Εarly bullying behaviour in preschool children

Θεϊκό δώρο, 40Χ40, ελαιογραφία, Μ. Τσιβά, 2014
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Published: Feb 11, 2016
DOI: https://doi.org/10.12681/hjre.9096
Keywords:
Early forms in school bullying early childhood early childhood education
Μαρία Βλάχου
Πανεπιστήμιο Θεσσαλίας
Kafenia Βotsoglou
Πανεστήμιο Θεσσαλίας
Ελένη Ανδρέου
Πανεπιστήμιο Θεσσαλίας
Abstract

The main aim of the present study was to examine the emergence of victimization and early bullying behaviour in preschool children, during ongoing social interactions. In relation to this, we carried out an inquiry in order to study the context of victimization processes in Greek Preschools where emerging victimization episodes were written down and described. In total, 167 preschool children (4-6 years) who attended public early childhood education programs participated in this research. In relation to gender, 88 of them, were girls whereas 79 of them were boys. Non obtrusive series of observations were used in order to collect data. According to our findings, early bullying behaviours in preschool children is a social phenomenon where the whole group of peers in the class is involved both in an active and a non active way. Early bullying interactions are closely related to social contextual factors such as peer relations and quality of early childhood education environment. Suggestions for educational implications in relation to the development of quality in peer relations in the preschool context are highlighted.

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Author Biographies
Μαρία Βλάχου, Πανεπιστήμιο Θεσσαλίας
Δρ, στις Επιστήμες της Αγωγής, Ειδική Παιδαγωγός προσχολικης ηλικίας
Kafenia Βotsoglou, Πανεστήμιο Θεσσαλίας
Παιδαγωγικό Τμήμα Ειδικής Αγωγής, Αναπληρώτρια Καθηγήτρια
Ελένη Ανδρέου, Πανεπιστήμιο Θεσσαλίας
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Καθηγήτρια
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