An examination of parents’ and preschool workers’ perspectives on bullying in preschool

Cameron, David Lansing; Kovač, Velibor Bobo

doi:10.1080/03004430.2016.1138290

Cited by 19 publications

(26 citation statements)

References 28 publications

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“…In recent years more researchers acknowledge contextual, material and physical factors as important in understanding bullying (Camodeca et al, 2015;Helgesen, 2017;Myong & Søndergaard, 2013;Vlachou et al, 2011). There has been little research about bullying in kindergarten context, but there is evidence to suggest that small children can behave in ways that are consistent with bullying (Cameron & Kovac, 2016;Goryl et al, 2013;Kirves & Sajaniemi, 2012;Monks & Smith, 2006;Myong & Søndergaard, 2013;Perren & Alsaker, 2006;Vlachou et al, 2011). Increasingly, research has shown that bullying can have much to do with the social processes of groups of children (Helgeland & Lund, 2016;Helgesen, 2017;Kofoed & Søndergaard, 2009Lund et al, 2015;Salmivalli, 2010;Schott & Søndergaard, 2014).…”

Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

“…In a Norwegian report by Lund et al (2015) about bullying, the researchers found that especially vulnerable groups of children are the same as those highlighted by Kirves and Sajaniemi (2012). Cameron and Kovac (2016) conducted quantitative research on six Norwegian kindergartens, asking parents and practitioners about bullying in kindergarten. They also asked about their interpretation of bullying, the role of bullies and victims and perceptions of gender differences regarding bullying.…”

Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

“…The findings corroborate those of Helgesen (2010Helgesen ( , 2017 and Helgeland and Lund (2016), who found that bullying does exist in Norwegian kindergartens, especially taking the forms of excluding others from play and conditional threats. Both parents and practitioners viewed the victims' experience of being bullied as an important factor in bullying (Cameron & Kovac, 2016, p. 1967. Departing from other studies, they found that physical aggression was considerably lower than other behavioural factors.…”

Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

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Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Skoglund

2020

International Perspectives on Early Childhood Education and Development

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While bullying has been a well-known phenomenon in schools for several decades, the relevance of the concept of bullying in kindergarten is still disputed among researchers, professionals and parents. Reservations regarding the use of the concept of bullying in kindergarten has much to do with labelling young children as bullies-characterised by certain traits caused of individual aggression, intention to hurt and imbalance of power-and victims-characterised by low self-esteem and lack of different competencies. These explanations continue to represent dominant models of research about bullying and school intervention programmes (Camodeca,

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Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

Section: Earlier Research About Bullying Of Relevance To Kindergartenmentioning

confidence: 99%

See 1 more Smart Citation

Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Skoglund

2020

International Perspectives on Early Childhood Education and Development

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“…Despite disagreement about the individual causes of bullying, there is an increasing recognition that actions associated with bullying behaviour occur among kindergarten children (Cameron & Kovac, 2016Camodeca et al, 2015;Goryl et al, 2013;Helgesen, 2017;Idsøe & Roland, 2017;Kirves & Sajaniemi, 2012;Lund et al, 2015;Perren & Alsaker, 2006;Vlachou, Andreou, Botsoglou, & Didaskalou, 2011). Children, parents and practitioners in kindergarten seem to interpret bullying as actions that cause children to feel violated.…”

Section: Bullying In Kindergartenmentioning

confidence: 99%

Children’s Exploration and Cultural Formation

Hedegaard¹,

Ødegaard²

2020

International Perspectives on Early Childhood Education and Development

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adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

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“…Within this group of adults there have evoked partially different views on peer bullying: verbal aggression (e.g. saying mean things about others) was more often an indicator of bullying for parents than for teachers (Cameron & Kovac, 2016); and teachers perceived bullying mainly as physical and verbal attacks and parents as peer rejection by the bullied child (Salehi, Patel, Taghavi, & Pooravari, 2016).…”

Section: Introductionmentioning

confidence: 99%

Social Pedagogues’ Definitions Of Three Types Of Bullying

Aia-Utsal¹,

Kõiv²

2019

The European Proceedings of Social and Behavioural Sciences

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The purpose of this exploratory descriptive research using a free-response methodology was to examine social pedagogues' definitions of learner-on-learner, learner-on-educator and educator-on-adult bullying in school context. This study is one of the first studies to approach to conceptualize three different types of bullying from the perspective of the social pedagogues. A representative sample of 165 social pedagogues provided their own definition about school bullying, educator-targeted bullying and educator-targeted workplace bullying. Quantitative content analysis revealed that the participants held a shared understanding of the three types of bullying concurred with those used in the research literatureintention, repetition, imbalance of power, and causing harm to victim. Although, these components remain a part of the definitions of three types of bullying, social pedagogues operated broader multilevel bullying definitions with adding two componentsrecognition of individuals engaging in bullying behavior and approaches for dealing with bullying. However, differences in the conceptualization of three types of bullying among social pedagogues were found as well. It was revealed that social pedagogues differentiated the meaning of three types of bullying from each other in terms of type of aggression, power relationship character, manifestations of workplace bullying forms, and characteristics of the individuals engaged in bullying. The one occupation-specific approach focusing on social pedagogues' perspective can enhance our understanding of the multilevel conceptual nature of bullying in school context.

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An examination of parents’ and preschool workers’ perspectives on bullying in preschool

Cited by 19 publications

References 28 publications

Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Children’s Exploration and Cultural Formation

Social Pedagogues’ Definitions Of Three Types Of Bullying

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