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Just as adults talk through tough situations, children use play to work through events. It can be used as a learning opportunity for children to feel safe and in control of their emotions/ reactions to what they perceive as "right" and "wrong."

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After children see or hear of something disturbing, it's normal and healthy for them to act out again and again what happened as they play. It might be scary to see children act out a violent event, but children use play to work through things that interest, puzzle, or worry them. It's part of the natural process of figuring it out.

Adults often talk about tough situations in order to understand them; children do so by playing. You may notice children playing "superheroes and villains "(or "good guys and bad guys") as they build their understanding of the way people act and ideas of right and wrong. This is a chance for you to step in and help them feel safer and more in control.

There are a few ways you might use children's play to help them work through difficult events.

Redirect. For instance, if children are acting out a story in which a teddy bear hides on a shelf because "bad guys" are below, you might point out that the "bad guys" have a rare sickness that makes them do terrible things. (Children are likely to think of "good guys" and 'bad guys," and develop fears that "bad guys" are coming to get them. Instead, try to say "bad things", "bad choices," or "bad behavior.") Reassure them that the bear is safe now and then offer positive suggestions ("Maybe the rescue workers can use a ladder to get the baby bear.").

Look for the Helpers. Remind children that there are more people doing good things than there are doing bad things. In every bad situation, there are helpers trying to take care of and protect others. Suggest adding new characters to their made-up scenarios ("The baby bear is hiding in the tree. Who wants to play the neighbor bringing a ladder to help him down?)"

Recognize and Label Feelings. To label emotions and build empathy, talk about about how a character is feeling ("The baby bear must feel terrified, hiding alone in the tree. What is he scared of? What is he thinking about?").

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When Children Play "Bad Guys" - Sesame Workshop

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Play can help children process frightening news.

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PBS: What is media literacy & how can simple shifts center it?

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PBS: What is media literacy & how can simple shifts center it?

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"It is a broadened definition of literacy that includes media beyond text and promotes curiosity about the media we consume and create."

This article goes through the "What," the "Why," and the "How" of the importance of media literacy in today's world. It explains how integrating media literacy into curriculums and daily habits will promote positive digital and social habits among younger generations.

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Think of all the things you read in a day-emails, books, and the news. What about Facebook posts, Instagram captions, Tweets, editorials, ads, and subtitles? How about maps, memes, and infographics? Do you read each in the same way?

Likely, you employ a certain set of skills and strategies when you engage with each piece of media. But given the new and ever-changing ways we use technology to receive and communicate information, to be literate in today's constantly connected world involves skills beyond simply reading and writing in the traditional sense.

THE WHAT

Literacy is the ability to encode and decode symbols and synthesize and analyze messages. But what, exactly, is media literacy then? The National Association for Media Literacy Education (NAMLE) defines media literacy as the ability to access, analyze, evaluate, create, and act using all forms of communication. It is a broadened definition of literacy that includes media beyond text and promotes curiosity about the media we consume and create.

As NAMLE puts it, media literacy provides us with the skills necessary to "both comprehend the messages we receive and effectively utilize these tools to design and distribute our own messages. Being literate in a media age requires critical thinking skills that empower us as we make decisions, whether in the classroom, the living room, the workplace, the boardroom, or the voting booth."

In effect, media literacy is a modernized approach to literacy-how we consume media and information differently than, say, 15 years ago. The context has shifted dramatically. What we read and how, plus how we find what we read are remarkably different. Media literacy education brings our understanding of literacy into the 21st century.

THE WHY

So, why teach digital and media literacy in an already jammed-packed content-filled curriculum with limited time? Well, for starters, media literacy is literacy. Media literacy doesn't need to be "another thing" to teach. Instead, I see it as another way to teach. It's not another thing to teach, but a redefinition of something we all know and are most likely already addressing in the classroom. We simply need to be more intentional in doing so.

Teaching media literacy can help combat the current misinformation epidemic and empower students. Being media literate empowers students to ask questions, make sound judgments rooted in fact and evidence and, in the words of researcher Sam Wineburg, "derive truth from falsehood, bias from reality, and promote values steeped in objectivity instead of emotion." By developing students' media literacy skills, teachers help strengthen our citizenry and, in effect, our American democracy.

The cross-curricular skills inherent in media literacy prepare students how to know what to believe in the digital age, imparting skills they need to become smart, active consumers and creators of information and engaged, informed participants in civic life.

