Professional Literature Description and Template

Exploring the Literature

Article __Bullying in Early Childhood__

Topic__Bullying __
Date Retrieved/Used_September 9, 2018___

Bib. Information NAEYC. (2014, October 27). Retrieved from

(APA Formatting): https://www.naeyc.org/resources/blog/bullying-early-childhood

Author(s) Affiliation: Researcher

Type of Resource: Trade article intended to inform Directors, teachers and educators’ daily
(Scholarly /Trade/Other) practice

Summary of essential  Media and research gives a lot of attention to bullying in older children
information:  View bullying in older children as part of growing up
 Measuring bullying in younger children can be difficult
 Most behaviors are over reported and do not fall under the definition of
bullying
 The knowledge that is known about bullying in older children can help guide
give resources and prevention tips for younger children.
 Bullying has three elements: it is an act of aggression, and intended to do
harm, they are repeated over time, occurs within the context of power
imbalance
 A series of acts intended to hurt another child, committed by a child toga in or
to assert greater power over another child.
 Bullying can be physically aggressive, verbal, social.
 Bully is the dominant child, Victim is the target, bully-victim can fill both roles
at different times.
 20.4% of children ages 2-5 experienced physical bullying
 14.6% had been verbally abused (teased)
 A child that is bullied today may be a bully-victim later in the year.
 Bully occurs more with younger children, the type of bullying changes as the
children grow older
 Psychical aggression tends to be used more amongst boys
 Studies show preschool boys that bully tend to be more popular, girls that
bully tend to be socially isolated
 Bullying tend to be more acceptable with boys than girls
 Having few friends makes you vulnerable to bullies.
 Aggression in preschool is more commonly displayed in activity spaces such as
block play, sand/water table, and playgrounds.
  Aggression is also common in open areas because the children activities is less
defined
 Researchers believe that bullying is driven by developing of social, behavioral
and emotional skills.
 Challenging behaviors can be displayed during developmental skills as skills
are strengthen bullying and challenging behaviors are decreased
 Bullies act outwardly in extreme ways, victim’s withdrawal. Bully-victims do
both
 Programs that build on children’s social skills are very important in bully
prevention.
Way in which this This article gives attention to bullying in early childhood.
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Discusses various aspects of bullying.
your research topic
and study:

Article _2 Impact of Bullying in childhood on adult health, wealth, crime and social outcomes___
Topic__Bullying__
Date Retrieved/Used__September 9, 2018__

Bib. Information Impact of bullying in childhood on adult health, wealth, crime and social
(APA Formatting): outcomes. (2015, July 10). Retrieved from
https://journalistsresource.org/studies/society/education/childhood-bullying-
adult-health-wealth-crime-social-outcomes-longitudinal

Author(s) Affiliation: Harvard Kennedy School, Reseachers

Type of Resource:  Scholarly

(Scholarly /Trade/Other)
Summary of essential
information:
 Bullying is old but still relevant.
 Bullying is found on playgrounds, classrooms, Facebook, ask.fm, non-
consensual sexting
 State laws for reducing bullying vary because behaviors differ
 Some state focus on actions, others look at intent/motivation of the aggressor,
others degree of harm done.
 A broad range of studies have looked at various bullying behavior.
 Mental capacity, potential warning signs, violent video games
 Bully is defined as systematic abuse of power and it refers to repeated
aggression against another person that is intentional and involves an
imbalance of power
  Bullied children are physically weak, withdrawn, prone to show a reaction, or
poor social skills
 Bullies have high social impact, come from disturbed families, deviant in their
behavior but not emotional troubled.
 Children who are both victims of bullying and perpetrators seems to be most
troubled, easily provoked, low in self-esteem, poor at understanding social
cues
 Findings from a study completed with children 9, 11, 13 years old annually
until the age of 16 confirmed that involvement in bullying was associated with
negative financial, health, behavioral and social outcomes later in life.
Way in which this This article influences the student age group that I serve and offers a different
source influences the prospective on the families.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Discusses how bullying impacts children later in life.
your research topic
and study:

Article __3 Bullying Basics in Early Childhood__

Topic__Bullying__
Date Retrieved/Used__September 9 ,2018__

Bib. Information Storey, K., & Slaby, R. (n.d.). Bullying Basics in Early Childhood. Retrieved
(APA Formatting): from http://www.promoteprevent.org/

Author(s) Affiliation:  Educator, designer, and producer of educational media for children, parents,
and teachers
 Developmental psychologist, educator, and research scientist, Harvard
university affiliation

Type of Resource:  Scholarly article that presents a research study

(Scholarly /Trade/Other)
Summary of essential
information:
 Trade article intended to inform teachers and educators’ daily practice

