Ikimokyklinio amžiaus vaikų bendraamžių socialinio atstūmimo kaip patyčių raiška
Keywords:
ikimokyklinio amžiaus vaikai, socialinis atstūmimas, patyčių raiška
Abstract
Pirmieji išskirtinio elgesio ir santykių agresijos požymiai prasideda jau ankstyvame amžiuje (nuo trejų iki šešerių metų), todėl sistemingos patyčios jau yra pastebimos tarp ikimokyklinio amžiaus vaikų. Viena dažniausiai pasitaikančių patyčių formų tarp ikimokyklinio amžiaus vaikų yra socialinis atstūmimas. Ankstyvame amžiuje patirtas socialinis atstūmimas kaip patyčių raiškos forma daro įtaką vaiko tolimesniame gyvenime kuriamiems santykiams ir gali sukelti tokias problemas kaip depresija, žema savivertė, socialinis atsiribojimas ir patiriamas nerimas. Straipsnyje analizuojamas socialinis atstūmimas kaip patyčių raiška ikimokykliniame amžiuje ir yra apžvelgiamos ikimokyklinio amžiaus vaikų bendraamžių socialinio atstūmimo kaip patyčių raiškos priežastys ir pasekmės. Straipsnyje pateikiami atlikto tyrimo – pedagoginio stebėjimo dvejų-penkerių metų amžiaus grupėje rezultatai. Atskleidžiama, kokia yra socialinio atstūmimo kaip patyčių raiška ikimokyklinio amžiaus vaikų grupėje – išryškintos dažniausiai pasitaikančios socialinio atstūmimo kaip patyčių raiškos elgesio formos – pašalinimas iš žaidimo arba nepriėmimas žaisti kartu, atsisakymas susikabinti rankomis ir garsiai išreiškiamas nenoras draugauti. Atliktas tyrimas atskleidė, kad dažniausiai socialinio atstūmimo kaip patyčių raiškos situacijas inicijuoja socialiai kompetentingi ikimokyklinio amžiaus vaikai, kurie yra vyresnio amžiaus ir yra pasiekę tam tikrą socialinį sumanumą bei savo agresiją geba panaudoti nukreipdami prieš kitus, tačiau lyties įtaka nepastebėta. Atliekant tyrimą išryškėjo, kad socialinio atstūmimo situacijos linkusios pasikartoti, o ikimokyklinio ugdymo mokytojo intervencija šiose situacijose vyksta įvairiai – vykdant pokalbį su socialinio atstūmimo iniciatoriumi ir vykdant pokalbį su vaiku, patyrusiu socialinį atstūmimą, drausminimo priemonių taikymu, kreipiantis pagalbos į specialistus, administraciją, tėvus ir kt.
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References
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13. Goldbach, J. T., & Sterzing, P. R. (2018). Challenging Conventions of Bullying Thresholds: Exploring Differences Between Low and High Level of Bully-only, Victim-only, and Bully-victim Roles. Journal of Youth and Adolescence, 47, 586–600. https://pubmed.ncbi.nlm.nih.gov/29052118/
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15. Harrist, A. W., & Bradley, K. D. (2003). “You Can’t Say You Can’t Play”: Intervening in the Process of Social Exclusion in the Kindergarten Classroom. Early Childhood Research Quarterly, 18, 185–205. https://researchconnections.org/childcare/resources/2738?paging.startRow=501&state=TEXAS
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19. Jasiulionė, J. S., Povilaitis, R., Mažonienė, M., & Suchodolska, I. (2010). Kuriame klasę be patyčių. Gairės klasių auklėtojams. Vaikų linija.
20. Kardelis, K. (2016). Mokslinių tyrimų metodologija ir metodai. Vilnius: Mokslo ir enciklopedijų leidybos centras. Vilnius: Eugrimas.
21. Killen, M., Muvey, K. L., & Hitti, A. (2013). Social Exclusion in Childhood: A Developmental Intergroup Perspective. Child Development, 84, 772–790. https://pubmed.ncbi.nlm.nih.gov/23170901/
22. Killen, M., Rutland, A., & Jumpol, N. S. (2009). Social Exclusion in Childhood and Adolescence. Handbook of Peer Interactions, Relationships and Groups, 1, 249–250. https://www.researchgate.net/publication/277575557_Social_exclusion_in_childhood_and_adolescence
23. Kirves, L., & Sajaniemi, N. (2012). Prevention of Bullying in Early Educational Settings: Pedagogical and Organizational Factors Related to Bulying. European Early Childhood Education Research Journal 23, 461-471. https://www.researchgate.net/publication/270677690_Prevention_of_bullying_in_early_educational_settings_pedagogical_and_organizational_factors_related_to_bullying
24. Kudinovienė, J. (2008). Meno edukologinių tyrimų metodologijos pradmenys. Vilnius: Vilniaus pedagoginio universiteto leidykla.
