Transforming Social Norms to Prevent Violence in Early Childhood

How UNICEF Dominican Republic is supporting families to embrace positive parenting 

Why This Matters 

A Widespread Challenge 

In the Dominican Republic, violent discipline remains a major challenge affecting children from an early age. Data from the national Multiple Indicator Cluster Survey (MICS) show that approximately 64 percent of children ages 0 to 14 years have experienced violent discipline, with particularly high rates among children ages three to four years.1  These practices are sustained by deeply rooted social norms that normalize physical punishment and reinforce unequal caregiving roles within households. 

The Cost of Violent Discipline 

These challenges disproportionately affect vulnerable families facing poverty, social exclusion, and limited access to supportive services, increasing children’s exposure to violence, and developmental risks. Children growing up in environments marked by harsh discipline are more likely to experience negative effects on their cognitive, emotional, and social development. Because early childhood is a critical period for brain development, promoting nurturing care and positive parenting is essential. Addressing violent discipline can help break intergenerational cycles of violence, strengthen family well-being, and improve long-term outcomes for young children. 

Our Approach 

A Multi-Sector Partnership 

To address the widespread use of violent discipline, UNICEF, the National Institute for Early Childhood Comprehensive Care (INAIPI), and the Ministry of Education of the Dominican Republic (MINERD) developed the project “Transforming Social Norms to Prevent Violence in Early Childhood.” Implemented in Barahona, San Cristóbal, Higüey, and Los Alcarrizos, the initiative has reached more than 2,000 families through a participatory approach focused on positive parenting, gender-equitable caregiving, and violence prevention. 

Dialogue Over Lectures 

The program is embedded within existing government systems, supporting sustainability and future scale-ups. At its core are four group sessions for caregivers, designed as spaces for dialogue, reflection, and collective learning rather than traditional top-down training. Through games, discussion, and practical exercises, participants draw on their own experiences to identify positive and realistic approaches to raising young children. 

Extending Learning to the Home 

To reinforce behavior, change beyond the sessions, caregivers complete simple take-home activities that engage other household members, helping to extend learning throughout the family environment. Local INAIPI and MINERD teams co-designed and facilitated the program, while UNICEF supported capacity development through training and a training-of-trainers model that strengthens institutional ownership and enables expansion to new communities. 

Co-Created and Community-Rooted 

The methodology was co-created and validated with families and service providers through an iterative process, ensuring relevance to local realities. In parallel, the project works with community leaders to promote safer and more supportive environments for children. By combining participatory learning, community engagement, and government leadership, the initiative shows a scalable model for changing caregiving practices and reducing violence in early childhood. 

Impact and Results 

The project has generated strong evidence of positive changes in caregiving practices and child protection outcomes among participating families. Monitoring data show a significant reduction in violent discipline over the course of implementation. Across all participating families, the proportion of children who had experienced some form of violent discipline fell from 55.67 percent at baseline to 26.22 percent by the final session. Among the subset of participants with data available at both baseline and final session, paired analysis revealed an even greater decrease, from 48.28 percent to 24.27 percent, demonstrating statistically significant improvements in caregiver behavior and attitudes toward non-violent childrearing2.  

Greater Caregiver Engagement 

The initiative has also strengthened caregiver engagement in children’s development. Father participation in at least four stimulation activities increased from 8.16 percent at baseline to more than 23 percent by the end of the intervention, indicating meaningful progress toward shared caregiving responsibilities and more equitable participation within households. Maternal involvement in early stimulation activities also rose, from 66.38 percent to 75.00 percent, while overall caregiver engagement improved steadily throughout the program. Early evidence suggests that combining community engagement, institutional leadership, and participatory learning can support lasting gains in child well-being and development. 

Lessons for the ECD Community 

Participatory, Not Prescriptive 

One of the most important lessons from this project is that changing social norms requires participatory rather than prescriptive approaches. Caregivers were more receptive to positive parenting practices when they could reflect on their own experiences, exchange ideas with peers, and jointly identify practical solutions. This helped build trust, ownership, and sustained engagement. 

Sustaining Engagement Across Sessions 

A key challenge was maintaining consistent participation across all four sessions. Flexible scheduling, employer letters, and simple recognition mechanisms, such as completion certificates, helped improve attendance and commitment. Another valuable lesson was that behavior change extends beyond direct participants: take-home activities encouraged other family members to become involved, reinforcing learning and stimulating discussion within households. 

Beyond Caregiver Training Alone 

An important insight for ECD practitioners and policymakers is that lasting change requires more than caregiver training alone. Combining local ownership, government leadership, community engagement, and opportunities for reflection can create enabling environments where positive parenting practices are adopted, reinforced, and sustained over time. 

Quotes from the Field 

“We have seen real changes in how families relate to their children. There is more communication and less violence.” — Program Facilitator 

“Before, I thought discipline meant punishment. Now I know how to guide my child with respect.” — Caregiver 

“Engaging fathers has been transformative for families and children.” — Program Facilitator