THE HOW

Are you new to media literacy or unsure where to continue? I've found that these three easy-to-implement, simple shifts in my lesson and unit planning help to center media literacy in my classroom.
1. Choose Content Standards AND Media Literacy Concepts When Lesson Planning.
When planning, choose your content standards AND a media literacy "standard"/skill to focus on. With this approach, you can teach content while focusing on a media literacy skill. Will you examine a primary source or look at a map or data set? Perhaps you'll read an excerpt as part of your lesson plan. All of that is media. So while you read and examine, ask students to consider a media literacy concept through content-related questions, like "What is the author/creator's purpose? What information/perspectives are included? Whose perspective is missing? Is this information/perspective fact, opinion, or something else?"

Need help? Take a look at Project Look Sharp 's four-point approach:

1. Key Questions for Decoding Media

2. 6 Key Concepts of Media Literacy Analysis

3. Media Literacy Objectives

4. Demonstration Videos

Project Look Sharp also has hundreds of free media literacy-centered content lesson plans available.
2. Provide Time and Space for Students to Practice Asking Questions
Oftentimes, teachers are the ones asking questions, and students are expected to provide answers. But a media literate person is inquisitive and curious about the media they consume and create. To help develop a habit of inquiry in students, teachers can provide more space and time for students to ask questions, which can be a challenge! Students sometimes struggle with asking questions because they are so used to providing answers.. It takes time, practice, and modeling to help develop those skills. Here are some approaches that have worked in my classroom:

When you start a new unit, preview your unit with media. Show some media that you'll examine throughout the unit and let kids brainstorm questions about it. You can try questions like, What do you think about when you see this media? What about the media sparks your curiosity? What would you like to know about this media? You could do an exercise of asking questions as part of a K-W-L activity as well.

Try out the Question Formulation Technique (QFT) from the Right Questions Institute when examining a piece of media with students. The QFT is a structured method for generating and improving questions and helps students to build their question-asking skills.

Let inquiry (Inquiry Design Model) or Personal Digital Inquiry guide your approach and instruction on a topic, a single unit, or throughout the year.

3. Create to Learn
Provide opportunities for students to create media in a variety of formats. Media creation demystifies the creative process, equipping students with the 21st Century skills needed to navigate the digital landscape. By embracing a "create-to-learn" approach in the classroom, students can show what they know through the digital media creation process. By adopting this approach, teachers empower students to become authors and can promote student advocacy and amplify student voice.

Of course, as educators we have constraints (state tests, time, etc.). But just a little flexibility in planning can make the create-to-learn process work. Will students write an argumentative essay? What if they write the essay and create a short PSA video to "sell" their argument? Can they analyze political cartoons? How about helping them make their own cartoons to apply their understanding?

Need a couple tips? In this PBS LearningMedia resource you'll learn how to properly categorize the media you encounter online. Learn how to navigate away from misleading information and hone your media literacy skills in this short video.

What is the future of media literacy?

The way we read, communicate, learn, understand, make connections has completely transformed over the last two decades. Researcher Sam Wineburg (Dyer, 2017) put it best when he appealed to educators and school decision makers:
"We are in a freaking revolution. We bank differently. We date differently. We shop differently. We choose a Chinese restaurant differently. We do our research differently. We figure out what plumber to come to our house differently. But school is stuck in the past. What we need to do is ... think hard about what the school curriculum really needs to look like in an age when we come to know the world through a screen."
Wineburg urges educators to teach media literacy to revolutionize how we teach literacy across the curriculum. Media literacy empowers students to engage critically with information and amplify their voices as creators and digital authors. Therefore, we cannot afford to ignore the importance of teaching fundamental media literacy skills to prepare students for the present and future.
Dyer, J. (2017, April 14). Can news literacy be taught? Retrieved from http://niemanreports.org/artic...

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what is media literacy and how can simple shifts center it

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WHAT Is Media Literacy and HOW Can Simple Shifts Center It | PBS Education

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Your source for teaching inspiration, blogs, and online professional events.

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Link

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Convention on the Rights of the Child (PDF)

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Convention on the Rights of the Child (PDF)

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Link

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UN Convention on  the Rights of the Child

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Universal Declaration of Human Rights (PDF)

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Universal Declaration of Human Rights (PDF)

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Link

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This article offers teacher observations that were made during a four-weeklong study on superhero play in a preschool classroom.