25. Ladd, G. W., Ettekal, I., & Ladd, B. (2017). Peer Victimization Trajectories from Kindergarten Through High School: Differential Pathways for Children‘s School Engagement and Achievement? Journal of Educational Psychology, 109, 826–841. https://www.apa.org/pubs/journals/releases/edu-edu0000177.pdf
26. Lund, I., Helgeland, A., & Kovac, V. B. (2015). Empirically based analysis of methodological and ethical challenges in research with children as participants: the case of bullying in kindergarten. Early Child Development and Care, 186, 1531–1543. https://www.researchgate.net/publication/286639344_Empirically_based_analysis_of_methodological_and_ethical_challenges_in_research_with_children_as_participants_the_case_of_bullying_in_kindergarten
27. Marinovic, V., & Trauble, B. (2018). Vicarious social exclusion and memory in young children. Developmental Psychology, 11, 2067–2076. https://psycnet.apa.org/record/2018-47325-001
28. Piliponytė, J. (2005). Duomenų rinkimas, apdorojimas ir analizė mokykloje. Vilnius: LR ŠMM ŠAC.
29. Raitanen, J., Sandberg, S., & Oksanen, A. (2017). The Bullying-school Shooting Nexus: Bridging Master Narratives of Mass Violence with Personal Narratives of Social Exclusion. Deviant Behavior, 40, 96–109. https://www.researchgate.net/publication/321731585_The_bullying-school_shooting_nexus_Bridging_master_narratives_of_mass_violence_with_personal_narratives_of_social_exclusion
30. Repo, L., A., Sajaniemi, N. (2012). Bullying in Early Educational Settings. Early Child Development and Care. 182, 383-400. https://www.researchgate.net/publication/254229339_Bullying_in_early_educational_settings
31. Rivers, I., & Duncan, N. (2013). Bullying: Experiences and Discourses of Sexuality and Gender. London and New York: Routledge. Taylor & Francis Group.
32. Rupšienė, L. (2007). Kokybinio tyrimo duomenų rinkimo metodologija. Klaipėda: Klaipėdos universiteto leidykla.
33. Saracho, O. N. (2016). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45, 453–460. https://www.researchgate.net/publication/303392301_Bullying_Prevention_Strategies_in_Early_Childhood_Education
34. Sampson, R. (2014). Bullying in Schools. U.S. Department of Justice Publications and Materials, 6, 1–43. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1005&context=usjusticematls
35. Solberg, M. E., Olweus, D., & Endersen, I. M. (2007). Bullies and Victims at School: Are They the Same Pupils? British Journal of Educational Psychology, 77, 441–464. https://pubmed.ncbi.nlm.nih.gov/17504556/
36. Skoglund, R. I. (2020). Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten. Children‘s Exploration and Cultural Formation, 29, 29–45. https://www.researchgate.net/publication/339583136_Beyond_Bullying_Understanding_Children's_Exploration_of_Inclusion_and_Exclusion_Processes_in_Kindergarten
37. Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2015). Social Exclusion Predicts Impaired Self-Regulation: A 2-Year Longitudinal Panel Study Including the Transition from Preschool to School: Social Exclusion and Self-Regulation. Journal of personality, 2, 212–220. https://pubmed.ncbi.nlm.nih.gov/24635533/
38. Strasser, K., & Rio del, F. (2015). The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children. Reading Research Quarterly, 49, 169–187. https://www.researchgate.net/publication/259542723_The_Role_of_Comprehension_Monitoring_Theory_of_Mind_and_Vocabulary_Depth_in_Predicting_Story_Comprehension_and_Recall_of_Kindergarten_Children
39. Sigurdson, J. F., Undheim, A. M., Wallander, J. L., Lydersen, S., & Sund, A. M. (2015). The Long-term Effects of Being Bullied or a Bully in Adolescence on Externalizing and Internalizing Mental Health Problems in Adulthood. Child and Adolescent Psychiatry and Mental Health, 9, 42. https://www.researchgate.net/publication/281204188_The_long-term_effects_of_being_bullied_or_a_bully_in_adolescence_on_externalizing_and_internalizing_mental_health_problems_in_adulthood
40. Tanrikulu, I. (2018). Teacher Reports on Early Childhood Bullying: how often, who, what, when and where. Early Child Develompent and Care, 4, 489–501. https://eric.ed.gov/?id=EJ1242500
41. Thornberg, R., Thornberg, U., Alama, R., & Daud, N. (2014). Children‘s Conceptions of Bullying and Repeated Conventional Transgressions: Moral, Conventional, Structuring and Personal-choice Reasoning. International Journal of Experimental Educational Psychology, 36, 95–111. https://www.researchgate.net/publication/262397195_Children's_conceptions_of_bullying_and_repeated_conventional_transgressions_Moral_conventional_structuring_and_personal-choice_reasoning
42. Zhong, M., Zhao, H., Ai, J., & Zeng, S. (2021). Bullying and Victimization in Chinese Affordable Kindergartens: A Latent Profile Analysis. Early Childhood Education Journal, 50, 1573–1707. https://www.researchgate.net/publication/351432561_Bullying_and_Victimization_in_Chinese_Affordable_Kindergartens_A_Latent_Profile_Analysis
43. Žydžiūnaitė, V., & Sabaliauskas, S. (2017). Kokybiniai tyrimai. Principai ir metodai. Vilnius: VAGA.
