Speaker
Description
Early childhood education represents a critical period for instilling social and emotional skills that foster positive peer interactions. Unfortunately, bullying behaviors can emerge even at this tender age, highlighting the urgent need for effective, age-appropriate antibullying policies. This study will take place in one elementary school, where I will engage with kindergarten teachers, administrators, and support staff to explore how they implement these policies in their daily interactions with students.
Through qualitative interviews, I aim to identify both the challenges and successful approaches they employ to create a safe and supportive school environment.
Anticipated results from this study may suggest that when educators receive ongoing support and professional development in implementing antibullying strategies, it can lead to a more compassionate school atmosphere. Applying Bronfenbrenner’s ecological systems theory will highlight how a nurturing school environment and strong policy play a crucial role in supporting the students’ experiences.
Ultimately, this research aims to provide valuable insights for educators and policymakers, making a compelling case about early intervention being not just about preventing bullying but also about nurturing a culture of respect and understanding from the very start. By showcasing the vital role that kindergarten educators play in shaping young hearts and minds, this study hopes to contribute to the growing body of literature in the field of bullying prevention by emphasizing the vital role of early childhood education in shaping a school environment where every child feels safe, valued, and ready to learn.
Keywords
Policy Implementation
Early Intervention
Kindergarten
Social-Emotional Learning
Educational Practices
| Please indicate what type of scientific contribution it is | Not applicable |
|---|---|
| Please also indicate what kind of contribution it is: | Practitioner experiences |
