Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.

中文翻译：

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以证据为基础的教育干预措施，以减少冲突地区幼儿的群体间偏见


对冲突外群体的偏见对解决冲突构成了重大障碍。这些偏见可能会延续社会分歧，阻碍积极的群体间关系，并阻碍长期建设和平的努力。因此，在偏见完全形成之前及早干预是必要的。本文回顾了现有知识，并提出了有效教育干预措施的研究综合，旨在改善生活在冲突地区的幼儿（学龄前和小学年龄）对冲突外群体的群体间态度。文献综述包括为解决此类儿童中的群体间偏见而实施的干预措施。本综述确定了现有文献中的有效策略，并强调了进一步研究和开发的领域。这些干预措施提供了减少儿童群体间偏见并培养积极的群体间关系的实用策略；因此，它们对在冲突地区工作的教育工作者、从业人员和决策者具有重大影响。然而，需要更多的纵向研究来评估干预措施的长期效果及其对持续态度改变的影响。此外，干预措施应针对具体的冲突背景，考虑文化差异和当地动态。总的来说，本文可能有助于我们理解如何在偏见在成年后变得更强烈和更充分形成之前，有效地干预和缓和生活在冲突环境中的儿童的群体间偏见和消极态度。