 Children as young as 3 can engage in bullying.
 Daycare, early childhood settings, home care groups, play groups, and
kindergarten classrooms exhibit bullying
 Early childhood setting provides opportunities to foster positive interactions
and decrease bullying
 Teachers in early childhood tend to overlook bullying for various reasons
naïve, lack of supervision, challenging behavior
 If you don’t acknowledge bullying at a young age it will continue and spread
 Bullying can persist into adolescence teen dating, domestic violence, criminal
behavior
 Bullying is preventable
  Research and best practice gives us knowledge and strategies to keep children
safe in early childhood strategies
 Stop bullying before it starts by understanding, preventing, use activates to
build social skills, develop an action plan for bullying
 Bullying is a form of physical abuse that is deliberate, repeated, and power
imbalanced
 Physical, verbal, relational, and cyber bullying
 Bullying in young children: mean faces, say threatening things, grab objects,
pushing aside, refusing to play with another child if allowed could turn into a
pattern
 Easier to stop bullying at early age through redirection
 Dan Olweus- better to intervene too early than too late

 Pay attention to the shouts of “mine”, whispering or secrets, pretend play

where smaller roles are only given to certain children and children who say
“you can’t play with me”
 Understanding ways young children engage in bullying will assist educators
with addressing bullying and immediately stopping it, and putting actions in
place to prevent it.
Way in which this Preschool social skills
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Confirms bullying in preschool children
your research topic
and study:
 Professional Literature Summary Template

Article __4__
Topic_ Bullying Prevention in Early Childhood___
Date Retrieved/Used___09/30/2018_

Bib. Information Saracho, O. N. (2016). Bullying Prevention Strategies in Early Childhood

(APA Formatting): Education. Early Childhood Education Journal, 45(4), 453-460.
doi:10.1007/s10643-016-0793-y

Author(s) Affiliation:
 Teacher & Researcher

Type of Resource:
(Scholarly /Trade/Other)  Scholarly article that presents a research study

Summary of essential Characteristics of both bullies and victims of bullying

information: Bullies are likely to have a strong need to control and suppress others to get
their own way
 Be impatient and easily enraged
 Be rebellious and aggressive toward others, including parents and teachers
have little sympathy toward those who are victimized
 Be physically stronger than their peers Intimidate others
Use physical violence
Victims are likely to
 Be cautious, sensitive, quiet, withdrawn and shy Be anxious, insecure, and sad
Have low self-esteem
Be dishearten and suicidal
 Lack friends
Relate better with adults than with peers Be physically weaker than their
peers
 When bullying situations appear in the young children’s school setting,
interventions can offer them social and emotional skills that can help them
avoid bullying behaviors and initiate a foundation to cultivate solid social
relationships
 Victimized children have difficulties establishing limits and effectively protect
themselves
 Adults and non-involved peers need to identify bullying at its early stage to be
able to intervene when a child is attacked.

Purpose of intervention
  Develop social skills
 Decrease aggressive behavior
 Guide families with the prevention of bullying

Strategies
 Modeling
 Role playing
 Verbal discussion of appropriate behaviors Perspective taking skills
 Control impulsive behavior
 Anger management

Way in which this Offers strategies and interventions for bullying in preschool children.
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Confirms bully in early childhood education.
your research topic
and study:

Article ___5_
Topic_Social and Language Skills as Predictors of Bullying Roles in Early Childhood: A Narrative
Summary of Literature___
Date Retrieved/Used_09/29/2018___
Bib. Information Jenkins, L. N., Mulvey, N., & Floress, M. T. (2017). Social and Language
(APA Formatting): Skills as Predictors of Bullying Roles in Early Childhood: A Narrative
Summary of the Literature. Education and Treatment of Children, 40(3), 401-
417.

Author(s) Affiliation: University faculty

 Illinois University

Type of Resource:  Scholarly article that presents a research study

(Scholarly /Trade/Other)
 Trade article intended to inform teachers and educators’ daily practice

Summary of essential  Bullying in preschool receives less attention than school-age bullying.
information:
  Preschool is the first formal systematic peer interaction. There is little
information available for school based professionals to help identify potential
predictors of bullying, victimization, and defending among preschool children.
 It is important to understand development and the socioecological nature of
bullying in preschool as the behaviors may lead to bullying in later years.
 Social –ecological model states that the behavior of bullies, victims, peers,
teachers, and parents occurring time over time perpetuates social behavior.
 Educational professionals should work to identify children at risk of becoming
bullies, and victims. As well as children who may defend their peers so that
early intervention programs can be used to target early signs of bullying.
 Language skill and social skills are likely predictors of bullying roles because
these skills play a critical role in development in early childhood.
 Atypical development in language or social skills may be predictive of later
aggressive or victim behavior.
 If a child does gain important language and social skills they are likely to
become alienated by their peers and exhibit problem behaviors.
 A conflict can be defined as mutual opposition between children that involves
an initiator and responder


