Date of Award
1989
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Bess Goodspeed
Committee Member
Polly Peterson
Keywords
cognitive processes, community involvement, conflict resolution, cultural awareness, early childhood education, environmental awareness, environmental stewardship, exceptional children, family involvement, hearing impaired, international peace, parent participation, participant observation, peace, peace education, peace program, peacemaking, peer relationships, preschool children, preschool curriculum, preschool education, primary education, problem-solving, prosocial behaviors, questionnaires, recycling, respect for nature, social responsibility, songs and nursery rhymes, student exchange visits, multicultural education, compassion, community presentations, peace art, peace quotations, peaceful resolution, classroom pets, museum experiences, cross-cultural learning, evaluator feedback, developmentally appropriate practices, nature education, parent-child activities, school-community partnerships, world cultures, Japan, Scandinavia, Soviet Union, Ghana
Abstract
The focus of this project was to design a practical peace education program for a specific preschool setting. Primary goals were to provide developmentally appropriate experiences for, number one, increasing understanding of being a peacemaker at home and school, number two, gaining respect for nature and the environment through active involvement, number three, showing compassion toward the exceptional other, especially the hearing impaired, number four, becoming aware of some other cultures. Another aim was to involve parents, staff members, and other students from the preschool. The focus of this project was to design a practical peace education program for a specific preschool setting. Primary goals were to provide a developmentally appropriate experience for: (1) increasing understanding of being a peacemaker at home and school; (2) gaining respect for nature and the environment through active involvement; (3) showing compassion towards the exceptional other, especially the hearing impaired; (4) becoming aware of some other cultures. Another aim was to involve parents, staff members, and other students from the preschool.
The word peace was used in appropriate instances. The classroom had parent-child made peace dolls and child-created peace art books with peace quotations. Problem-solving with a peaceful resolution was practiced. Songs and traditional nursery rhymes were learned with now soothing endings and presented in a play format to relatives and friends. For the environment, alumni cans were recycled, paper towels and water used sparingly, supplies collected for a bird of prey rehabilitation center, and gentle care given to classroom pets. There were separate vocal visits for classes from a school for deaf children, museum objects and visitors from Japan, Scandinavia, the Soviet Union, and Ghana, Africa, introduced these cultures into the curriculum. Students from preschools through sixth grade were involved in a peace program that was presented to the community. Exchange visits with many other classes from a college class through an infant-toddler group helped the preschool class expand the theme of peace.
Participant observation as well as a questionnaire sent to parents evaluated the peace education program. The parents indicated that the program was beneficial for the children and the family. These children reflected a growing understanding of peace when compared with a class of age-similar children who had not had a peace program. Three outside evaluators involved with peace education indicated that the program could be effectively used with other primary students.