Identifying preschool teachers’ opinion about peer bullying

Teacher Education, Teaching Experience and Bullying Policies: Links with Early Childhood Teachers' Perceptions and Attitudes to Bullying

“…A recent Australian study involving early childhood staff employed across three Brisbane childcare centres showed that staff were hesitant to label children as bullies or victims, instead opting for such terms as 'inappropriate or unacceptable behaviour' when describing negative interactions (Farrell, 2010). A similar pattern was reported by Tepetas, Akgun and Altun (2010) who found Turkish preschool teachers were unable to recognise bullying and usually defined it as physical violence and disobedience and did not take into account verbal or psychological characteristics of victimisation. Findings such as these are concerning, given the significant role teachers play in the prevention of bullying.…”

“…It was of particular interest whether early childhood educators believed that young children were capable of bullying and whether they could identify bullying behaviours. Based on previous studies (Bullock, 2002;Farrell, 2010;Humphrey & Crisp, 2008;Tikkanen, 2004) it was expected that early childhood teachers would label bullying as inappropriate behaviour and would be unlikely to distinguish precisely between the two (Tepetas et al, 2010).…”

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study

“…Some psychologists believe that bullying among children at school is quite an intolerant social problem with effects on children’s well-being (8), having dangerous impacts and become one of the human difficulties (9). Since teachers interact mainly with students during the course of the day at school, the main focus of systematic programs regarding anti-bullying efforts assess the ways in which they manage and respond to bullying behaviors in the classroom.…”

“…Since teachers interact mainly with students during the course of the day at school, the main focus of systematic programs regarding anti-bullying efforts assess the ways in which they manage and respond to bullying behaviors in the classroom. For example, such a study was conducted on preschool teachers’ opinion about peer bullying in Turkey that showed physical violence and disobedience were prevalent in comparison with verbal and psychological aspects of bullying (9). Other studies showed that teachers differ in the way they view in bullying types, as well as what they apply for intervention and/or prevention of managing bullying within the classroom (10) whereas some related studies revealed that verbal and physical bullying are the most common kinds of bullying (11, 12).…”

Development and validation of the preschool peer bullying scale-teacher form

“…The first group researched how preschool children whose ages ranged between 36 months and 60 months conceptualised peer bullying (Gillies-Rezo & Bosacki;2003;Helgeland & Lund, 2017;Özözen-Danacı & Çetin, 2016;Swit, 2018). The second group investigated teachers' conceptualizations of preschool peer bullying as well as their classroom strategies to prevent bullying (Tepetaş et al, 2010;Yalçıntaş-Sezgin, 2018). The last group explored teachers' and students' understanding of the nature of peer bullying in preschool as well as teachers' classroom prevention and intervention strategies against early childhood bullying ( Karachaliou & Theodotou, 2012).…”