44. Will, G-J., van Lier, P. A. C., Crone, E. A., & Güroğlu, B. (2016). Chronic Childhood Peer Rejection is Associated with Heightened Neural Responses to Social Exclusion During Adolescence. Journal of Abnormal Child Psychology, 44, 43–55. https://pubmed.ncbi.nlm.nih.gov/25758671/
2. Bashatah, L., & Al-fif, D. (2023). Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives. International Journal of Mental Health Promotion, 9, 1–15. https://www.techscience.com/IJMHP/v25n5/52517/html
3. Bitinas, B., Rupšienė, L., & Žydžiūnaitė V. (2008). Kokybinių tyrimų metodologija. Klaipėda: S. Jokužio leidykla – spaustuvė.
4. Brendgen, M., & Poulin, F. (2018). Continued Bullying Victimization from Childhood to Young Adulthood: a Longitudinal Study of Mediating and Protective Factors. Journal of Abnormal Child Psychology, 2, 27–39. https://psycnet.apa.org/record/2017-26225-001
5. Brighi, A., Guarini, A., & Genta M .L. (2012). Predictors of Victimization Across Direct Bullying, Indirect Bullying and Cyberbullying. Emotional and Behavioural Difficulties, 17, 375–388. https://www.researchgate.net/publication/237835888_Predictors_of_victimisation_across_direct_bullying_indirect_bullying_and_cyberbullying
6. Cameron, D., L., & Kovac, V. B. (2016). An Examination of Parents’ and Preschool Workers’ Perspectives on Bullying in Preschool. Early Child Development and Care, 186, 1962–1971. https://www.researchgate.net/publication/293332544_An_examination_of_parents'_and_preschool_workers'_perspectives_on_bullying_in_preschool
7. Colley, S., & Killen, M. (2015). Children’s evaluations of resource allocation in the context of group norms. Developmental Psychology, 51, 554–563. https://www.researchgate.net/publication/272096792_Children's_Evaluations_of_Resource_Allocation_in_the_Context_of_Group_Norms
8. Crous, G., & Bradshaw, J. (2017). Child Social Exclusion. Children and Youth Services Review, 80, 129–139. https://www.sciencedirect.com/science/article/abs/pii/S0190740917305479
9. Espelage, D. L. (2016). Leveraging school-based research to inform bullying prevention and policy. The American psychologist, 8, 768–775. https://psycnet.apa.org/record/2016-59374-029
