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Early Childhood Education as Sustain...

Studnicka, Lenka V.

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Early Childhood Education as Sustainable Peacemaking: Supporting Interdisciplinary Learning to Bridge Theory and Practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Early Childhood Education as Sustainable Peacemaking: Supporting Interdisciplinary Learning to Bridge Theory and Practice./
Author:	Studnicka, Lenka V.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10283518
ISBN:	9781369778328

Early Childhood Education as Sustainable Peacemaking: Supporting Interdisciplinary Learning to Bridge Theory and Practice.
Studnicka, Lenka V.

Early Childhood Education as Sustainable Peacemaking: Supporting Interdisciplinary Learning to Bridge Theory and Practice. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 152 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Prescott College, 2017.

The purpose of this research was to explore the question: How does peace education enter early childhood? The aim was to bridge theory and practice and embrace new perspectives that could make early childhood education, first and foremost, a place for ethical practices. Semistructured interviews were conducted with eight early childhood professionals from the Czech Republic and the United States. The analysis supported the use of six criteria for integrative learning, which include place-based pedagogy, intergenerational inheritance through story sharing, intercultural and cultural diversity, intra-active pedagogy and ethical imagination, early peace neurology and resilience, and the systems thinking approach. A noticeable difference was that all Czech respondents said that peace starts at home while none of the U.S. respondents mentioned home. A total of 84 curricular ideas for implementing peace were suggested by the participants. Conveying concepts, such as peace, to others requires considerable ability, knowledge, and effort. The data illustrated that peace is an ever evolving and enigmatic concept.

ISBN: 9781369778328Subjects--Topical Terms:

518817
Early childhood education.

Early Childhood Education as Sustainable Peacemaking: Supporting Interdisciplinary Learning to Bridge Theory and Practice.
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520 $a The purpose of this research was to explore the question: How does peace education enter early childhood? The aim was to bridge theory and practice and embrace new perspectives that could make early childhood education, first and foremost, a place for ethical practices. Semistructured interviews were conducted with eight early childhood professionals from the Czech Republic and the United States. The analysis supported the use of six criteria for integrative learning, which include place-based pedagogy, intergenerational inheritance through story sharing, intercultural and cultural diversity, intra-active pedagogy and ethical imagination, early peace neurology and resilience, and the systems thinking approach. A noticeable difference was that all Czech respondents said that peace starts at home while none of the U.S. respondents mentioned home. A total of 84 curricular ideas for implementing peace were suggested by the participants. Conveying concepts, such as peace, to others requires considerable ability, knowledge, and effort. The data illustrated that peace is an ever evolving and enigmatic concept.
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