On peace education and conflict resolution

I've been listening to a thought provoking workshop course by Sonnie McFarland, author of Honoring the Light of the Child. I believe that peace education and conflict resolution is vital to the overall healthy development of a child, and I believe that Dr. Montessori felt that it was important for both the child and the world. Ms. McFarland's has developed an entire curriculum for use with children.

Some elements-
1. The connection between mind, body, emotion and the need learn techniques such as breathing that help one calm down.
2. Connection to "love light" to show one's inner spirit/love and it's changes.
3. Stories that reflect the path of challenges and the path of peace.
4. Role playing and other dramatic stories.

Many of the elements in the curriculum have physical works that are associated with the curriculum.

I find this "thought provoking" for several reasons. Young children need to be given specific tools and often examples in how to learn to relate to others. This can be an extension of Grace and Courtesy. The very act of labeling an emotion causes the amygdala to calm down, but young children may not have the words for their emotions. The act of communicating their feelings increases their independence, but only if they are heard. (Perhaps their should be a work to create an invitation to the peace table!)

Many of the stories in the peace curriculum appear to be personally meaningful to Ms. McFarland, but not necessarily to children in children. I found them abstract and dramatic, but I have not seen them in use in a classroom.

Dr. Montessori felt that too many choices in a classroom were a hindrance to the child's development. The materials that she developed focused on one attribute at a time, had a built in control of error, etc. The materials are also mutually supportive.

To me, this is a fundamental issue in many classrooms and one of the divisive issues among the different professional organizations. What materials should be in the classroom and how much thought has gone into their placement. I am aware of many different lists of what should be in a Montessori classroom, but I'm reflecting on the "supplemental" materials. There are many that are sold at conferences or elsewhere. They may meet a very valid need, but how often is that need actually evaluated based on observation of the child first compared to the adult's perception of what the classroom should have.