10. Cox, A. K. (2014). Bullying. The Encyclopedia of Criminology and Criminal Justice, 5, 15–20.
11. Gedžūne, G. (2015). Awakening Pre-service Teachers to Children‘s Social Exclusion in the Classroom. Discourse and Communication for Sustainable Education, 6, 95–109. https://sciendo.com/article/10.1515/dcse-2015-0007
12. Girdvainis, G. (2013). Patyčios tarp mokinių bendrojo lavinimo mokykloje: samprata, dalyviai, priežastys ir padariniai. Jaunųjų mokslininkų darbai, 40, 8–13. https://www.lituanistika.lt/content/52276
13. Goldbach, J. T., & Sterzing, P. R. (2018). Challenging Conventions of Bullying Thresholds: Exploring Differences Between Low and High Level of Bully-only, Victim-only, and Bully-victim Roles. Journal of Youth and Adolescence, 47, 586–600. https://pubmed.ncbi.nlm.nih.gov/29052118/
14. Gower, A. L., Lingras, K. A., Mathieson, L. C., Kawabata, Y., & Crick, N. R. (2014). The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-psychological Adjustment. Early Education and Development, 25, 619–640. https://pmc.ncbi.nlm.nih.gov/articles/PMC4487536/
15. Harrist, A. W., & Bradley, K. D. (2003). “You Can’t Say You Can’t Play”: Intervening in the Process of Social Exclusion in the Kindergarten Classroom. Early Childhood Research Quarterly, 18, 185–205. https://researchconnections.org/childcare/resources/2738?paging.startRow=501&state=TEXAS
16. Helgeland, A., & Lund, I. (2017). Children‘s Voices on Bullying in Kindergarten. Early Childhood Education Journal, 45, 133–141. https://www.researchgate.net/publication/297677862_Children's_Voices_on_Bullying_in_Kindergarten
17. Hyesung, G. (2020). The Development of Social Exclusion Detection in Early Childhood: Awareness of Social Exclusion Does Not Always Align with Social Preferences. Journal of Cognition and Development, 21, 166–190. https://pubmed.ncbi.nlm.nih.gov/36017111/
18. Jasiulionė, J. S., Mažionienė, M., Suchodolska, I., & Povilaitis, R. (2011). Kaip galiu padėti savo vaikui? Atsakymai į tėvų klausimus apie patyčias tarp vaikų. Vilnius: Margi raštai.
19. Jasiulionė, J. S., Povilaitis, R., Mažonienė, M., & Suchodolska, I. (2010). Kuriame klasę be patyčių. Gairės klasių auklėtojams. Vaikų linija.
20. Kardelis, K. (2016). Mokslinių tyrimų metodologija ir metodai. Vilnius: Mokslo ir enciklopedijų leidybos centras. Vilnius: Eugrimas.
21. Killen, M., Muvey, K. L., & Hitti, A. (2013). Social Exclusion in Childhood: A Developmental Intergroup Perspective. Child Development, 84, 772–790. https://pubmed.ncbi.nlm.nih.gov/23170901/
22. Killen, M., Rutland, A., & Jumpol, N. S. (2009). Social Exclusion in Childhood and Adolescence. Handbook of Peer Interactions, Relationships and Groups, 1, 249–250. https://www.researchgate.net/publication/277575557_Social_exclusion_in_childhood_and_adolescence
23. Kirves, L., & Sajaniemi, N. (2012). Prevention of Bullying in Early Educational Settings: Pedagogical and Organizational Factors Related to Bulying. European Early Childhood Education Research Journal 23, 461-471. https://www.researchgate.net/publication/270677690_Prevention_of_bullying_in_early_educational_settings_pedagogical_and_organizational_factors_related_to_bullying
24. Kudinovienė, J. (2008). Meno edukologinių tyrimų metodologijos pradmenys. Vilnius: Vilniaus pedagoginio universiteto leidykla.
25. Ladd, G. W., Ettekal, I., & Ladd, B. (2017). Peer Victimization Trajectories from Kindergarten Through High School: Differential Pathways for Children‘s School Engagement and Achievement? Journal of Educational Psychology, 109, 826–841. https://www.apa.org/pubs/journals/releases/edu-edu0000177.pdf
26. Lund, I., Helgeland, A., & Kovac, V. B. (2015). Empirically based analysis of methodological and ethical challenges in research with children as participants: the case of bullying in kindergarten. Early Child Development and Care, 186, 1531–1543. https://www.researchgate.net/publication/286639344_Empirically_based_analysis_of_methodological_and_ethical_challenges_in_research_with_children_as_participants_the_case_of_bullying_in_kindergarten
27. Marinovic, V., & Trauble, B. (2018). Vicarious social exclusion and memory in young children. Developmental Psychology, 11, 2067–2076. https://psycnet.apa.org/record/2018-47325-001
28. Piliponytė, J. (2005). Duomenų rinkimas, apdorojimas ir analizė mokykloje. Vilnius: LR ŠMM ŠAC.
29. Raitanen, J., Sandberg, S., & Oksanen, A. (2017). The Bullying-school Shooting Nexus: Bridging Master Narratives of Mass Violence with Personal Narratives of Social Exclusion. Deviant Behavior, 40, 96–109. https://www.researchgate.net/publication/321731585_The_bullying-school_shooting_nexus_Bridging_master_narratives_of_mass_violence_with_personal_narratives_of_social_exclusion
30. Repo, L., A., Sajaniemi, N. (2012). Bullying in Early Educational Settings. Early Child Development and Care. 182, 383-400. https://www.researchgate.net/publication/254229339_Bullying_in_early_educational_settings
31. Rivers, I., & Duncan, N. (2013). Bullying: Experiences and Discourses of Sexuality and Gender. London and New York: Routledge. Taylor & Francis Group.
