An Investigation of Children's Perceptions of War PDF Download

Author: Lucinda Smith
Publisher:
ISBN:
Category : Children and war
Languages : en
Pages : 160

View

Book Description

Author: Liang-Yu Deng
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838352725
Category :
Languages : en
Pages : 116

View

Book Description
Numerous empirical studies have reported the negative consequences of war on the physical and psychological well-being of children. What do children understand about war? How does that understanding help them make sense of the violent world of which they are part? What do we, as educators, parents and family service providers, need to know in order to prepare ourselves for talking to children about war-related issues? This study describes and compares Taiwanese American (TA) children s and Non-Taiwanese American (NTA) children s perceptions of war. A qualitative research design was adopted. In-depth interviews were conducted with 50 TA and NTA children in the U.S. Data were collected from 2002 through March 2003 before the United States entered in to the war with Iraq. Perception differences with regard to gender and age were explored. Children s reported conversations with their parents about war also were examined. Findings of this study can be useful for helping educators, parents, teachers and other adults discuss war and peace issues with children from different family/cultural backgrounds.

Author: Joanna Teddy Koulianos
Publisher:
ISBN:
Category : Children and war
Languages : en
Pages : 146

View

Book Description

Author: Rosemarie Dinklage
Publisher:
ISBN: 9780530019680
Category : Psychology
Languages : en
Pages : 184

View

Book Description
Abstract: The purpose of this study was to explore the perceptions of war and peace of young American and German children. The sample consisted of 80 fourth graders, 40 from each country, chosen from urban schools, with an equal number of boys and girls. Each child was asked to take two photographs, one representing war and one peace, and was interviewed individually about the photographs, the sources of information regarding war and peace, the ideas about the future, the preferred source of comfort if worried about war, and whether and when education should be provided. All photographs were separated into five categories of peace, i.e., sanctuary, human, animals, nature, and other, and five categories of war, i.e., destruction, human, armaments, consequences of war, and other. The chi-square statistic was employed for analyses. The children's verbal responses were analyzed using percentages and z-statistics. Regarding war, significantly more German than American children saw war as "destruction" and "consequences of war" through photographs and verbal responses. Results indicated that both American and German children saw peace as tranquility and cooperation. No significant difference was found between German and American children's photographs and verbal expressions. The two groups did not differ on their major first source of information about war or peace. Children from both countries ranked "television" as their major source of information about war. "Mother" was ranked as the major source for peace. Both groups perceived a need for education about peace; approximately half of each group believed it should begin in elementary school. Sixty percent of the German and 93% of the American children desired war education; 38% of the German and 68% of the American children thought it should start in elementary school. American and German children viewed peace similarly. War was seen differently, especially in the focus on "destruction" and the "consequences of war. " The study gives evidence that children perceive a need for war and peace education starting in elementary school. Dissertation Discovery Company and the University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "American and German Children's Perceptions of War and Peace" by Rosemarie I. Dinklage, was obtained from the University of Florida and is being sold with permission from the author. A free digital copy of this work may also be found in the university's institutional repository, the IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.

Author: Lewis Michael MacKay
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 256

View

Book Description

Author: Emily K. Carvel
Publisher:
ISBN:
Category : Art therapy for children
Languages : en
Pages : 178

View

Book Description

Author: Rosemarie I. Dinklage
Publisher:
ISBN:
Category : Children and war
Languages : en
Pages : 340

View

Book Description
The purpose of this study was to explore the perceptions of war and peace of young American and German children. The sample consisted of 80 fourth graders, 40 from each country, chosen from urban schools, with an equal number of boys and girls. Each child was asked to take two photographs, one representing war and one peace, and was interviewed individually about the photographs, the sources of information regarding war and peace, the ideas about the future, the preferred source of comfort if worried about war, and whether and when education should be provided. All photographs were separated into five categories of peace, i.e., sanctuary, human, animals, nature, and other, and five categories of war, i.e., destruction, human, armaments, consequences of war, and other. The chi-square statistic was employed for analyses. The children's verbal responses were analyzed using percentages and z-statistics. Regarding war, significantly more German than American children saw war as "destruction" and "consequences of war" through photographs and verbal responses. Results indicated that both American and German children saw peace as tranquility and cooperation. No significant difference was found between German and American children's photographs and verbal expressions. The two groups did not differ on their major first source of information about war or peace. Children from both countries ranked "television" as their major source of information about war. "Mother" was ranked as the major source for peace. Both groups perceived a need for education about peace; approximately half of each group believed it should begin in elementary school. Sixty percent of the German and 93% of the American children desired war education; 38% of the German and 68% of the American children thought it should start in elementary school. American and German children viewed peace similarly. War was seen differently, especially in the focus on "destruction" and the "consequences of war." The study gives evidence that children perceive a need for war and peace education starting in elementary school.

Author: Lewis Michael MacKay
Publisher:
ISBN:
Category : Children and war
Languages : en
Pages : 256

View

Book Description

Author: Liang-Yu F. Deng
Publisher:
ISBN:
Category : Children and war
Languages : en
Pages : 340

View

Book Description

Author: Sabine Lee
Publisher: Routledge
ISBN: 0429576250
Category : History
Languages : en
Pages : 245

View

Book Description
This volume presents research from an international, interdisciplinary, and intersectoral research project in which 15 doctoral researchers explored a range of issues related to the life-course experiences of children born of war in 20th-century conflicts. Children Born of War (CBOW), children fathered by foreign soldiers and born to local mothers during and after armed conflicts, have long been neglected in the research of the social consequences of war. Based on research projects completed under the auspices of the Horizon2020-funded international and interdisciplinary research and training network CHIBOW (www.chibow.org), this book examines the psychological and social impact of war on these children. It focusses on three separate but interrelated themes: firstly, it explores methodological and ethical issues related to research with war-affected populations in general and children born of war in particular. Secondly, it presents innovative historical research focussing specifically on geopolitical areas that have hitherto been unexplored; and thirdly, it addresses, from a psychological and psychiatric perspective, the challenges faced by children born of war in post-conflict communities, including stigmatisation, discrimination, within the significant context of identity formation when faced with contested memories of volatile post-war experiences. The book offers an insight into the social consequences of war for those children associated with the ‘enemy’ by virtue of their direct biological link.