The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.

Effective learning programs provided by teachers to children are the main foundation in achieving maximum children's skills. However, many educators have limited theoretical understanding about effective learning. Based on literature research this paper highlights the extent to which teachers understand effective learning in early childhood and illuminate the complexities of teacher's understanding about effective learning, especially for early childhood.

Bullying is often ignored in the field of early childhood education because a number of teachers consider that early childhood has limited cognitive and verbal development and intentions with emotional awareness. Therefore, it seems impossible for children to take negative actions such as bullying. Using post-developmentalism theory, this article attempts to explore the discourse of bullying operates in early childhood. The method used in this research was a literature review with a trans formative paradigm which would take a look at critical thoughts about bullying in early childhood in order to produce a better educational transformation. These findings highlight the extent to which discourse of bullying can occur among early childhood and affects children's development at a later stage. These findings also elaborate the complexities encountered by teachers in negotiating fairness and comfort for children to prevent further bullying actions.