32. Rupšienė, L. (2007). Kokybinio tyrimo duomenų rinkimo metodologija. Klaipėda: Klaipėdos universiteto leidykla.
33. Saracho, O. N. (2016). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45, 453–460. https://www.researchgate.net/publication/303392301_Bullying_Prevention_Strategies_in_Early_Childhood_Education
34. Sampson, R. (2014). Bullying in Schools. U.S. Department of Justice Publications and Materials, 6, 1–43. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1005&context=usjusticematls
35. Solberg, M. E., Olweus, D., & Endersen, I. M. (2007). Bullies and Victims at School: Are They the Same Pupils? British Journal of Educational Psychology, 77, 441–464. https://pubmed.ncbi.nlm.nih.gov/17504556/
36. Skoglund, R. I. (2020). Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten. Children‘s Exploration and Cultural Formation, 29, 29–45. https://www.researchgate.net/publication/339583136_Beyond_Bullying_Understanding_Children's_Exploration_of_Inclusion_and_Exclusion_Processes_in_Kindergarten
37. Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2015). Social Exclusion Predicts Impaired Self-Regulation: A 2-Year Longitudinal Panel Study Including the Transition from Preschool to School: Social Exclusion and Self-Regulation. Journal of personality, 2, 212–220. https://pubmed.ncbi.nlm.nih.gov/24635533/
38. Strasser, K., & Rio del, F. (2015). The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children. Reading Research Quarterly, 49, 169–187. https://www.researchgate.net/publication/259542723_The_Role_of_Comprehension_Monitoring_Theory_of_Mind_and_Vocabulary_Depth_in_Predicting_Story_Comprehension_and_Recall_of_Kindergarten_Children
39. Sigurdson, J. F., Undheim, A. M., Wallander, J. L., Lydersen, S., & Sund, A. M. (2015). The Long-term Effects of Being Bullied or a Bully in Adolescence on Externalizing and Internalizing Mental Health Problems in Adulthood. Child and Adolescent Psychiatry and Mental Health, 9, 42. https://www.researchgate.net/publication/281204188_The_long-term_effects_of_being_bullied_or_a_bully_in_adolescence_on_externalizing_and_internalizing_mental_health_problems_in_adulthood
40. Tanrikulu, I. (2018). Teacher Reports on Early Childhood Bullying: how often, who, what, when and where. Early Child Develompent and Care, 4, 489–501. https://eric.ed.gov/?id=EJ1242500
41. Thornberg, R., Thornberg, U., Alama, R., & Daud, N. (2014). Children‘s Conceptions of Bullying and Repeated Conventional Transgressions: Moral, Conventional, Structuring and Personal-choice Reasoning. International Journal of Experimental Educational Psychology, 36, 95–111. https://www.researchgate.net/publication/262397195_Children's_conceptions_of_bullying_and_repeated_conventional_transgressions_Moral_conventional_structuring_and_personal-choice_reasoning
42. Zhong, M., Zhao, H., Ai, J., & Zeng, S. (2021). Bullying and Victimization in Chinese Affordable Kindergartens: A Latent Profile Analysis. Early Childhood Education Journal, 50, 1573–1707. https://www.researchgate.net/publication/351432561_Bullying_and_Victimization_in_Chinese_Affordable_Kindergartens_A_Latent_Profile_Analysis
43. Žydžiūnaitė, V., & Sabaliauskas, S. (2017). Kokybiniai tyrimai. Principai ir metodai. Vilnius: VAGA.
44. Will, G-J., van Lier, P. A. C., Crone, E. A., & Güroğlu, B. (2016). Chronic Childhood Peer Rejection is Associated with Heightened Neural Responses to Social Exclusion During Adolescence. Journal of Abnormal Child Psychology, 44, 43–55. https://pubmed.ncbi.nlm.nih.gov/25758671/
Published
2024-11-14
How to Cite
Lidžiūtė, S. (2024). Ikimokyklinio amžiaus vaikų bendraamžių socialinio atstūmimo kaip patyčių raiška. Mokslo Taikomieji Tyrimai / Applied Research, 2(20), 95-103. https://doi.org/10.59476/mtt.v2i20.684
Section
Socialinių mokslų tyrimai
Copyright (c) 2024 Skirmantė Lidžiūtė
This work is licensed under a Creative Commons Attribution 4.0 International License.
