THE PROBLEM OF BULLYING AND ITS REDUCTION POSSIBILITIES IN PRESCHOOL AGE

Abstract

Identification of the problem and relevance of the paper. There is a growing body of scientific evidence to support the fact that bullying begins in the preschool years (Swit, Blakely-McClure, & Kamper-DeMarco, 2023). According to the data of the World Health Organization (2020), Lithuanian schoolchildren experience the most bullying compared to other European countries. Bullying for a long time is one of the most important topics studied by researchers when we talk about school-age children, however, bullying occurs much earlier, so there is a growing need to talk about this problem at a younger preschool age (Bistrong, Bradshaw, Morin, & Saracho, 2016). Therefore, the problem question emerges - how do manifestations of bullying occur in preschool-age children and what are the possibilities for reducing bullying? The aim of the work. To identify the problem of bullying and the possibilities of reducing it in preschool age.

Objectives of the work (the objectives defined in the introduction are rewritten): to theoretically substantiate the problem of bullying in preschool age. Carry out an empirical study to determine pedagogues' attitudes towards the problem of bullying and the possibilities of reducing it. Methods of the work project. Analysis of scientific literature, interview (oral), data processing methods  – generalization and analysis of content.

Organization of the study – in order to reveal the problem of bullying and the possibilities of its reduction in preschool age in Kaunas nursery school-kindergarten “X”, a commissioned study was conducted in March-April 2025. The educational institution, understanding the relevance of the problem of bullying and seeking to find possibilities of reducing the problem in its organization, commissioned researchers to conduct this study, aiming at the quality of education, the creation of effective educational environments, successful cooperation between parents and educators, and the effectiveness of the implementation of inclusive education. The study sample – 15 preschool and pre-primary education educators working in nursery school-kindergarten “X” were interviewed during live meetings. The study used purposive (criterion-based) selection, since the participants were selected according to criteria important for the purpose of the study – professional experience and direct work with preschool children.

The results of the study revealed: Expression of bullying. Bullying behavior begins to manifest itself in preschool age, and later - in preschool age - it intensifies. Informants notice manifestations of bullying in the groups in which they work. Educators understand bullying as teasing, fighting, nicknames and separation from games. Causes of bullying. In the opinion of educators, bullying behavior is learned, its expression is mainly influenced by the family and environment in which the child grows up. A larger part of educators attribute bullying behavior to boys, but the rest believe that gender does not play a role. The child's behavior can inform educators that the child may be a potential initiator of bullying. Consequences of bullying. Bullying causes consequences for all its participants. The consequences can manifest themselves in the long and short term, are psychological, social and mixed in nature. Bullying causes the greatest damage to a child's self-esteem, a child who has experienced bullying may not want to go to school, may experience fear when socializing. Bullying prevention. Bullying prevention should be carried out from the age of 4-5, when children begin to understand this phenomenon. In order to prevent bullying, it is worth choosing effective bullying prevention programs. Educators indicated that their educational institution implements the program "Zippo's Friends" and the projects "A Week Without Bullying" and "You and I Are Friends".