Perception of bullying in early childhood education in Spainpre-school teachers vs. psychologists

  1. María-Luz Fernández-Alfaraz
  2. María Nieto-Sobrino
  3. Álvaro Antón-Sancho
  4. Diego Vergara
Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2023

Volumen: 13

Número: 3

Páginas: 655-670

Tipo: Artículo

DOI: 10.3390/EJIHPE13030050 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

In this work, quantitative research is carried out on the perceptions of early childhood education teachers and child psychologists about the incidence of bullying behaviors in early childhood education (3 to 6 years old) and their knowledge and experience in this regard. For this purpose, two questionnaires were used, each of them oriented to one of the two groups of professionals analyzed, whose answers were subjected to statistical analysis. As for results, it has been obtained that early childhood education teachers express having received deficient training in school bullying and have little experience in its detection and treatment. Furthermore, the teachers’ conception of bullying occurring in their own schools is not realistic and differs from the knowledge they have of the existence of bullying behavior in other schools. Likewise, the existence of action plans against bullying in the school conditions the teachers’ assessments. The assessments held by psychologists differ significantly from those of teachers, mainly in the identification of the origin of bullying (which teachers attribute to the use of digital technologies and psychologists to the social and family environment of the aggressor). Finally, some implications and recommendations in terms of the training of educational professionals on bullying and the need for greater collaboration between teachers and psychologists are reported.

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Fuente de los datos: Dialnet