What Does Peace Mean? Kindergarteners Share Ideas

Abstract

Kindergarteners’ (n=41) concept of peace, a foundational social studies concept, was investigated via pre- and post-assessments that first, asked them to physically demonstrate how they looked or felt when they were at peace, second, asked them to draw a scene showing peace, and third, to caption the drawing. In pre-assessments all but three children demonstrated aggression and drew aggressive stances accompanied by captions indicating aggression. After opportunities to read about, discuss, and explore the concept of peace over five weeks, post-assessment occurred. In the post-assessments none of the data indicated aggression. Categories coded showed peace described as enjoyable activities, pro-social behaviors, and quietness/calmness/privacy. The study suggests hypotheses for further research investigating the concept of peace among very young children and possible factors influencing their concept and implications for social studies curriculum.

The role of teacher education in preparing teachers for critical multicultural citizenship

“…11-12). Despite efforts among teacher education scholars to address the multicultural realities in the classroom, research studies consistently find that preservice teachers hold naïve and simplistic views about cultural diversity (Author, no date; Bartolome, 1994;Middleton, 2002;Montecinos & Rios, 1999;Mueller & O'Connor, 2007) and likewise demonstrate shallow understandings of and limited experiences with citizenship and democracy, especially with regard to cultural plurality (Avery & Walker, 1993;Gallavan, 2008;Kickbusch, 1987;Martin, 2008;Mathews & Dilworth, 2008;Rubin & Justice, 2005;Sunal, Kelley, & Sunal, 2009). Understanding how to better prepare teachers for multicultural citizenship represents an ever-pressing need for teacher education.…”

A qualitative approach to identifying the developmental progression of children’s understanding of peace.

“…They were then interviewed by a trained female graduate student or professor using a semistructured protocol. Drawings establish rapport and allow children to use a familiar, developmentally appropriate, and nonthreatening expressive tool (e.g., McLernon & Cairns, 2001; Sunal et al, 2012; Walker, Myers-Bowman, & Myers-Walls, 2003). The verbal interview included several questions related to their drawings followed by open-ended questions about their definition and description of war and peace.…”

“…By the late 20th century, scholars began to acknowledge earlier ages of understanding among children (e.g., 4 years old; Hall, 1993). However, research has remained limited; many scholars include only one age of children in their studies and therefore cannot reach any developmental conclusions (e.g., Oppenheimer & Kuipers, 2003; Sunal, Kelley, & Sunal, 2012).…”

Does Preparing Citizens Matter? Examining the Value of Civic Mindedness in Pre-Service Teachers

“…While the current research offers only limited insights into the motivations of pre-service social studies teachers, it is clear pre-service social studies teachers enter their teacher education programs with an understanding that the goal of social studies is to promote citizenship. In cataloging what pre-service social studies teachers mean by “citizenship,” scholars have observed a variety of definitions (see Avery & Walker, 1993; Castro, 2013; Gallavan, 2008; Kickbusch, 1987; Kubow, 1997; Martin, 2008, 2010; Mathews & Dilworth, 2008; Rubin & Justice, 2005; Sunal et al, 2009; Wilkins, 1999). For example, many pre-service social studies teachers conflated civic preparation with historical content knowledge and emphasized following the rules as a hallmark of good citizenship (Martin, 2008, 2010).…”

“…Researchers, however, have examined another related aspect of the inner lives of pre-service social studies teachers: how they conceptualize education for citizenship in a democratic society (see Avery & Walker, 1993; Castro, 2013; Gallavan, 2008; Kickbusch, 1987; Kubow, 1997; Martin, 2008, 2010; Mathews & Dilworth, 2008; Rubin & Justice, 2005; Sunal et al, 2009; Wilkins, 1999). This has been an important line of inquiry, as it is a long-held principle that the content of social studies curricula ought to be learned to engender democratic citizenship (Fallace, 2008; National Council for the Social Studies, 1994; Nelson, 2001; Parker, 1991; Saxe, 1991; Stanley, 2001).…”