An Investigation of Young Children's Perceptions of Teasing within Peer Relationships

Autor/inn/en	Harwood, Debra; Bosacki, Sandra; Borcsok, Kristina
Titel	An Investigation of Young Children's Perceptions of Teasing within Peer Relationships
Quelle	In: International Electronic Journal of Elementary Education, 2 (2010) 2, S.237-260 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Bullying; Peer Relationship; Student Behavior; Elementary School Students; Kindergarten; Grade 1; Grade 2; Freehand Drawing; Interviews; Personal Narratives; Social Development; Young Children; Listening; Foreign Countries; Coding; Victims; Gender Differences; Age Differences; Canada + Suchen Sie Ihr Suchwort? Mobbing; Peer-Beziehungen; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Drawing; Zeichnen; Interviewing; Interviewtechnik; Erlebniserzählung; Soziale Entwicklung; Frühe Kindheit; Hörvorgang; Zuhören; Ausland; Codierung; Programmierung; Victim; Opfer; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Kanada
Abstract	The paper analyzed children's perceptions of teasing within their real world peer relationships through participants' drawings and accompanying narratives. The case study research was approached from an ethic of listening to children to discover and uncover children's perceptions and experiences with the phenomenon of peer teasing. Fifteen children from kindergarten to grade 2 participated in drawing and narrating their complex understandings of the multi-faceted aspects of peer teasing. The participants attended two 30-40 minute sessions of conversational interviews with the first session also involving drawing and narrating personal stories of teasing. The results of the study indicate the significance of teasing within the young peer relationship as well as several distinct perceptions and insights. Ultimately, these insights may help teachers to broaden curricular approaches within the school culture and enhance current theoretical conceptualizations of peer teasing. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01