Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education

Edited by:
Olivia Saracho, University of Maryland

A volume in the series: Contemporary Perspectives in Early Childhood Education. Editor(s): Olivia Saracho, University of Maryland.

Published 2016

While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti‐bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

CONTENTS
PART I: INTRODUCTION: UNDERSTANDING BULLYING AND VICTIMIZATION WITH YOUNG CHILDREN. Research on Bullying and Victimization in Young Children, Olivia N. Saracho. Research and Foundations for Understanding Bullying in Early Childhood Education, Olivia N. Saracho. PART II: BULLYING AND VICTIMIZATION IN DIFFERENT EARLY CHILDHOOD EDUCATION SETTINGS. Bullying in Early Childhood, Debra Pepler and Joanne Cummings. Understanding Bullying Among Preschool‐Aged Children, Elizabeth Bistrong, Catherine Bradshaw, and Hillary Morin. Applying Olweus’ Conceptualization of Bullying to Early Childhood, Amanda J. Williams, Danielle Smith, and Rebecca Winters. Peer Victimization in Early Childhood: Identification and Risk, Becky Kochenderfer‐Ladd and Gary W. Ladd. Bullying and Children With Disabilities, Susan P. Limber, Robin M. Kowalski, Patricia W. Agatston and Hy V. Huynh. Cyberbullying Among Children 0 to 8 Years, Robin Kowalski and Gary Giumetti. PART III: EXPLORING PRACTICE IN FAMILY SYSTEMS AND PERSPECTIVES. Families’ Understanding of Bullying and Strategies for Working With Their Young Children, Vickie E. Lake. Families, Schools and Child Bullying: What We Know; What We Can Do? Alice Sterling Honig. Bullying and Victimization Among 4 to 8 Year Olds: Temperamental, Parental, and Systemic Correlates, Panayiotis Stavrinides and Militsa Nikiforou. PART IV: DEVELOPMENTAL PROCESSES AND INTERVENTION STRATEGIES. Bullying in Early Childhood: Measurement Issues, Prevalence, and Intervention, Peter K Smith. Integrating Bullying Prevention in Early Childhood Education Pedagogy, Laura Repo and Juuso Repo. Social Emotional Learning and Bullying Prevention: Why and How Integrated Implementation May Work, Jennifer E. Gibson, Sehra Polad, Paul D. Flaspohler, and Vanessa Watts. Openness and Agency as Strategies for Addressing Bullying, Jyrki Reunamo, James Ko, Doris Cheng, Hui‐Chun Lee, Li‐Chen Wang, and Essi Salminen. Insights and Future Research Directions on Bullying and Victimization, Olivia N. Saracho.