Way in which this Links bullying roles to language and social skills in preschool children.
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Links bullying roles to language and social skills in the preschool classroom.
your research topic
and study:

Article _6___
Topic__Teacher education, teaching experiences and bullying policies: Links with early childhood
teachers’ perceptions and attitudes to bullying__
Date Retrieved/Used__09/30/2018__
Bib. Information Goryl, Ola; Neilsen-Hewett, Cathrine; Sweller, Naomi. Teacher education,
(APA Formatting): teaching experiences and bullying policies: Links with early childhood
teachers’ perceptions and attitudes to bullying. Australasian Journal of Early
Childhood. Jun2013, Vol. 38 Issue 2, p32-40. 9p. 3 Charts.

Author(s) Affiliation: University faculty

 Macquarie University
 Ola Goryl
 Cathrine Neilsen-Hewett
 Naomi Sweller

Type of Resource:  Scholarly article that presents a research study

(Scholarly /Trade/Other)
 Trade article intended to inform teachers and educators’ daily practice

Summary of essential  Bullying refers to physical aggressive behaviors that intentionally cause hurt
information: or harm to another child, are typically repeated overtime, evolve from a
picture of power and often used to establish dominance within the peer
group.
 Indirect bullying involves more covert means of aggression and includes harm
caused through the damaging of peer relationships through social exclusion or
spreading rumors.
 Direct bullying involves face-to-face encounters between the bully and the victim.
This includes physical aggression such as punching and kicking as well as direct
verbal aggression such as name-calling
 Within the early childhood field bullying or 'aggressive' behaviors have been
viewed by some teachers as a normal part of child development
 Lack of awareness is often translated into a lack of response, as evidenced by
research reported by parents of preschool- aged children found early
childhood staff to be completely unaware of bullying incidents until the
parents themselves brought it to the attention of their child's teacher.
 Childcare centers showed that staff were hesitant to label children as bullies
or victims, instead opting for such terms as 'inappropriate or unacceptable
behavior' when describing negative interactions.
 Preschool teachers were unable to recognize bullying and usually defined it as
physical violence and disobedience and did not take into account verbal or
psychological characteristics of victimization.
 The majority of participants (92.8 per cent} believed that young children were
capable of bullying. Most felt confident identifying, and managing incidences
of bullying.


Way in which this Influences the teachers attitudes towards bullying in early childhood education.
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Examines the attitudes and behaviors of teachers towards bullying in early
your research topic childhood education
and study:

Article _7
Topic: _ The Implementation of Character Education and Children’s Literature to Teach Bullying
Characteristics and Prevention Strategies to Preschool Children___ ___
Date: Retrieved/Used_November 25, 2018___
Bib. Information Freeman, G. (2014). The Implementation of Character Education and Children’s Literature to
Teach Bullying Characteristics and Prevention Strategies to Preschool Children: An
(APA Formatting): Action Research Project. Early Childhood Education Journal, 42(5), 305–
316. https://doi.org/10.1007/s10643-013-0614-5
Author(s) Affiliation: University of South Carolina Upstate

Type of Resource:  Early Childhood Education Journal -Scholarly article that presents a research
(Scholarly /Trade/Other) study

