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Teaching Peace Concepts to Young Children
at Parish Episcopal School
by Jackie Brinkman, Head of the Early Childhood Division
Many children today are exposed to acts of violence on television, in their communities, and sometimes within their families. As a result of their observations and experiences, many children are learning that violence is an appropriate way to resolve conflicts between people.
The time has come to shift educational discourse from the traditional three R’s – reading, ‘riting, and ‘rithmetic – to four R’s, the first of which stands for relationships.
There is little of importance in our everyday lives that does not involve interactions with others. Specifically, research suggests that the quality of children’s emotional intelligence as early as age five or six accurately predicts social and academic competence in later grades (Pellegrini & Glickman 1990).
Educators realize that the most difficult learning challenges of the early years are for children to get along with each other, to solve problems with words instead of fists or feet, and to cooperate with a variety of people. The early childhood campus teachers give high priority to expanding their students’ thinking, to helping them learn positive social skills if they are not familiar with them, and to assure that they know how to engage in peaceful interactions with others which, in turn, helps them to develop emotional intelligence.
In particular, how do the Hillcrest campus teachers put theory into practice to teach peace to their young students on a daily basis?
- creating a peaceful classroom environment by modeling and facilitating peaceful interactions
- maintaining a climate of tolerance, caring, and mutual respect at all times among students
- modeling communications skills, conflict resolution, and honesty
- helping the children recognize generosity toward others, to exhibit empathy, and to be increasingly aware of how their behaviors affect others
- establishing a few positive rules about expectations for their behavior in the group, such as “We use our words to solve problems.”
- building on the children’s growing awareness of people’s diversity by providing small and whole cooperative group work, as well as using materials and activities that are free from gender, racial, age, and other bias
- choosing and reading children’s books that portray children and adults engaging in friendly, peaceful behaviors
Each fall, you will be attending a parent/teacher conference to discuss your child’s adjustment to the school year here at Parish. One area in the assessment of your child’s growth and learning will be social development. As parents, you are important allies in the peace-learning process. Take this opportunity to ask the teacher specific questions regarding your child’s social development, such as:
“Does my child have positive relationships with one or two peers?”
“Does my child approach others positively?”
“Does my child negotiate and compromise with others?”
“Does my child express frustration and anger effectively?”
“Does my child assert his/her own rights appropriately?”
“Does my child take turns fairly easily?”
“Is my child usually accepted rather than neglected or rejected by other children?”
If, after your discussion, you develop some concerns, be sure to ask the teacher to recommend ways in which you, as a family, can work on the issues at home.
Competence in building and maintaining relationships with others involves a complex interplay of feelings, thoughts, and skills. So, the next time that you are on campus and you observe your child’s teacher saying, “Use your good words, etc.,” you are witnessing the teacher increasing your child’s ability to communicate, to respect others, to resolve conflicts, and to accept social responsibility – skills your son or daughter will carry into adulthood.
Peace be with you.
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