Voices of Peace: A Chronology of the Play for Peace Methodology--An Experiential Community Development Training Model.

Autor/in	Leafman, Joan
Titel	Voices of Peace: A Chronology of the Play for Peace Methodology--An Experiential Community Development Training Model.
Quelle	(2003), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Conflict Resolution; Experiential Learning; Foreign Countries; Intergroup Relations; International Programs; Leadership Training; Nonprofit Organizations; Nonschool Educational Programs; Peace; Play; Program Descriptions; Program Evaluation; Young Children + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Conflict solving; Konfliktlösung; Konfliktregelung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Intergruppenbeziehungen; Führungslehre; Nonprofit-Organisation; Frieden; Spiel; Programme evaluation; Programmevaluation; Frühe Kindheit
Abstract	Play for Peace (PFP) is an international initiative bringing together children, youth, and organizations from communities in conflict, using cooperative play to create compassion and peace between cultures that have a history of conflict. A 2-year study examined PFP's history and methodology and conducted a program assessment. Data were gathered via document reviews and telephone and internet interviews with program representatives and youth facilitators at sites in Guatemala, India, the Middle East, and South Africa. Since its formation in 1995, 30,000 children in seven regions around the globe have participated in PFP initiatives. Ten community organizations with histories of conflict have joined together, and 550 youth facilitators have been trained. PFP representatives engage leaders from major area institutions, especially those in conflict, in educational experiences including cooperative play. Animosities lessen as bridges of trust develop. Once these leaders understand the power of play, they recruit and help train members of local community organizations. Organizational participants become adult coordinators and recruit teenagers into the process. Youth leaders learn to facilitate cooperative play encounters and identify young children aged 6-10 to participate. Activities encourage laughter, compassion, and personal connection at a time when, developmentally, the young children are forming a sense of self, awareness of others, and basic ideas about interactions with people they perceive as different. Brief assessment results are given in areas of needs assessment, program design, data collection, consultative reporting, publication and presentation materials, and future research needs. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC