Kindergarten Teachers’ Perspectives on Young Children’s Bullying Roles in Relation to Dominance and Peer Relationships: A Short-Term Longitudinal Approach in South Korea

Abstract

There are several studies on young children’s bullying roles in relation to dominance or peer relationships. Although those are closely related, few studies examined this from longitudinal view and the influence of bullying role change on dominance and peer relationships. This study aimed to examine (1) the relationship between bullying roles and dominance, (2) the relationship between bullying roles and peer relationships, (3) the percentage of bullying role change over time, and (4) the changes in bullying roles in relation to changes in dominance and peer relationships. Sixty-three South Korean kindergarten teachers completed questionnaires regarding bullying roles, dominance, and peer relationships about 1312 children aged 3–5. The data were collected in mid-October 2017 and January 2018. The results showed that bullies had the highest dominance. No-role children had the most positive peer relationships, followed by bullies. About 10% of all sampled children remained involved in bullying over time. Their role changes related to changes in dominance rather than to changes in peer relationships. The findings imply that dominance should be considered to prevent young children’s bullying, in which peer relationships are interrelated. Intervention should be implemented as soon as possible to stop repeated victimization or bullying in early childhood.

Peer relations and friendships in early childhood: The association with peer victimization

“…This mixed pattern of weak correlations for targets suggests that there may not be a clearly identifiable association between peer status and victimization at this age, as indicated by previous research (Huitsing & Monks, 2018). This also reflects the conflicting findings in the existing literature with some suggesting a negative association between social preference and victimization (e.g., Lee, 2020; Nelson et al, 2010), but other studies finding no relationship (Camodeca et al, 2015; Monks et al, 2003). This may reflect the suggestion that peer victimization at this age differs from bullying in older groups.…”

“…Children who are aggressive during the early years are often disliked by their peer group as a whole, and those who defend others are well liked (e.g., Camodeca et al, 2015; Johnson & Foster, 2005; Monks et al, 2003), although there are some differences based on the type of defending (Lee et al, 2016). There is less agreement on the association between social preference and the target's role, with some studies suggesting that targets are less well‐liked by peers (e.g., Lee, 2020; Nelson et al, 2010) and others finding no association between victimization and social preference (e.g., Camodeca et al, 2015; Monks et al, 2003). This leads us to predict that there will be differences in overall social status among children displaying different types of behavior, with aggressive children being less well‐liked by peers and those who defend others demonstrating higher levels of peer acceptance.…”

Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences

“…There is a growing body of research on the nature and extent of peer victimisation among children during the preschool or early school years (between the ages of 4 and 6 years) [ 1 , 2 , 3 , 4 , 5 , 6 ]. Peer victimisation among such young children appears to differ from bullying as reported later in middle childhood and adolescence in several ways, including the stability and variety of roles taken [ 3 ].…”

Perspektif Orang Tua dan Guru Mengenai Bullying Pada Anak Usia Dini di Taman Kanak-kanak

“…Ayah dinilai kurang bersimpati terhadap korban. Faktor kelima, perbedaan budaya (Lee, 2020). Menurut Smith (2019), sebagian besar penelitian bullying dan viktimisasi terdapat dalam dimensi individualisme-kolektivisme.…”