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Specific topics (and links) we recommend:

Teaching Hard Topics: American Slavery

Discussing Race, Racism and Police Violence

Social Justice Standards: on Action

Social Justice Standards: on Justice

Encouraging Youth Activism

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Children's books with LGBTQ+ themes & characters

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Children's books with LGBTQ+ themes & characters

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*Not Yet Released

Picture Book Biographies

Board Books with LGBTQ Content/Themes

Gender, Orientation, and/or Terminology

Gay/Lesbian Main Characters

Transgender/Nonbinary Main Characters

Gender Non-Conforming Main Characters

Queer Family

Non-Binary/Gender Non-Conforming Parents

Aunts/Uncles/Cousins

Grandparents

A Plan for Pops by Heather Smith/Brooke Kerrigan

Grandad's Camper by Harry Woodgate

Pride/Stonewall

Early Reader Books

Chapter Books

*Riley Reynolds series by Jen Breach

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Not Yet Released Picture Book Biographies Drawing on Walls: A Story of Keith Haring by Matthew Burgess, ill. by Josh Cochran A Portrait in Poems: The Storied Life of Gertrude Stein and Alice B. Toklas by Kate Patrick, ill. by Rachel Katstaller Board Books with LGBTQ Content/Themes A is for Activist by Innosanto Nagara (Amz)...

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Dare to Lead List of Values - Brené Brown (PDF)

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Dare to Lead List of Values - Brené Brown (PDF)

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Link

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Critical thinking skills are imperative for resisting harmful disinformation and countering hate and bias. Educators, parents and caregivers should be essential partners in introducing media literacy concepts to children and young people.

In today's society, adults and young people are exposed to a lot of information from a variety of media sources, most notably digital platforms, television, radio and print materials. And in a politically contentious and polarized climate, information can be manipulated to mislead and to cause harm. Rhetoric and catchphrases-especially about complex and divisive issues-are abundant and often attempt to reduce complex concerns to simplified and biased explanations. Therefore, being discerning about the information around us is crucial.

These questions are a starting point for analyzing the accuracy and reliability of media information:

What is the source of the information? Is there a particular organization or person providing the information? Do they have a specific perspective or purpose? Is the source a journalism organization with rules on accuracy and honesty?

Is the information factual and verifiable through other journalistic and reliable sources?

What is the purpose of the information? Is there bias in the language and perspective? Some media pieces are opinions designed to persuade. Is the story objective journalism or an opinion piece?

Why and how was this story developed? Whose perspective is given, and whose is missing? What does the given perspective and missing point of view reveal about the information? What questions does this raise?

Thinking about what information is provided, the source, why a story is developed, and whose perspective is represented and whose is missing can be valuable in evaluating accuracy and reliability and in understanding the intent behind the media information.

We offer the following resources to help learn about and teach the skills necessary to be discerning about the information around us.

Media Literacy Articles and Resources

"Building Resilience Against Manipulative Disinformation"
This article provides recommendations for supporting young people's mental health and well-being in addressing vulnerabilities to harmful disinformation.

"Teaching Mindful Media Consumption"
In this LFJ webinar, experts in the field from IREX and Columbia (Missouri) Public Schools introduce media literacy concepts and how they can be used to resist manipulative information. In addition, the webinar highlights real-world implementation models and resources.

"Reimagining Digital Literacy Education To Save Ourselves"
This article examines how misinformation and online hate are crisis-level threats to democracy and liberation movements. Digital literacy education must be among the solutions.

Against Hate: Media Literacy and Other Tools for Combating Extremism
This webinar from LFJ, the SPLC's Intelligence Project and Retro Report provides tools for responding to hate and antisemitism and developing media literacy. Learn about the ways hate has shown up in schools and communities, past and present, and explore the connections between media literacy and combating hate and bias.

"Prevention and Resilience: Supporting Young People Through Polarizing Times"
During this time of political and social turmoil, build networks of trusted adults to help young people understand, contextualize and counter manipulative and harmful information.

"Whole-of-Community Resilience"
This article contends that helping young people build resilience against manipulative extremist narratives and conspiracy theories requires all adults in a young person's trusted network to be equipped with the skills and knowledge to intervene.

Combating Online Youth Radicalization
This webinar from LFJ, SPLC's Intelligence Project and American University's Polarization & Extremism Research & Innovation Lab (PERIL) presents tools for combating the radicalization of young people online. Learn about the relationship between digital literacy and radicalization, become familiar with warning signs, and examine the ways online hate affects targeted groups. In addition to directly addressing the impact of the COVID-19 pandemic on radicalization efforts, the webinar will cover tools for intervening with vulnerable students and responding when incidents occur.

