Teacher Reports on Early Childhood Bullying: How Often, Who, What, When and Where

Autor/in	Tanrikulu, Ibrahim
Titel	Teacher Reports on Early Childhood Bullying: How Often, Who, What, When and Where
Quelle	In: Early Child Development and Care, 190 (2020) 4, S.489-501 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tanrikulu, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1479404
Schlagwörter	Incidence; Bullying; Victims; Class Size; Correlation; Teacher Characteristics; Educational Attainment; Preschool Education; Preschool Children; Preschool Teachers; Peer Acceptance; Rejection (Psychology); Gender Differences; Aggression; Foreign Countries; Student Characteristics; Turkey + Suchen Sie Ihr Suchwort? Vorkommen; Mobbing; Victim; Opfer; Klassengröße; Korrelation; Bildungsabschluss; Bildungsgut; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Ablehnung; Geschlechterkonflikt; Ausland; Türkei
Abstract	This study examined prevalence, types, bully and victim characteristics, times and places bullying occur, relationship between class size and bullying, and relationship between teachers' level of education and preschool bullying. Participants were a convenience sample of 246 Turkish preschool teachers working with children between 36 and 72 months. "Preschool Peer Bullying Scale-Teacher Form" was the main data collection instrument. Findings revealed that the most frequent bullying behaviours were rejecting a classmate joining in a game and hitting, slapping, punching, pinching or kicking a classmate. While preschool bullies were characterized as boys having behavioural problems, victims could be girls or boys obeying the rules. Bullying occurred when and where there was a lack of adult supervision, the number of boys increased the likelihood of early childhood bullying, and teachers having an undergraduate degree reported more bullying incidents. Implications are discussed for school counsellors and psychologists, researchers, as well as educational policy-makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01