Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting

Year 2024, Volume: 11 Issue: 4, 140 - 159, 07.07.2024

Hardiyanti Pratiwi , M. Irfan Islamy , Agus Riwanda

https://doi.org/10.17275/per.24.53.11.4

Abstract

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.

Keywords

Anti-Violence Education, Bullying, Early Childhood, Intervention, Teacher-Parent Collaboration

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