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The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of various concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on different implementation strategies, and on work in peace education in Belgium, Hungary, Great Britain and the United States. A list of contributors is appended. (Author/KSM)

This study investigates relationships between the family environment and maintenance of children's gains from early childhood educational experiences. Participating families received training and counseling from social workers, who focused on improving parent child relationships. Measures of children's intellectual and social functioning as well as various parent-child interaction ratings were analyzed. Results indicated that intervention with the parents did lead to measurable behavior change in their children. All child indices except peer relations were correlated with changes in some component of parent-child communication, affection, or the extent of parental availability. Discussion focuses on the potential of parent education as a primary strategy of intervention. (DP)

Ten normal 3-year-old children and their parents served as subjects for this longitudinal study of the interaction between parent-child relationships and the child's approach to task situations while attending nursery school. To illustrate the nature of the data gathered and observations made in this study, three of the 10 children were considered in some detail. The emphasis was on comparing the child's task behavior during nursery school to his relationship with his mother. These comparisons were made at the end of the first year of nursery school and again at the end of the second year of nursery school. The results indicated that it was important to look beyond the affection displayed by the mother towards her child to the whole context of the home environment in which the mother-child relationship took place. That is, mothers who rate about the same in terms of providing adequate affection for their child may, because of other factors of the relationship or of the home context, establish different positive or negative behavioral characteristics in their child that would not be understandable without a more comprehensive awareness of the total mother-child relationship. Where mother to child warmth was adequate, where mother availability was well defined, where new relationships for the child were encouraged, where limits on behavior were set, and where achievement was encouraged, the child demonstrated a more stable personality and a superior approach to task behavior. (WD)