Learning the Landscape of Digital Literacy
Digital literacy is more than the ability to identify misinformation or avoid bad guys online; it means being able to participate meaningfully in online communities, interpret the changing digital landscape and unlock the power of the internet for good. Digital literacy, in the modern United States, is fundamental to civic literacy. This comprehensive guide provides tools and resources for learning and teaching about the landscape of digital literacy.

Digital Literacy Framework
The LFJ Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items in each box represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.

The Mind Online podcast series
Through conversations with teachers, librarians, scholars and reporters, this podcast series explores the critical aspects of digital literacy that shape how we create and consume content online. Discover what educators and students alike need to know-and how we can all become safer, better informed digital citizens.

Preventing Youth Radicalization: Building Resilient, Inclusive Communities
SPLC and the Polarization & Extremism Research & Innovation Lab (PERIL) are committed to providing resources to the people building community resilience against extremism and for a more just and inclusive society. The resource guides on this page provide strategies to address the threat of extremism through early prevention and noncarceral solutions. This page also provides supplemental material to deepen support for educators, counselors, coaches and others who work alongside youth.
Note: This resource page will be continuously updated to include and highlight new content on this topic.

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Critical thinking skills are imperative for resisting harmful disinformation and countering hate and bias. Educators, parents and caregivers should be essential partners in introducing media literacy concepts to children and young people.

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Above: A Guide for Families Affected by Crisis and Displacement

Other links:

Teaching Community Diversity

Trauma and the Body

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Includes Brochures for what happens when someone your child loves:

Struggles with Addiction

Has Cancer

Gets Divorced or Separated

Dies

Other Brochures:

Talking with Children about Difficult Things in the News

When Difficult Things Happen

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Your financial support of the Institute helps us expand our initiatives and resources so that educators and children's helpers can continue to learn and grow from Fred Rogers' legacy. Thank you!

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Your financial support of the Institute helps us expand our initiatives and resources so that educators and children's helpers can continue to learn and grow from Fred Rogers' legacy. Thank you!

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Connect, Network, and Restore

Periodically, we host transformative virtual community grounding and networking sessions, where you can connect with others who have been part of our vibrant community. Over the past several years, we have come together throughout various gatherings, breathwork sessions, and equity-centered discussions. Whether you're a new member or a familiar face, we invite you to share this sacred space with us.

The primary goal of these sessions is to provide participants with a generative and restorative experience, fostering connections and offering opportunities to network and discover valuable resources. Our community comprises a diverse range of professionals, including consultants, facilitators, educators, and business leaders. We aim to create an environment that nurtures collaboration, supports job searches, and opens doors to consulting opportunities. We also host special community grounding sessions and networking receptions designed specifically for individuals who identify as Black, Indigenous, and People of Color (BIPOC).

Come prepared to engage in meaningful conversations, socialize, and be held in a community that has cultivated trust during these challenging times. This space is open to everyone interested in building connections and bridging differences. You are warmly welcomed, regardless of background or expertise.

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Advancing healing-centered education, contemplative social science programs, slow work for community-focused solutions.

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"Don't Change Yourselves": International Students’ Concepts of Belonging at a Liberal Arts College

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"Don't Change Yourselves": International Students’ Concepts of Belonging at a Liberal Arts College

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Read this article and the latest research, trends, and analysis on our website >>

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Up-cycling projects for all ages - Jessica Porras, Vassar College (PNG)

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Up-cycling projects for all ages - Jessica Porras, Vassar College (PNG)

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More Upcycling Ideas Link

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NASA Kids Club - Games, resources for all ages, opportunities...

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NASA Kids Club - Games, resources for all ages, opportunities...

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NASA encourages you to visit NASA Kids' Club and use its games and activities to inspire the next generation.

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Unitarian Universalist Association: Climate Change Religious Education Curriculum (can be adapted for secular setting)

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Unitarian Universalist Association: Climate Change Religious Education Curriculum (can be adapted for secular setting)

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Teaching Guide

1. Climate Change and Religion

2. Changing Food Supply

3. Human Health and Climate Change

4. Natural Hazards

5. Energy

6. Tragedy of the Commons

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Climate change is a confusing topic, not to mention terrifying. It often feels more about problems than solutions, which makes it easy to push to the sidelines as "something scientists can deal with." This course aims to give participants a solid understanding of the facts behind climate change, an appreciation of the earth, and tools to find solutions on a range of scales.

