*NVE - Non Violent Education*

Practice

In case studies (see Daphne study “Violence Prevention in Educational Institution “Kindergarten” – Present Approaches and Development Possibilities” (2008)) teams have different numbers of days for further education (training on the job): The number varies from 2 days (Germany) to 12 days (Sweden). In Poland and Italy teachers have to invest private time to take further education. Only the teams in Belgium and Italy did not have any programs or further education related to the subjects of violence prevention (VP) or peace education (PE). In all countries, the professionals in the institutions consider these topics to be very important and wish to have more support.

Germany

Belgium

Norway

Sweden

Poland

Italy

programs with subject of violence prevention (vp)/ peace education (pe)

yes

1: yes, NVC
2: no
3: yes

yes, NonViolent Communication (NVC)

no data

further education with subject of vp/pe

yes

1: yes, NVC
2: no
3: yes

yes, about NVC

yes

importance of vp/pe

yes but not enough

1: yes, a lot
2: yes, a lot
3: no data

yes, a lot

yes, but not enough

percentage of vp/pe in pedagogical reflection

1: 90%
2: 90%
3: no data

50%

who is supporting the team in regard to vp/pe

colleagues, institution and specialists often

colleagues, but not enough

1: colleagues, insti-tution specialists, sometimes parents
2: all mentioned
3: no data

all mentioned, but not enough

colleagues, parents often, institution and specialists not enough

colleagues a lot, parents and institution not enough

Concepts
All surveyed institutions have documented pedagogical concepts for their work. Only one institution (Sweden) mentioned, that their work is influenced mainly by one special pedagogic principle, in their case the philosophy of Reggio Emilia. Only in Poland and in Norway dedicated systems of quality management exist. All institutions except Belgium have an integration concept for new children.

	Germany	Belgium	Norway	Sweden	Poland	Italy
documented concept	yes	yes	1: yes 2: yes 3: yes	yes	yes	yes
particular pedagogical principle	no	no	1: no 2: no 3: yes	yes, (Reggio)	no	no
dedicated system of quality management	no	no	1: yes 2: yes 3: yes	no	yes, but not enough	no
integration concept for new children	yes	no	1: yes 2: yes 3: yes	yes	yes	yes

Work with children

A high number of different regular daily rituals were found in all institutions. In Belgium and Sweden, there are less regular weekly rituals than in the other countries. In almost all institutions, except in Belgium, children have always, or from case to case, free access to other rooms. All institutions have project work. Individual encouragement is given in all countries except Sweden. Regular observations of individual children exist also in all countries except Belgium.

	Germany	Belgium	Norway	Sweden	Poland	Italy
regular daily rituals	all mentioned without sleep time	all mentioned	1: yes, all mentioned 2: yes, all 3: yes, all	all mentioned	all mentioned	all mentioned without sleep time
regular weekly rituals	all mentioned	physical exercise	1: speech training, nature days, others 2: yes, all 3: actions with first year school children, nature days	nature days	all mentioned without activities with first year school children	all mentioned
free access to other rooms	case for case	no	1: case for case 2: case for case 3: yes	yes	no	case for case
project work	yes	yes	1: yes 2: yes 3: yes	yes	yes	yes
singular encouragement for children	yes	yes	1: yes 2: yes 3: yes	no	no	yes
regular observation of singular children	yes	no	1: yes 2: yes 3: yes	yes	yes	yes

Work with parents

Referring to the co-operation with parents regarding peace education and violence prevention, 3 countries mentioned some activities: informing parents about Non-Violent-Communication (Sweden and Norway) and educational meetings according to requirements (Poland).

	Germany	Belgium	Norway	Sweden	Poland	Italy
co-operation with parents in regard to peace education/violence prevention	no	no	1: informing them about NVC parent meetings with lectures 2: no 3: no data	informing them about NVC,	education meetings according to requirements	no

Intercultural aspects/Diversity

Only in Swedish and in Polish case studies intercultural aspects seem not to be an issue to work with. In all other countries, the institutions have several methods to work on this subject, above all in Italy and Germany. Only in Sweden the institution offers special gender-related activities.

	Germany	Belgium	Norway	Sweden	Poland	Italy
intercultural aspects	speech development, speech training, media for immigrant children, bilingualism is supported, mother tongue“ contact people, language course for parents	intercultural aspects are an issue but there are no activities	1: speech development 2: speech development 3: no issue	no issue	no issue	speech development, speech training, media for immigrant children, „mother tongue“ contact people, intercultural activities, specific offers
gender-related activities	no	no	1: no 2: no 3: no data	yes	no	no