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Teaching Young Children in Violent Times: Building a Peaceable Classroom | 
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| Author: Diane E. Levin
Publisher: Educators for Social
Category: Book
List Price: $23.95
Buy New: $16.00
You Save: $7.95 (33%)
New (7) Used (7) from $11.45
Rating:  1 reviews
Sales Rank: 195440
Media: Paperback
Pages: 192
Shipping Weight (lbs): 1
Dimensions (in): 10.8 x 8.3 x 0.5
ISBN: 0942349180
Dewey Decimal Number: 371.782
EAN: 9780942349184
ASIN: 0942349180
Publication Date: June 10, 2003
Availability: Usually ships in 24 hours
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Product Description
The second edition of this highly acclaimed book is a must for early childhood educators, parents, and policy makers. It helps teachers create a Peaceable Classroom where children learn peaceful alternatives to the violent behaviors modeled for them in society. This extensively revised and updated edition features new material for a post-September 11th world including a new chapter on helping children deal with violence in the news. This new edition is an essential resource for anyone who works with children.
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| Customer Reviews:
must have for teachers who struggle with violent play May 30, 2005
Erin L. Wood (Boulder, CO)
4 out of 4 found this review helpful
This is a comprehensive book about creating a safe and productive classroom in an otherwise unpredictable world. Edited after the 9/11 attacks, the book opens with a discussion about violence in the media and at home and how young children are affected. From there, she addresses difficult issues that arise in the classroom, such as gunplay, and relates these issues to children's exposure to violence and media. Levin introduces guidelines to promote a healthy mini-society within the classroom which she calls the "Peaceable Classroom." These guidelines are not rigid, but ever evolving to meet the needs of children. She highlights the need for open dialogue between the children and teachers, something that can only be achieved if the children feel safe enough to speak. She does not advocate providing the children with adult-sized solutions to issues that arise in the classroom. Instead, she promotes an open forum between the children and teachers to arrive at the best solution to a problem. In addition, she discusses accepting children's thinking about tough issues while challenging their concepts about violence, sexism, and racism during open dialogue and through Piaget-like activities.
I believe that anyone would benefit from reading this book, but I particularly recommend it to anyone who has trouble dealing with violent pretend play or gunplay in the classroom. Levin demonstrates a realistic approach to dealing with such problems without banning them outright. She has clear examples of conversations and activities meant to encourage a safe community that are easy to follow and adaptable to a variety of situations. She does a wonderful job of shedding light on an issue that is more complex than meets the eye. This would also be a good place to start in creating a classroom community from scratch or when working in a school system where the children may have been exposed to violence in the home or surrounding community.
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