Citation

Saracho ON. Early Child Dev. Care 2016; 187(1): 68-79.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/03004430.2016.1150275

PMID

unavailable

Abstract

Bullying in schools has been identified as a serious and complex worldwide problem associated with young children's victimization. Research studies indicate the frequency and effects of bullying among young children. The effects seem to be across-the-board for both bullies and victims, who are at risk of experiencing emotional, social, and academic difficulties. When preschool children first enter school, they become social members of a peer group. Preschool is the first context outside the home environment where young children encounter social problems when they interact with peers and become exposed to bullying behaviours. The purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. Studies trace the development of preschool bullying and its pervasiveness. This review describes young children's participation in bullying including their different roles, social status, and prevention programmes.

Language: en