MARC record from Internet Archive

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003 OCoLC
005 20160206105147.0
008 940922s1994 maua b 000 0 eng d
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043 $an-us---
050 4 $aBF637.I48$bL46 1994
082 04 $a303.6$bLEVIN
084 $a5,3$2ssgn
084 $aD 6830$2dopaed
100 1 $aLevin, Diane E.
245 10 $aTeaching young children in violent times :$bbuilding a peaceable classroom /$cDiane E. Levin ; with foreword by Deborah Prothrow-Stith.
260 $aCambridge, MA :$bEducators for Social Responsibility ;$aPhiladelphia, PA :$bDistributed to the trade through New Society Publishers,$c1994.
300 $axviii, 193 pages :$billustrations ;$c28 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
500 $a"A preschool-grade 3 violence prevention and conflict resolution guide."--Cover.
504 $aIncludes bibliographical references.
505 0 $aPart 1 -- Establishing the foundations for peace -- Introduction: From Turtles To Doves: The Challenges Of Teaching Young Children In Violent Times -- Assumptions that guide this book -- Prevention and intervention go hand in hand -- Roots of global and democratic education -- Developmental perspective -- Holistic approach to the curriculum -- Parents as partners -- Framework for informed decision making -- Note of realism -- How the book is organized -- Chapter 1: Growing Up In A Violent World -- Epidemic of violence in children's lives -- Deregulation of children's television: more violence in children's media, toys, and play -- Continuum of violence affects all children -- Dilemma for children (and teachers) -- Finding a new approach -- Chapter 2: How Young Children Understand And Learn About Peace, Conflict, and Violence -- Children actively construct meaning from experience -- Every child's ideas are unique -- Developmental characteristics of young children's thinking affect the meanings they make -- Children's ideas change and grow gradually -- From theory to practice -- Chapter 3: Setting The Stage: The Peaceable Classroom -- Class discussion about safety -- What is an early childhood peaceable classroom? -- Peaceable classrooms promote a sense of trust and safety -- Peaceable classrooms help children function as autonomous and capable individuals -- Peaceable classrooms teach children mutual respect and interdependence -- Peaceable classrooms teach children how t live and participate in a democratic community -- Peaceable classrooms: now more than ever -- Chapter 4: Building A Peaceable Classroom Through Give-And-Take Dialogues -- Discussion about whether to have a regular class "sharing time" -- Discussion of what to do when you need help -- Helpful hints for leading small and large group discussions -- Adapting group discussions to the ages, developmental levels, and prior experience of children -- Reaching out beyond the classroom -- Building peaceable school communities -- Community outside of school -- Talking about issues outside of school -- Limiting group discussions -- Roots of social responsibility -- Chapter 5: Teaching Children to Resolve Conflicts Peacefully -- Discussion when two points of view collide -- Discipline versus conflict resolution training -- Discussion on working through conflicts with children -- Teaching young children a "win-win" approach to conflict resolution -- When your efforts seem not to work -- Both children and teachers are the winners -- Chapter 6: Anti-bias Education: Helping Children Understand And Appreciate Diversity -- Teacher helps five-year-olds expand their understanding of skin color -- Letter to parents about a special needs curriculum -- What anti-bias education is -- What anti-bias education is not -- Anti-bias education poses special challenges for teachers -- How young children think about similarities and differences -- Discussion to expand gender roles through a give-and-take dialogue -- Anti-bias education is at the heart of education for world peace in the early years -- Chapter 7: Facilitating Play: Combating The Negative Influence Of Media And Media-Linked Toys -- Halloween play -- Changes in play: from play to imitation -- Development and learning are undermined -- From banning to facilitating play -- Class discussion facilitating nonviolent, constructive play -- Part 2-- Practical Ideas For Teaching Peace -- Introduction: Starting Points For Curriculum Development In Peaceable Classrooms -- Chapter 8: Class Graphs: Building Community In Peaceable Classrooms -- Why use class graphs? -- Adapting class graphs to different ages and abilities -- Ideas for infusing class graphs into the curriculum -- Class graphs to help in the transition from home to school -- Chapter 9: Class Charts: Building Predictable Rituals, Routines, And A Sense Of Safety -- Using class charts to help children function autonomous learners and responsible community members -- Using class charts to help with group problem solving and community building -- Building a class history with a class chart -- Chapter 10: Class Games: Promoting Cooperation, Perspective-Taking, And A Sense Of Community -- Pair paintings: class games started by children -- Bean-bag games: class games started by the teacher -- Creating your own class games -- Chapter 11: Class Puppets: Promoting Problem Solving, Conflict Resolution, And Cooperative Learning -- Using us puppets to act out experience -- Us puppets promote the goals of peaceable classrooms -- Us puppets match children's developmental level additional ideas for using class puppets in peaceable classrooms -- Chapter 12: Children's Books: Enriching And Expanding The Content Of The Peaceable Classroom Curriculum -- Why use children's books? -- Selection of children's books to use in a peaceable classroom curriculum -- Chapter 13: Curriculum Webs: Planning And Keeping Track Of Curriculum On A Theme Or Topic -- Curriculum web planning medical play -- Curriculum web documenting the use of a class history chart -- Examples of other ways to use curriculum webs -- Chapter 14: Additional Readings And Resources -- Appendix A: Position statements on violence: violence as a product of injustice -- CEASE's statement on violence -- NAEYC position statement on violence in the lives of children -- NAEYC position statement on media violence in children's lives -- Appendix B: Mighty morphin power rangers: a new violent TV show and toy line enters the popular culture of children.
520 $aFrom the Publisher: Teaching Young Children in Violent Times helps teachers and group leaders working with pre-K to 3rd-graders to create an environment in which young children can learn alternatives to the violent behaviors modeled in our society, the media and home. Mixing dialogs, anecdotes and theory, the book provides essential insights into the developmental roots of young children's thinking and behaviors around gender, prejudice, violence and conflict. It offers practical guidelines and activities for meeting young children's needs for safety; helping young children learn to appreciate diversity; and providing opportunities and skills to resolve conflicts creatively and respectfully. This rich resource also supplies suggestions for using dialogue, puppetry, games, play, class charts, curriculum webs, and children's books to turn any classroom into a peaceable one. Diane Levin is a widely known and respected educator and researcher who co-authored The War Play Dilemma and the best-selling Who's Calling the Shots? Published by Educators for Social Responsibility; distributed to the trade by NSP.
650 0 $aConflict management$xStudy and teaching.
650 0 $aViolence$xPrevention.
650 0 $aNonviolence.
650 0 $aClassroom management.
650 6 $aViolence.
650 7 $aClassroom management.$2fast$0(OCoLC)fst00863730
650 7 $aConflict management$xStudy and teaching.$2fast$0(OCoLC)fst00874805
650 7 $aNonviolence.$2fast$0(OCoLC)fst01039027
650 7 $aViolence$xPrevention.$2fast$0(OCoLC)fst01167240
650 07 $aFriedenserziehung.$2swd
650 07 $aGrundschulunterricht.$2swd
710 2 $aEducators for Social Responsibility (U.S.)
776 08 $iOnline version:$aLevin, Diane E.$tTeaching young children in violent times.$dCambridge, MA : Educators for Social Responsibility ; Philadelphia, PA : distributed to the trade through New Society Publishers, 1994$w(OCoLC)647235845
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