Bully/Victim Problems among Preschool Children: A Review of Current Research Evidence

Autor/inn/en	Vlachou, Maria; Andreou, Eleni; Botsoglou, Kafenia; Didaskalou, Eleni
Titel	Bully/Victim Problems among Preschool Children: A Review of Current Research Evidence
Quelle	In: Educational Psychology Review, 23 (2011) 3, S.329-358 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-011-9153-z
Schlagwörter	Evidence; Bullying; Preschool Children; Age Differences; Peer Groups; Family Environment; Victims; Incidence; Correlation; Emotional Adjustment; Social Adjustment; Kindergarten; Peer Relationship; Family Characteristics; Genetics; Gender Differences; Educational Environment; Prevention + Suchen Sie Ihr Suchwort? Evidenz; Mobbing; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Gleichaltrigengruppe; Peer Group; Familienmilieu; Victim; Opfer; Vorkommen; Korrelation; Emotionale Anpassung; Soziale Anpassung; Peer-Beziehungen; Humangenetik; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prävention; Vorbeugung
Abstract	Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term effects on children's psychosocial adjustment (Smith 1999; Ttofi and Farrington, "Aggressive Behav" 34(4):352-368, 2008). Entering kindergarten is a crucial developmental step in many children's lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children's difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10