United NationsДепартамент по экономическим и социальным вопросам Устойчивое развитие

Learning to live together in Peace form early years: educating the personality of the child and their values

AMEI-WAECE: World Association of Early Childhood Educators/Asociación Mundial de Educadores Infantiles (
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    Description
    Intro

    This project is running throughout the most diverse ways; teachers and parents will have access to pedagogical and methodological procedures that allow them to develop in children norms, values, concepts and behaviours towards the acceptance of peace and the rejection of violence as essential components of their personality. Our aim is to create habits in the children that determine any performance in the future, a transfer of values that remains in the long term that extends during all their lives. Pedagogical bases and the classroom activities are availabe in english, spanish, arab and bosnia language. http://www.waece.org/webingles/valores/

    Implementation of the Project/Activity

    Self-funded project. But for the translation of the Peace education curriculum in Arab and Bosnia we signed an agreement with UNICEF. The curriculum is available at the internet so all the teachers can download the activities and use them in their classrooms and at home (by parents or daycare). Working Schedule • January 2003- June 2003: Survey “What peace is for you and your children” • June 2003- September 2003: Analysys. Ellaboration of the Pedagogical Dossier, distance training & classroom activities. • September 2003- June 2004: Evaluation of the Pedagogical Dossier, distance training & classroom activities. • September, 2004 – Nowadays. The curriculum is available (english, spanish and Bosnia and Herzegonina) to everyone and can be downloaded, from the AMEI-WAECE website www.waece.org or www.webforpeace.org • June 2005 - UNTIL TODAY (AND THE FUTURE): Evaluation & Updates. Thus, by usind the activities, we also are working in the same direction of the Article 29 of the Convention on the Rights of the Child approved by the General Assembly of the United Nations on November 20, 1989, we find what we understand today as appropriate early childhood education. States Parties agree that the education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment. It seems clear that the concept of education must be understood as promoting the faculties that nature gives children and not as a merely a transmission of concepts. Today our actions must be directed toward children learning to be themselves (learning to be), learning to understand, in social aspects (learning to live together) as well as merely cognitive areas (learning to know and to do).

    Results/Outputs/Impacts

    All the Pedagogical Units (values) have the critical assesment data sheet to have an evaluation of the programm. From our experience and research, Education for PEACE really must become a transversal program that is developed through all of the activities of a learning center. Values, as we know them, are learned and chosen in daily life through the behaviors that children observe in adults and assimilate through play. The formation of values can occur spontaneously or be directed pedagogically. Pedagogical direction of the formation of values helps to guarantee that the individual will gain values in accordance with generally accepted social norms and values – and hopefully those that are in line with peaceful relations among people. The geographical impact id directly linked with the langues and the feedback of the schools. Initially survey was done in Argentina, Australia, Bolivia, Brasil, Chile, Colombia, Costa Rica, Ecuador, Egypt, El Salvador, France , Guatemala, Israel, Italy, Japan, México, Pakistán, Palestina, Panamá, Paraguay, Perú, Portugal, Puerto Rico, Spain, St. Vicent, United Kingdom, Uruguay, USA, Venezuela. The project has been presented in the USA (The World Bank, The OAS), New Zeland, Russia, Palestine, Bosnia i Herzegovina, Vietnam, América Latina, Canada, Spain, Germany, Italy... With this Peace Education Curriculum we intend to contribute with more than just doing our bit in the education of this huge beach of humanity in which everybody fits and where we can enjoy the advantages of a more educated and developed society, where we can LIVE TOGETHER AND IN PEACE. Because we deeply believe that we can only have a better world with adequate early childhood education

    Enabling factors and constraints

    As many funds we have, more languages will be possible to use. UNICEF helped us with the Arab language. More languages would be great. The recognition of "Learning to live together in Peace form early years: educating the personality of the child and their values" as SDG Good Practices will help us to me more popular and this will help us to achieve more schools, more teachers, more children.

    Sustainability and replicability

    This is perfectly sustainable because the maintence cost are very low. Repicability, of course is very high. The classroom activities that you can see (values) by visiting this link http://www.waece.org/webingles/valores/ you will see that are very flexible and every teacher and facilitator can adapt.

    COVID-19 Impact

    Most of the activity uses stories and other resources that can be done at home when kids can not go to the schools. Here you have an example of what I am saying: http://waece.org/actividadesDiarias/index.php (Sorry, but this is only available in spanish).

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    This initiative does not yet fulfil the SMART criteria.
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    Timeline
    01 January 2003 (start date)
    31 December 2021 (date of completion)
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    Ongoing
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