Greek Preschool Teachers' Perceptions about the Effective Strategies for Bullying Prevention in Preschool Age

Abstract

The aim of the present research is to explore preschool teachers' perceptions about the effective strategies for bullying prevention in preschool context. The sample of this research study was 164 preschool teachers from Greece. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that classroom activities for diversity acceptance, the development of empathy, the cooperation between school and family, the implementation of socio-emotional learning programs in school context and teacher training, are among the most effective strategies. They also value the cooperation between school, family, and community services for bullying prevention as well as peer support and the creation of prevention activities and material such as videos. Research findings may be utilized for designing teacher training and professional development programs aiming at preventing school bullying at an early age.

Physical education classes with distance learning as a catalyst for adaptation potential increase of students during the COVID-19 pandemic

“…The relevance of this study is objectively confirmed by recent events associated with the COVID-19 pandemic driven by the SARS-CoV-2 coronavirus. During the pandemic, people all over the world switched from the ordinary rhythm of life to the self-isolation regime, which led not only to minimizing the physical activity (Lippi et al, 2020;Alexandrov, 2020;Milko & Guremina, 2020;Hammami et al, 2020;Nikolaou & Markogiannakis, 2017); but also to the occurrence of psycho-emotional stress, asthenia, panic attacks on the background of the general information load from mass media associated with the threat of contracting a new viral infection (Hyland et al, 2020;Mattioli, et al, 2020;Narici et al, 2020;Zhao et al, 2020;Shevlin et al, 2020;Özdin & Bayrak Özdin, 2020;Cao et al, 2020;Kholodova, 2020). In our previous studies performed before the COVID-19 pandemic (Tumakov et al, 2017;Tumakov et al, 2019), we carried out a number of investigations over undergraduate students of Kazan Federal University (KFU), which is one of the leading universities of Russia.…”

Untitled

“…The basic principle of inclusion is therefore to remove all kinds of prejudices and to try to ensure that all children have the same learning opportunities in environments that enable them to acquire new knowledge and develop their cognitive and socio-emotional abilities, to the extent that is feasible (Kourkoutas, 2011;Taffa, 1998). Teachers perceptions affect their responses (Nikolaou & Markogiannakis, 2017b), and therefore their positive attitudes about the inclusion of children with autism is a key factor in their adaptation to their school environment.…”

Teachers’ Social Representations of Inclusion of Children with Autism Spectrum Disorder (ASD) in Regular Class

“…The basic principle of inclusion is therefore to remove all kinds of prejudices and to try to ensure that all children have the same learning opportunities in environments that enable them to acquire new knowledge and develop their cognitive and socio-emotional abilities, to the extent that is feasible (Kourkoutas, 2011;Taffa, 1998). Teachers perceptions affect their responses (Nikolaou & Markogiannakis, 2017b), and therefore their positive attitudes about the inclusion of children with autism is a key factor in their adaptation to their school environment.…”