Preschool Work against Bullying and Degrading Treatment: Experiences from an Action Learning Project

Autor/inn/en	Söderström, Åsa; Löfdahl Hultman, Annica
Titel	Preschool Work against Bullying and Degrading Treatment: Experiences from an Action Learning Project
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 3, S.300-312 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1194374
Schlagwörter	Bullying; Preschool Education; Prevention; Foreign Countries; Preschool Children; Peer Relationship; Educational Improvement; Student Attitudes; Action Research; Educational Strategies; Sweden + Suchen Sie Ihr Suchwort? Mobbing; Pre-school education; Vorschulerziehung; Prävention; Vorbeugung; Ausland; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Peer-Beziehungen; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Projektforschung; Lehrstrategie; Schweden
Abstract	This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, "hit the target" in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as 'missing the point'. Didactic implications for further preschool action learning projects are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01