{"id":49991,"date":"2017-05-11T13:13:05","date_gmt":"2017-05-11T11:13:05","guid":{"rendered":"https:\/\/cesie.org\/pre-school-violence-prevention-and-de-escalation\/"},"modified":"2026-08-19T20:44:56","modified_gmt":"2026-08-19T18:44:56","slug":"pre-school-violence-prevention-and-de-escalation","status":"publish","type":"page","link":"https:\/\/cesie.org\/en\/studies\/pre-school-violence-prevention-and-de-escalation\/","title":{"rendered":"Pre-school violence prevention and de-escalation"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_pb_fullwidth_section et_section_regular et_block_section\"><section class=\"et_pb_fullwidth_header_0 et_pb_fullwidth_header et_pb_bg_layout_dark et_pb_text_align_left et_pb_module et_flex_module\"><div class=\"et_pb_fullwidth_header_container left\"><div class=\"header-content-container center\"><div class=\"header-content et_flex_module\"><h1 class=\"et_pb_module_header\">Pre-school violence prevention and de-escalation<\/h1><div class=\"et_pb_header_content_wrapper\"><\/div><div class=\"et_pb_header_button_wrapper\"><\/div><\/div><\/div><\/div><div class=\"et_pb_fullwidth_header_overlay\"><\/div><div class=\"et_pb_fullwidth_header_scroll\"><\/div><\/section><\/div><div class=\"et_pb_section_1 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_0 et_pb_row et_block_row preset--module--divi-row--default\"><div class=\"et_pb_column_0 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_css_mix_blend_mode_passthrough\"><div class=\"et_pb_text_0 et_pb_text et_pb_bg_layout_light et_pb_module et_block_module et_pb_text_align_left preset--module--divi-text--default\"><div class=\"et_pb_text_inner\"><h2>How to tackle violence prevention and de-escalation already in preschool settings?<\/h2>\n<p>The \u201cStronger Children, Less Violence!\u201d study was carried out between 2009 and 2011. It aimed at establishing training on violence prevention and de-escalation already in preschool settings on a regular basis in six European countries, in compliance with the EU Commission\u2019s objective to protect children against all forms of violence.<\/p>\n<p>More specifically, the study envisaged to:<\/p>\n<ul>\n<li>promote the acquisition of skills to make a non-violent and peaceful cooperation possible between young children;<\/li>\n<li>design and test awareness-raising and educational materials regarding the prevention of violence against children;<\/li>\n<li>prepare children (4 to 6 years old) for the transfer from kindergarten to primary school;<\/li>\n<li>develop a manual to be used by educators in teaching contexts.<\/li>\n<\/ul>\n<p>Drawing from EU\u2019s policy to encourage \u201cspecific attention to children\u2019s needs, Europe\u2019s values of social protection and on other programmes it is implementing\u201d (see <strong>Commission communication of 4 July 2006 - Towards an EU strategy on the rights of the child (COM(2006) 367), the study was based on the <\/strong>assumption that through regular training children feel \u201cstronger\u201d and are able to demonstrate this strength against \u201cattackers\u201d especially from the peer-group but also from others. Showing strength and self-confidence can indeed put off potential attackers or offenders.<\/p>\n<p>The need for the study stemmed from the fact that usual violence prevention training starts much later in life \u2013 if at all \u2013 usually in secondary school, when special projects are carried out. At that time children usually have already experienced bullying or violence or have developed a certain tendency to bullying as a measure to receive attention. Some of them even have a \u201ctrack record\u201d of being either a bully or a victim. Thus, it is essential to start at preschool age.<\/p>\n<p>The study was innovative in that the self-protective competences of children (self-confidence, able to say No, etc.) were strengthened through the training, consisting mostly of games. Such training was also shaped for child carers and educators who were lead to apply violence prevention and de-escalation training as part of their routine. The project proposed further that the training of child carers and educators included awareness raising activities, because of the fact that undetected, small but recurrent situations could lead to escalation. The idea of having children solving their problems and arguments on their own was not fully satisfactory. It was especially underlined that younger children need to learn how to argue and to solve a conflict peacefully. Their unfiltered emotions quite often lead to physical reactions like biting, kicking or spiting. Child carers and educators have an immediate and crucial role here.