國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Early Childhood Education as Sustainable Peacemaking :/
其他題名:	Supporting Interdisciplinary Learning to Bridge Theory and Practice.
作者:	Studnicka, Lenka V.
面頁冊數:	1 online resource (152 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (152 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369778328Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Early Childhood Education as Sustainable Peacemaking : = Supporting Interdisciplinary Learning to Bridge Theory and Practice.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Denise Mitten.
502 $a Thesis (Ph.D.)--Prescott College, 2017.
504 $a Includes bibliographical references
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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