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    Published: 2026-06-30
    Vol. 47 No. 1 (2026)

    How Preschool Children Understand Peace?: an Analysis of Artistic and Verbal Narratives

    Agnieszka Leszcz-Krysiak Profil ORCID autora Agnieszka Leszcz-Krysiak , Andrea Wardal
    Seminare. Learned Investigations
    Section: Articles
    DOI https://doi.org/10.21852/sem.1887

    Abstract

    For proper development, children need a sense of security, which is why education for peace is necessary in their social development. This should include shaping moral sensitivity and the ability to understand other people. In this regard, the primary importance of the dignity of each person should be emphasised (Wojtyła 2011). The research was conducted using a participatory method in a group of preschool children (aged 5-6), who made drawings and expressed their opinions on the given topic: “Your association with the word ‘peace’”. The research group consisted of 84 children, of whom about 25% identified “peace” with the absence of war. As a result of the analysis of children’s drawings and verbal narratives concerning the term “peace”, the following conceptual groups (qualitative codes) were identified: 1) peace as the absence of war, 2) as a relationship, 3) security, 4) action; 5) emotions, 6) value, 7) peace as a dream. The wide range of interpretations of the term “peace” means that children need appropriate emotional and cognitive support in developing their capacity for moral reflection and conscious choice of good, and above all, they need proper role models among adults and their peers.

    Keywords:

    peace, children’s narratives, education for peace, artistic and verbal expression, moral development, preschool children

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    Leszcz-Krysiak, A., & Wardal, A. (2026). How Preschool Children Understand Peace?: an Analysis of Artistic and Verbal Narratives. Seminare. Learned Investigations, 47(1). https://doi.org/10.21852/sem.1887

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