Many children today are exposed to acts of violence on television in their communities, and sometimes within their families. Although the violence is frightening and puts children in dangers, some children become accustomed to high levels of violence in their surroundings. These violent habits acquired become a way of life of these children in schools where these habits are often further reinforced by violence exiting in the schools. The early childhood educators, apart from educating children on literacy, therefore have the additional responsibility to expand children's thinking to help them to learn positive concepts about how people can live in harmony. This paper therefore, looks at peace-promoting skills needs of teachers of young children in Nigeria. The study was carried out in Anambra State. The sample was made up of all the forty-eight (48) Childhood Education professionals from the nine (9) universities in Nigeria offering childhood education. The questionnaire was the instrument used for data collection and was formulated based on the three research questions for the study. The data collected were analyzed using mean and standard deviation for answering the three research questions. The findings revealed that the peace-promoting skills needs of teachers of young children as perceived by the childhood educators should include: cooperation, communication, active listening and reflection, empathy and compassion, critical thinking and problem-solving, mediation, negotiation and conflict resolution among others and they can teach these skills through the use of children's books, depicting peaceful behaviours, creating peaceful classroom environment among others. It was recommended, among others, that peace-promoting skills be integrated in early childhood curriculum.