, 190 (2020) 12, S.1945-1958 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Ben Brik, Anis)
ORCID (Lansford, Jennifer E.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0300-4430
DOI10.1080/03004430.2018.1552949
SchlagwörterForeign Countries; Well Being; Children; Public Policy; International Programs; Disabilities; Differences; Regional Characteristics; Law Enforcement; Sustainability; Coordination; Physical Health; Behavior Change; Interpersonal Relationship; Safety; Security (Psychology); Bahrain; Kuwait; Oman; Qatar; Saudi Arabia; United Arab Emirates
AbstractThis article provides a review of policies and programmes to promote child well-being in the Gulf Countries (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates). An overview is provided of the international agenda (e.g. the Sustainable Development Goals) and national strategies as they provide broad policy frameworks in which country-specific programmes are designed to work toward the policy goals. Challenges to child well-being and gaps in programmes to promote child well-being in the Gulf countries are related to child disabilities; regional disparities; enforcement, monitoring, and evaluation; and multisectoral coordination. Recommendations are provided to promote child well-being in seven domains: (1) physical health; (2) behavioural adjustment; (3) psychological well-being; (4) social relationships with parents, peers, and non-family adults; (5) safety; (6) cognitive well-being; (7) economic security. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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