Prevention of Bullying in Early Educational Settings: Pedagogical and Organisational Factors Related to Bullying

Autor/inn/en	Repo, Laura; Sajaniemi, Nina
Titel	Prevention of Bullying in Early Educational Settings: Pedagogical and Organisational Factors Related to Bullying
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 4, S.461-475 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1087150
Schlagwörter	Foreign Countries; Bullying; Kindergarten; Preschool Teachers; Discipline; Expertise; Intervention; Prevention; Qualitative Research; Questionnaires; Regression (Statistics); Finland + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Disziplin; Expert appraisal; Prävention; Vorbeugung; Qualitative Forschung; Fragebogen; Regression; Regressionsanalyse; Finnland
Abstract	Research suggests that bullying behaviour begins at an early age (three to six years) and that preventive practices should target early educational settings. However, no previous studies focus on early educational settings (kindergartens) as an arena for bullying behaviour. The aim of this study was to find what kind of organisational and pedagogical practices used in kindergartens are related to bullying behaviour and the prevention of bullying. The data collected from a survey of day-care staff in the city of Vantaa (n?=?771). The results of this study indicate that three factors explain 20% of bullying. First, the relative number of children with special educational needs in the group was highly significant in terms of the prevalence of bullying. Second, the use of methods of discipline was also significant. Third, if the staff evaluated that their expertise in intervening in bullying situations is high, the amount of bullying is less. In conclusion, the prevalence of bullying can be reduced by increasing support for children with special educational needs in their peer relationships. In addition, replacing strict discipline methods with more sensitive methods had several positive impacts on the child group, including a decrease in bullying behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01