<\/p>\n<p>The main results of the study are:<\/p>\n<ul>\n<li>the development of a manual for educators that contains a theoretical part about the non-violence and a collection of games and exercises;<\/li>\n<li>a research on play activities that respond to the needs and interests of preschool children related to the following contents: rules, emotions, conflicts, trust and responsibility, diversity, senses and perception, communication, I and the group \/ the group and myself;<\/li>\n<li>the violence prevention training, that was tested amongst children, educators and parents, resulting in a higher degree of awareness round about conflict prevention from the early childhood stage.<\/li>\n<\/ul>\n<\/div><\/div><div class=\"et_pb_text_1 et_pb_text et_pb_bg_layout_light et_pb_module et_block_module et_pb_text_align_left preset--module--divi-text--default\"><div class=\"et_pb_text_inner\"><p><em><strong><a name=\"lion\"><\/a><a href=\"https:\/\/cesie.org\/media\/cesie.org_description_LION.pdf\" target=\"_blank\" rel=\"noopener noreferrer\" data-wpel-link=\"internal\">LION Learning, lIving, wOrking with Neet-group<\/a><\/strong><\/em><\/p>\n<p>[su_tabs active=\"1\" vertical=\"yes\"]What does it support [su_tab title=\"Objectives\"]<\/p>\n<ul>\n<li>To connect the worlds of learning, living, working via regional centres of excellence<\/li>\n<li>To have a multi-angled and integrated approach regarding the triangle: learning \u2013 living \u2013 working<\/li>\n<li>To upheaval skills teachers\/trainers and mentors<\/li>\n<li>To improve the European area of life-long-learning with quality standards for tools working with the NEET-group<\/li>\n<li>To expand the Centre of Excellence with good practices<\/li>\n<\/ul>\n<p>[\/su_tab][su_tab title=\"Activities\"]<\/p>\n<ul>\n<li>Training module for teachers, trainers and educators about the triangle Learning, Living, Working<\/li>\n<li>Inventory of good didactic tools and recommendation for e-learning in Second Chance School<\/li>\n<li>Research on relation between the world of work, the world of learning and the world of living<\/li>\n<li>E-portfolio containing all the developed tools<\/li>\n<li>Mobilities for the mentor-training sessions<\/li>\n<\/ul>\n<p>[\/su_tab][su_tab title=\"Results\"]<strong><em>World of Learning<\/em><\/strong><\/p>\n<ul>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-world-of-learning-quality-of-the-teachers-learning-living-working\/\" data-wpel-link=\"internal\">World of learning: Quality of the teachers (learning, living, working)<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-good-practice-handbook\/\" data-wpel-link=\"internal\">Good Practices<\/a> - teachers\u2019 and trainers\u2019 competencies to build a positive educational environment<\/li>\n<\/ul>\n<p><strong><em>World of Work<\/em><\/strong><\/p>\n<ul>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-recommendation-for-e-learning-in-second-chance-education\/\" data-wpel-link=\"internal\">Recommendation for e-learning in second chance education<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-good-partnership\/\" data-wpel-link=\"internal\">Good partnerships between training centres, 2nd chance schools and firms<\/a><\/li>\n<\/ul>\n<p><strong><em>World of Living<\/em><\/strong><\/p>\n<ul>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-being-a-mentor-in-second-chance-education\/\" data-wpel-link=\"internal\">Being a mentor in Second Chance education<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-inventory-of-successful-cooperation-with-housing-companies\/\" data-wpel-link=\"internal\">Inventory of Successful Cooperation with Housing Companies<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-mobility-a-chance-for-second-chance\/\" data-wpel-link=\"internal\">Mobility a chance for Second