The issue is truly a global one, so it must be addressed by people working together all over the world. For this reason the curriculum has been developed by the Unitarian Universalist Office at the United Nations (UU@UN), and many of the solutions discussed are from the UN. We gratefully acknowledge the Unitarian Universalist Association (UUA) Tapestry of Faith program " World of Wonder" for stories in sessions one and five.

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Climate Change Religious Education Curriculum

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Climate change is a confusing topic, not to mention terrifying. This course gives participants a solid understanding of the facts behind climate change...

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Guide for Restorative Justice in Schools (PDF)

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Guide for Restorative Justice in Schools (PDF)

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Link

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Restorative Circle in Oakland Public Schools

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Restorative Circle in Oakland Public Schools

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Restorative Justice in Oakland Schools: Tier One. Community Building Circle

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Restorative Practices/ Justice Overview from Mediation Center of Dutchess County 

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Restorative Practices/ Justice Overview from Mediation Center of Dutchess County 

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Restorative philosophy is rooted in - and informed by - historically Indigenous philosophy and practice. It offers a relational approach to community building and conflict resolution.

Used proactively to build community culture, Restorative Practices promote introspection, empathy, understanding, equitable decision-making and perspective on diverse viewpoints.

Used responsively, Restorative Justice brings together Individuals and community members impacted by a conflict in order to mutually understand the incident and discuss ways to move forward. This approach provides a transformative collective experience of healing through deepened connection and understanding.

The fundamental principles of a Restorative approach are that all humans:

Wish to be in good relationship with others;

Need to feel a sense of belonging in order to thrive;

Need to feel seen and heard in order to feel they belong;

Are more likely to consider the impact of their actions on others if those challenging their actions are those with whom they are in good relationship; and

Have the capacity to be accountable for their actions when they are supported through a non-judgmental process of self-reflection and perspective-taking.

In a Proactive Restorative process (or Circle):

Participants are invited to share core values and create shared agreements for the culture they aspire to create within the space;

Focus is placed on cultivating a brave space that allows people equal opportunity to be heard and to speak from the heart if they wish;

Participation is not expected to look the same for each person - the choice not to speak, but instead just to listen, is supported and respected;

It is recognized that trust in others and in a process does not build at the same rate for every person and participants are encouraged to exercise whatever boundaries they need in order to stay present; and

Opportunities for storytelling are centered, which enables participants to connect through shared experiences and reflect on the legitimacy of multiple truths.

In a Responsive Restorative process (or Community Conference):

Focus is placed on determining what is needed to repair relationships, not on how to punish a person who has caused harm;

Those impacted may find relief from pain, anger, confusion or fear;

Some may learn more about the context of the harm - or the community conditions and structural influences that contribute to harmful behaviors;

Others (and potentially all) may experience the transformative impact of individual and collective accountability, as well as a resolution that will support healing, forward movement and long-term learning; and,

Communities may be strengthened as members are reintegrated into relationships characterized by respect, responsibility, reciprocity, and equity.

Restorative Justice Initiative at MCDC

The Mediation Center's Restorative Justice Initiative offers support in:

organizational culture shift;

community conflict resolution;

whole system Restorative implementation; and

education and mentorship in Restorative philosophy and practice.

We serve community agencies and businesses, schools, institutions of higher education, neighbors, families, students, teachers, and staff. Restorative Practices can provide parties with effective ways to prevent and respond to social, cultural, and environmental conflict. Services are tailored to the specific context or incident, and the needs of the individuals.

A key area of interest for the Restorative Justice Initiative is applying Restorative philosophy in educational settings. In schools, learning communities, and youth-focused programs, Restorative Practices provide opportunities for young people to:

be heard and valued for their perspectives;

share their feelings and collectively process with their peers and supportive adults;

build relationships; and

participate in their own processes of problem-solving.

If you're an educator looking to bring these practices to your classroom or school, please reach out.

Restorative Practices We Can Share

The Mediation Center provides two main types of Restorative process, though variations on structure are also possible:

Restorative Circles primarily focus on building community and shared understanding among a group of people. They can be used to support communication, collective accountability, reinforcement of shared values, in addition to issues of diversity and difference. Where there is disagreement or lack of clarity about fundamental values, Circles can identify differences within a group and collectively develop representative and equitable cultural paradigms.

Community Conferences are organized in response to conflict incidents. Conferences involve an extended intake process with all impacted individuals and a follow-up process with all participants.

Ready to explore restorative practices? Click here to be connected with Claudia Abbott-Barish, Director of Restorative Programs.

Our youth related programs and partnerships are funded by Dutchess County.

