Peace-Promoting Skills Needs of Young Children Teachers: Perceptions of Nigerian Childhood Educators

Autor/in	Obidike, Ngozi Diwunma
Titel	Peace-Promoting Skills Needs of Young Children Teachers: Perceptions of Nigerian Childhood Educators
Quelle	In: African Higher Education Review, 6 (2012), S.88-99 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-1905
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Needs; Skill Analysis; Peace; Teacher Educators; Teacher Attitudes; Questionnaires; Conflict Resolution; Educational Strategies; Teacher Competencies; Teaching Methods; Educational Practices; Knowledge Base for Teaching; Capacity Building; Teaching Skills; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational need; Bildungsbedarf; Frieden; Teacher education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Fragebogen; Conflict solving; Konfliktlösung; Konfliktregelung; Lehrstrategie; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Many children today are exposed to acts of violence on television in their communities, and sometimes within their families. Although the violence is frightening and puts children in dangers, some children become accustomed to high levels of violence in their surroundings. These violent habits acquired become a way of life of these children in schools where these habits are often further reinforced by violence exiting in the schools. The early childhood educators, apart from educating children on literacy, therefore have the additional responsibility to expand children's thinking to help them to learn positive concepts about how people can live in harmony. This paper therefore, looks at peace-promoting skills needs of teachers of young children in Nigeria. The study was carried out in Anambra State. The sample was made up of all the forty-eight (48) Childhood Education professionals from the nine (9) universities in Nigeria offering childhood education. The questionnaire was the instrument used for data collection and was formulated based on the three research questions for the study. The data collected were analyzed using mean and standard deviation for answering the three research questions. The findings revealed that the peace-promoting skills needs of teachers of young children as perceived by the childhood educators should include: cooperation, communication, active listening and reflection, empathy and compassion, critical thinking and problem-solving, mediation, negotiation and conflict resolution among others and they can teach these skills through the use of children's books, depicting peaceful behaviours, creating peaceful classroom environment among others. It was recommended, among others, that peace-promoting skills be integrated in early childhood curriculum. (As Provided).
Anmerkungen	University of North Texas. 1155 Union Circle, Denton, Texas 76203. Web site: https://www.coe.unt.edu/african-higher-education-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01