Summary of essential
information:
 Through the reading of picture books and character education
activities with a bullying theme preschool children will develop a
better under- standing of bullying characteristics and strategies for
dealing with bullying behaviors.
 Demonstrating through research with young children how the
good reputation of character education can outweigh and/or cancel
out the bad reputation of bullying
 Implementations of activities based on that knowledge and
commitment to help young people succeed in today’s school
environment and society beyond the school property.
 Demonstrate the benefit of educational professionals being
knowledgeable of the definitions and circumstances related to
character education and bullying prevention,
 Bullying is defined as ‘‘a pattern of repeated physical or
psychological intimidation’’ or a student ‘‘being exposed,
repeatedly and over time, to negative actions on the part of one or
more students’.
 Unfortunately, much of the bickering and name calling and other
unkind behaviors children display often lead to repetition and
more severe forms of bullying behaviors.
 Research shows that bullying behaviors are taking place as early
as age two that parents are often unaware of this fact and that there
is a consistent lack of adult intervention.
 schools are looking to character education, specifically defined as
an initiative to educate and teach preventive measures for children
in bullying situations.
 Assess the knowledge, perceptions and attitudes of bullying in
preschool children, and identify quality children’s literature with a
bullying theme useful to support character education with young
children.
 Identify what preschool children, ages four through six, knew and
felt in relation to bullying and to identify quality children’s picture
books with a bullying theme.
 Beginning the week with a picture book reading/sharing that deals
with getting along, human differences or other positive character
traits such as kindness, patience, or being helpful can be the key to
a successful classroom community throughout the year.
 It is important during the first week of school or when children
move into a new classroom based on age level that the teacher
creates an environment where the children feel safe and
comfortable expressing themselves
 Communication is extremely important. Talking about bullying
with children, giving examples, and discussing strategies for
dealing with problems will help prepare children for future issues
and situations they may face.
 If a new child enrolls mid-semester, one of the first objectives the
teacher should strive to meet after introducing the child to the class
and the class to the new child, is a discussion of how the class
participants are expected to treat one another.
 Plan a weekly book reading and pretend play activity using one of
the books from this paper or another book with a bullying or moral
character theme.
 The more often children are reminded and can practice getting
along and treating others kindly, the sooner it will become habit.
 Organizing books based on themes can be helpful to children and
adults looking for guidance. Encourage parents to check out books
to read and discuss with their children at home.
 If teachers, childcare providers and parents become proactive and
educate themselves and the children through character education
based literacy activities, the problem could possibly be stopped
before it begins or gets out of control during the elementary and
middle school years.
 Activities, reading books with a bullying theme and continual
discussion is necessary to slow the progress of bullying behaviors
in all children, young and old.
 Encourage good behavior
Way in which this This article influences teachers in the preschool setting to introduce prevention
source influences the strategies such as incorporating character building through picture books into
field related to your their classrooms.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to Bullying prevention strategies that builds character gives the solution before
your research topic the problem of bullying starts.
and study:

Article __8__
Topic_Bullying, empathic concern, and internalization of rules among preschool children___
Date Retrieved/Used__11/25/18__

Bib. Information Camodeca, M., & Coppola, G. (2016). Bullying, empathic concern, and internalization of rules
among preschool children. International Journal of Behavioral Development, 40(5),
(APA Formatting): 459–465. https://doi.org/10.1177/0165025415607086
Author(s) Affiliation:
Marina Camodeca - University of Milan-Bicocca, Milan, Italy
Gabrielle Coppola -University “G. d'Annunzio” of Chieti-Pescara, Chieti, Italy
University faculty

Type of Resource: International Journal of Behavioral Development –Sage Journal

(Scholarly /Trade/Other)
Summary of essential
information:
 Scholarly article that presents a research study
 bullying, defending, and outsider behaviors in preschool children were
associated with two conscience aspects (empathic concern and internalization
of rules) and with emotion understanding.
 Literature indicates that specific patterns of bullying and victimization, such
as repetitive and unjustified harassment, and imbalance of power are already
present at a young age, and that the characteristics of children involved mirror
those found at older ages
 More- over, it seems that the classroom dynamics observed in bullying among
school-aged children and adolescents can be observed in preschool children
as well.
 Some children can defend the victims by consoling them or by standing up
against the bully; they are characterized by responsibility, social competence,
and a higher tendency to experience moral emotions than other children. The
outsider behavior includes not taking side and shying away from bullying
episodes.
 Early conscience begins to emerge in the toddler and preschool years, it is
defined as the system of internalized values and standards of behavior, and it
is rooted in two key aspects of the parent–child relation- ship, that is, the
child’s cumulative history of internalization of rules and of empathic concern
within family
  In particular, empathic concern arises as an emotional response deriving from
the comprehension of another’s state of distress, resembling, in this sense,
sympathy.
 Children who respond empathically to others’ distress and who internalize
rules are more likely to meet a positive adaptation and stay away from
behavioral problems
 Preschool period is also paramount for the development of emotion
understanding. Specifically, starting from the second year of life, throughout
preschool years, children become more and more capable of appropriately
using and understanding labels referring to basic emotions, as well as
coherently discussing their own and others’ emotional reactions
 Emotion understanding promotes positive socioemotional development, such
as effective emotion regulation, social competence, moral sensibility, and
consideration of others’ needs, and prevents the emergence of internalizing
and externalizing behavioral problems
 in the presence of low levels of empathic concern and internalization of rules,
high emotion understanding could favor children’s propensity to consider the
impact of their own negative behaviors on their peers’ feelings, preventing
them from displaying bullying acts.
 A low level of empathic concern hinders children from feeling victims’
suffering, which may lead some children to harass and others to remain
indifferent. Similarly, children who have not internalized rules may not care
about and not respect social and moral norms, which emphasize not hurting
and helping others.
Way in which this This article influences the preschool teacher understanding of emotions and
source influences the rules in correlation with bullying in early childhood.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This article brings relevance to emotions and roles that it plays in children and
your research topic bullying.
and study: