Critical Perspective on Bullying in Early Childhood

DOI

10.2991/assehr.k.210322.054How to use a DOI?

Keywords

Bullying, early childhood education, post developmentalism, learning

Abstract

Bullying is often ignored in the field of early childhood education because a number of teachers consider that early childhood has limited cognitive and verbal development and intentions with emotional awareness. Therefore, it seems impossible for children to take negative actions such as bullying. Using post-developmentalism theory, this article attempts to explore the discourse of bullying operates in early childhood. The method used in this research was a literature review with a trans formative paradigm which would take a look at critical thoughts about bullying in early childhood in order to produce a better educational transformation. These findings highlight the extent to which discourse of bullying can occur among early childhood and affects children’s development at a later stage. These findings also elaborate the complexities encountered by teachers in negotiating fairness and comfort for children to prevent further bullying actions.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Insan Sheny Priyandita
AU  - Mubiar Agustin
PY  - 2021
DA  - 2021/03/24
TI  - Critical Perspective on Bullying in Early Childhood
BT  - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)
PB  - Atlantis Press
SP  - 256
EP  - 259
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210322.054
DO  - 10.2991/assehr.k.210322.054
ID  - Priyandita2021
ER  -