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In this study, children's perceptions of peace were examined through drawings and unstructured interviews. Participants consisted of 22 students aged 11-12 studying at Kepler Gymnasium, a public school in Karlsruhe / Pforzheim. The study was designed with an art-based and unstructured interview from research qualitative research methods. The data were analyzed by the semiotic analysis of drawings and content analysis of unstructured interviews. In the study, the meaning of peace was at most perceived as positive peace, both in pictures and interviews. Although the students mostly used peace icons, indexes, and symbols in their peace drawings, they also used almost half of the icons, indexes, and symbols of war. The meaning of peace in the interviews was mostly defined by the theme of "interpersonal interactions," which is the most common theme related to positive peace in the literature. The children almost half described peace as the absence of war in both drawings and interviews. Negative peace was at most defined with the theme of negative interpersonal peace in the negotiations on the meaning of peace. Secondly, negative peace was expressed as the absence of war, similar to the common perception in the literature. Besides, in the present study, based on the results, implications were made regarding peace education.

In this study, the religious social perceptions and friendship relations of Turkish-GermanMuslim children between the ages of 7-14 about their religious groups and their host Christianpeers were examined. 42 students, including 17 girls and 25 boys, participated in the study.Here children's drawings were benefited as a primary source of information and a diagnosticmethod in which secondary information (open-ended questions) were directed. The data wereanalyzed by descriptive qualitative analysis method based on the research questions. In thisstudy, it was seen that religious indicators, signs, and symbols (religious-social images)emerged effectively through the drawing method. Theological semiotic may be used as adiagnostics method in more studies in determining the development of religious concepts inchildren. The number of religious differences in the drawings increased with age. It wasunderstood that 9-14-year-old children could make religious categorization in interviews aboutdrawings and responses concerning open-ended questions. In-group favoritism and in-groupfriendship preferences increased with age. At the same time, as age increased, moral reasoningin choosing friendship increased.

This study aimed to examine the relationships between Muslim-Turkish children born in France and their French peers. 96 students aged 9-15 participated in the study. 60 of the students were girls, and 36 were boys. The drawings, interviews about the drawings and answers given to the open-ended questions were evaluated together. The data were analysed by the maxqda 2018 software. The study was designed with the research method of phenomenology and analysed by the induction method. The data were depicted in two main themes as tolerant and discriminatory relationships. Differences in terms of gender and age in these themes were examined. Girls made more friends with their French peers. The friendships with the peers increased from 9 years old to 10-12. However, this rate decreased at 13-15 years. Boys expressed that they were exposed to discriminatory attitudes and behaviours by their native friends more. There was an increase from 9 to 10-12 in perceived racial/ethnic exclusion. This decreased at 13-15 years of age. There was a continuous increase in perceived religious exclusion with increasing age, Bu çalışmada Fransa'da doğan Müslüman-Türk çocukları ile Fransız akranları arasındaki ilişkiler incelenmiştir. Çalışmaya 9-15 yaş arasında 96 öğrenci katılmıştır. Öğrencilerin 60'ı kız, 36'sı erkektir. Öğrencilerin çizimleri, çizimlerle ilgili görüşmeler ve açık uçlu sorulara verilen yanıtlar birlikte değerlendirilmiştir. Veriler MAXQDA 2018 yazılımı ile analiz edilmiştir. Çalışma, nitel araştırma yöntemlerinden fenomenolojik araştırma yöntemi ile desenlenmiş ve tümevarım yöntemi ile analiz edilmiştir. Veriler, hoşgörülü ve ayrımcı ilişkiler olarak iki ana temada tasvir edilmiştir. Bu temalarda cinsiyet ve yaş açısından farklılıklar incelenmiştir. Çalışmanın bulgularına göre, kız çocukların Fransız akranlarını daha çok arkadaş edindikleri görülmüştür. Akranlarıyla olan dostluklar 9 yaşından 10-12 yaş aralığına doğru yükseldi. Ancak bu oran 13-15 yaşlarında azalmıştır. Erkek çocuklar, kız çocuklara nazaran, Fransız akranları tarafından ayrımcı tutum ve davranışlara daha çok maruz kaldıklarını ifade etmişlerdir. Algılanan ırksal / etnik dışlanmada 9 yaşından 10-12 yaş aralığına doğru bir artış olmuş; bu artış 13-15 yaş aralığında azalmıştır. Artan yaşla birlikte algılanan dini dışlanmada sürekli bir artış olmuştur.