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This article presents findings from a Dutch-Swedish comparative study on children's conceptions of peace & war. Interviews with 416 Dutch & Swedish girls & boys between 7 & 17 years of age were conducted. The findings show a fairly stable core content of the concept of peace & war for children of all ages. Variations according to nationality, age, & gender were mainly found in the content elements that older children added to the core content of peace. These variations are discussed within a sociocultural developmental perspective comparing Dutch & Swedish conditions for learning & developing concepts of peace & war. 7 Tables, 20 References. Adapted from the source document.

This article examines age-related changes in the conceptions children and adolescents hold about peace, war, and strategies to attain peace. These were expected to change from concrete, materially related to abstract, norm-related conceptions. The conceptions were assessed by means of a semi-structured questionnaire presented to 101 Dutch children between 8 and 16 years of age and divided into five age groups (mean ages 8, 10, 12, 14, and 16 years). Each age group consisted of approximately equal numbers of boys and girls to ascertain any gender differences. Developmental levels for children's understanding of the reciprocal nature of interpersonal relationships (assessed by means of role or perspective-taking tasks) were presumed to relate to their conceptions of peace and strategies to attain peace, in particular. In addition to a development from concrete, materially related conceptions to abstract, norm-related conceptions, the findings suggest a more complex developmental course. While 8 to 12-year-olds used concrete, materially related characteristics for peace, war, and strategies to attain peace, 14 to 16-year-olds mentioned abstract, norm-related characteristics only when strategies to attain peace from an everyday perspective were considered. As noted by Selman, most 12-year-old children understood the mutual or reciprocal nature of interpersonal relationships. The latter understanding was primarily associated with the more abstract, norm-related level of reasoning involving ideas about human attitudes and universal rights.

AbstractIncreasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.