6 Conclusions
6.2 Closing words
Young children practice their skills in everyday situations. Since anti-bullying work among young children is preventive by nature, it has to take place in those everyday situations in which children practice getting along with others as well as their self-regulating abilities; situational pedagogic choices are of utmost impor-tance in the prevention of bullying. Therefore, it does matter what kinds of peda-gogic choices are made, and how legislation and the national curricula direct this decision-making process.
Legislative documents in early education do not identify bullying (National Curriculum Guidelines on Early Childhood Education and Care, 2005; Act on Children’s Day Care, 1973). However, it is legally required that every school has an action plan to protect students from violence, bullying and harassment (Finnish Basic Education Act, 2013/1267, §29). The law covers children from age 6 (4hours/day) all the way to children age 18. Legislation concerning bullying should be extended to cover the entire pedagogic and educational path of a child. Consis-tent work requires training and commitment from the regulating authorities. Effi-cient procedural programs that recognize the developmental uniqueness of small children can be designed based on legislation and by standardized documentation.
All preschool classes in Sweden are required by law to compile a plan for equal treatment, including intervention and prevention of bullying (Lag, 2006:67,
§67). In Norway, several political parties have signed a manifesto directed at eradi-cating bullying, which applies to daycare as well (Manifest mot mobbing 2011–
2014, 2010). At the time of the writing of this study, Finnish early childhood edu-cation is experiencing significant changes. In early 2013, its administration was relocated from the Ministry of Social Affairs and Health to the Ministry of Educa-tion and Culture. Existing legislaEduca-tion for daycare is going through a reform to be-come a new law on early childhood education and it should include an obligation to conduct anti-bullying work.
According to the results, preventive measures should be aimed at both indi-vidual and group levels already in early childhood educational groups. In prevent-ing bullyprevent-ing, it is essential to construct the environment and the child group so that each child can experience a sense of being an equal, involved member of the group.
Conclusions 53
Instead of the children’s individual personality traits, the emphasis lies on an adult acting in a sensitive pedagogic manner. A sensitive adult notices children’s initia-tives and messages and replies in a manner meaningful to the child. In this manner the adult encourages children to act within their own developmental level and gives individual support to them. This enhances the child’s ability to learn in an involved manner and to seek solutions in interaction with other children as well as adults.
This requires a safe environment where every member can feel that they belong to the group. Instead of viewing bullying as an individual behavioral disorder or a personal trait, the educators should focus on strengthening the group norms against bullying, make sure that bullying is not rewarded by bystanders, and support the positive and prosocial behavior in a child group.
Altering the concept of learning away from rewards and punishments enables the adult to consider various pedagogic means to aid the children in learning inter-personal skills more efficiently. Since children involved in bullying are often those in need of special support for their growth and development, it is especially impor-tant to select the appropriate pedagogic methods to assist their learning in order to prevent any peer relationship issues and strengthen all children’s inherent prosocial skills. Bullying prevention among young children is based on strengthening the individual internal motivation towards prosocial behavior. This is considered im-portant in order to reach children who behave offensively towards other children.
Adults taking active part in games and play with children enable the development of group cohesion. Young as well as older children are motivated by feelings of competence and relatedness to others. Exclusion, coming from peer or adults, jeop-ardizes this feeling of relatedness. A child that feels that she/he has a competence to cope in different situations successfully and at the same time feel a sense of re-latedness to others in a child group does not feel the need to act offensively to-wards others.
Bullying and its prevention in early childhood education 55
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