The purpose of this study was to examine how it comes that bullying in preschool is discussed in so small amounts and why the term bullying seems to have an age limit to it. This studies questions are: how does preschool teachers define and identify bullying and how is the term used in preschool? Why does bullying occur according to preschool teachers? Do preschool teachers use elaborated strategies to handle difficult situations that could be seen as bullying according to certain definitions? Does bullying exist in the preschools where the interviewed preschool teachers work? This study is based on qualitative interviews with preschool teachers at their individual preschools. The study shows that preschool teachers define bullying as negative actions, that can be both conscious and non-conscious. The study also shows that the preschool teachers do not use the term bullying when addressing childrens behaviour or when discussing negative actions among the children with them. The main reason for not using the term bullying is the belief that the term itself is too complex for children in preschool to understand. The participating preschool teachers believe that the reason for bullying among children is lack of unity and social status. Based on this study preschool teachers do not use any specific strategies to handle difficult situations and bullying in preschool, instead they use tools like books, EQ as an approach and children’s owns equal plans. According to two out of five preschool teachers there is no bullying at their preschool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-34093 |
| Date | January 2017 |
| Creators | Köttö, Emmi |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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