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Restorative Practices and Restorative Justice .stk-4a863d3{margin-bottom:14px !important}Restorative philosophy is rooted in - ...

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Movement as a Spiritual Practice Workshop Lesson Plan (PDF)

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Movement as a Spiritual Practice Workshop Lesson Plan (PDF)

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Link - EDUC 375 - B. Seligman and S. Schuster

Introduction/ Grounding (15 mins)

Warmup (10 mins)

Outside Exploration (15 mins)

Improv (20 mins)

Brief Reflection/ Mindfulness (5 mins)

Discussion (15+ mins)

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Movement as a Spiritual Practice Workshop - EDUC 375 - B. Seligman and S. Schuster

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The Peace Education Center of the Hudson Valley will update the space periodically with appropriate resources. If you would like to add to our collection and/or share your thoughts and practices, we ask that you:

stick to our headings

be sure your comments are respectful and kind

ask questions for clarification or deeper understanding

contact us directly via email with bigger questions or concerns or an interest in collaboration

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Biodiversity Curriculums on Padlet

Other Learning + Teaching Resources

Climate Justice Action Reflection Activity Model

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Unitarian Universalist Ministry for Earth

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Unitarian Universalist Ministry for Earth

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UUMFE empowers bold and accountable action for environmental justice among Unitarian Universalists and other people of faith and conscience. Join us in working to bring the interdependent web back into balance.

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We are an action platform dedicated to achieving the end of extreme poverty, powered by a community of millions of Global Citizens who believe in one world, one people - where everyone has an equal chance to thrive.

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Initiatives:

Educator's Neighborhood

Child Wellness

Symposium Series

Simple Interactions

Fellowships

Students

Fred Rogers Institute Resources Page

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Through our initiatives, we are pursuing Fred’s vision to support adults who serve children. Our initiatives are all grounded in what we learn from Fred’s work as documented in the Archive, and are all intended to invest in the strengths of families and caring adults to support the healthy development of children.

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Common Sense Media for Parents & Educators

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Common Sense Media for Parents & Educators

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Above: Digital Citizenship Curriculum Overview PDF

More Links:

Digital Citizenship Curriculum for All Grades

Apps and Websites for Learning

Common Sense Media for Parents

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Common Curriculum Guide for Peace Education in Northeast Asia

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Common Curriculum Guide for Peace Education in Northeast Asia

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Common Curriculum Guide for Peace Education in Northeast Asia

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This guide serves as a framework for supporting peace education in diverse communities across Northeast Asia. Its primary function is to aid in the design and development of peace education programs tailored to various contexts within the region.

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The War Play Dilemma: What Every Parent and Teacher Needs to Know

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The War Play Dilemma: What Every Parent and Teacher Needs to Know

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As violence in the media and media-linked toys increases, parents and teachers are also seeing an increase in children's war play. The authors have revised this popular text to provide more practical guidance for working with children to promote creative play, and for positively influencing the lessons about violence children are learning.

Using a developmental and sociopolitical viewpoint, the authors examine five possible strategies for resolving the war play dilemma and show which best satisfy both points of view: banning war play; taking a laissez-faire approach; allowing war play with specified limits; actively facilitating war play; and limiting war play while providing alternative ways to work on the issues.
New for the Second Edition:

More anecdotal material about adults' and children's experiences with war play, including examples from both home and school settings.

Greater emphasis on the impact of media and commercialization on children's war play, including recent trends in media, programming, marketing, and war toys.

Expanded discussion about the importance of the distinction between imitative and creative war play.

Summary boxes of key points directed at teachers or parents.

New information about violent video games, media cross feeding, and gender development and sex-role stereotyping.

A more extensive list of resources and further reading for adults and children.

Praise for the First Edition!
"Powerful...A wealth of practical suggestions for parents and teachers.";
-Young Children
"Comprehensive and useful...Educators who read this book and implement its suggestions will be making an important contribution to a peaceful future for their young students."

- Teachers College Record

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The War Play Dilemma: What Every Parent and Teacher Needs to Know / Edition 2|Paperback

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As violence in the media and media-linked toys increases, parents and teachers are also seeing an increase in children's war play. The authors have revised this popular text to provide more practical guidance for working with children to promote creative play, and for positively influencing...

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1. UN-related Peace Resources

2. Justice through play

3. Multicultural teachings/ Teaching Social Justice

4. Media Literacy

5. Trauma informed teachings

6. Teaching Green

7. Restorative Justice in Schools

8. Movement, Spirituality, and Nature

9. Organizations and Initiatives