Developing Peer Bullying Awareness And Reducing Bullying Behaviors With Temperament-Appropriate Strategies Among Preschool Children: An Action Research

Abstract

This study aimed to identify peer bullying behaviors and temperament characteristics of preschool children, to enhance their awareness of peer bullying, and to reduce bullying behaviors with strategies appropriate to their temperament. The action research methodology, specifically practitioner action research, was employed in this study. The study group consisted of 15 children aged 5-6, attending a state kindergarten in Esenyurt, on the European side of Istanbul. Data collection tools utilized in the research included the “Preschool Peer Bullying Scale” and the “Short Temperament Scale for Children”, along with individual and focus group interviews with children and parents. Also, researcher’s observations and field notes were also used as data collection techniques. After identifying peer bullying behaviors and temperament characteristics, an action plan consisting of activities included in the Turkish Ministry of National Education's “Peer Bullying Awareness Education Program” were used in accordance with the children's temperament to determine the awareness levels of the participants. The sessions included in the Ministry’s “Peer Bullying Awareness Education Program” and the drawings made by the children, along with forms from the interviews with the children, were uploaded into the MaxQda2022 analysis software and analyzed using open coding. Initial activities conducted to determine the awareness level of participants prior to the action plan revealed that while children had basic awareness of peer bullying, they lacked sufficient knowledge on preventing and intervening. The findings obtained from the research indicate that the implemented action plan significantly reduced peer bullying behaviors. This reduction showed itself as becoming aware of peer bullying behaviors and employing the coping strategies learned during the training, as well as distancing themselves from such behaviors. As a result of the research, it was determined that children gained substantial knowledge and awareness about peer bullying, improved their skills in coping with peer bullying, increased their attitudes and awareness levels towards bullying behaviors, and bullying incidents in the classroom significantly decreased..

Keywords

• earlychildhood education
• temperament
• peer bullying

References

1. Brown, G. L., McBride, B. R., Bost, K. K., & Shin, N. (2011). Parental involvement, child temperament, and parents’ work hours: Differential relations for mothers and fathers. Journal of Applied Developmental Psychology, 32, 313–322. https://doi.org/10.1016/j.appdev.2011.08.003