Children's Strategies in Addressing Bullying Situations in Day Care and Preschool

Autor/inn/en	Reunamo, Jyrki; Kalliomaa, Milla; Repo, Laura; Salminen, Essi; Lee, Hui-Chun; Wang, Li-Chen
Titel	Children's Strategies in Addressing Bullying Situations in Day Care and Preschool
Quelle	In: Early Child Development and Care, 185 (2015) 6, S.952-967 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.973871
Schlagwörter	Bullying; Child Care; Interviews; Victims; Early Childhood Education; Classification; Withdrawal (Psychology); Preschool Children; Child Behavior; Class Activities; Peer Relationship; Gender Differences; Childhood Attitudes; Foreign Countries; Classroom Observation Techniques; Finland + Suchen Sie Ihr Suchwort? Mobbing; Kinderfürsorge; Kinderbetreuung; Interviewing; Interviewtechnik; Victim; Opfer; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Classification system; Klassifikation; Klassifikationssystem; Rückzugsverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Geschlechterkonflikt; Ausland; Finnland
Abstract	Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three- to seven-year-old children answered the question 'another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). "Adaptation and agency in early childhood education." "European Early Childhood Education Research Journal", 15(3), 365-377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01