Chance<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-handbook-e-portfolio-as-the-transversal-element-in-the-triangle\/\" data-wpel-link=\"internal\">Handbook E-portfolio as the Transversal Element in the Triangle<\/a><\/li>\n<\/ul>\n<p><strong><em>Quality Assurance<\/em><\/strong><\/p>\n<ul>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/lion-guidelines-to-implementing-quality-assurance-cycle\/\" data-wpel-link=\"internal\">Guidelines to Implementing Quality Assurance Cycle<\/a><\/li>\n<li>LION <a href=\"https:\/\/cesie.org\/libreria-digitale\/mobility-downloads\/guidelines-for-the-quality-label-for-regional-centres-of-excellence\/\" data-wpel-link=\"internal\">Guidelines for the Quality Label for regional Centres of Excellence<\/a><\/li>\n<\/ul>\n<p>[\/su_tab][su_tab title=\"Partners\"]<\/p>\n<ul>\n<li>Coordinator: EURICON \u2013 European Innovation, Consultancy and Networking (Netherlands)<\/li>\n<li>Doncaster Collage (United Kingdom)<\/li>\n<li>E2C-Norrkopin \u2013 Hagagymnasiet, Second Chance School (Sweden )<\/li>\n<li>IFA \u2013 Iskolafejlesztsi Alapitvany (Hungary)<\/li>\n<li>WBK \u2013 Weiterbildungskolleg der Stadt Moenchengladbach (Germany)<\/li>\n<li>Ecole de la 2eme Chance Voglans (E2C73) (France)<\/li>\n<\/ul>\n<p>[\/su_tab][su_tab title=\"Info &amp;\u00a0contacts\"]<strong><em>Follow the project <\/em><\/strong><a href=\"https:\/\/cesie.org\/\" data-wpel-link=\"internal\"><strong><em>IN ACTION <\/em><\/strong><\/a><\/p>\n<p>Date of project: 01\/10\/2012 \u2013 31\/12\/2014<\/p>\n<p><strong>DG of reference: <\/strong>DG EAC, Education and Training, Lifelong Learning Programme \u2013 <a href=\"http:\/\/ec.europa.eu\/education\/tools\/llp_en\" data-wpel-link=\"external\" rel=\"external noopener noreferrer\">Grundtvig Multilateral<\/a><\/p>\n<p><strong>Contact: <\/strong><\/p>\n<p>CESIE: <a href=\"mailto:irene.pizzo@cesie.org\">irene.pizzo@cesie.org<\/a><\/p>\n<p><a href=\"http:\/\/www.secondchanceeducation.eu\/\" data-wpel-link=\"external\" rel=\"external noopener noreferrer\">www.lionlearning.eu<\/a><\/p>\n<p>[\/su_tab][\/su_tabs]<\/p>\n<hr \/>\n<\/div><\/div><div class=\"et_pb_slider_0 et_pb_slider et_pb_slider_fullwidth_off et_slider_auto et_slider_speed_7000 et_pb_module et_block_module\"><div class=\"et_pb_slides\"><div class=\"et_pb_slide_0 et_pb_slide et_pb_slide_with_image et_pb_slider_with_text_overlay et_pb_media_alignment_center et_pb_bg_layout_light et_pb_text_align_center\" data-slide-id=\"divi\/slide-0\"><div class=\"et_pb_container\"><div class=\"et_pb_slider_container_inner\"><div class=\"et_pb_slide_image\"><img decoding=\"async\" src=\"https:\/\/cesie.org\/media\/strongerchildren-1080x675.png\" \/><\/div><div class=\"et_pb_slide_description\"><div class=\"et_pb_text_overlay_wrapper\"><h2 class=\"et_pb_slide_title\"><\/h2><div class=\"et_pb_slide_content\"><h2><strong>Stronger Children, Less Violence \u2013 Handbook for educators<\/strong><\/h2>\n<p>The handbook is a combination of practical background knowledge as well as a collection of games and exercises. The idea is to develop an open program that lives from the input and experiences of educators and kindergarten teachers.<\/p>\n<\/div><\/div><div class=\"et_pb_button_wrapper\"><a class=\"et_pb_button et_pb_more_button\" href=\"https:\/\/cesie.org\/en\/educazione-formazione\/strongerchildren-handbook\/\" data-wpel-link=\"internal\">Download now!<\/a><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"et_pb_section_2 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_1 et_pb_row et-vb-row--no-module et_block_row preset--module--divi-row--default\"><\/div><\/div><div class=\"et_pb_section_3 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_2 et_pb_row et-vb-row--no-module et_block_row preset--module--divi-row--default\"><\/div><\/div><div class=\"et_pb_section_4 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_3 et_pb_row et-vb-row--no-module et_block_row preset--module--divi-row--default\"><\/div><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":12,"featured_media":0,"parent":49901,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-49991","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"Pre-school violence prevention and de-escalationHow to tackle violence prevention and de-escalation already in preschool settings? 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