The aim of this study is to highlight the voice of the children and show how they experience peer rejection in ECECs by exploring their phenomenological expressions about how these experiences affect them emotionally. Based on the perspective that peer rejection is a characteristic of the peer group social norms, and it is characterized by thwarting the individual’s vital need to belong and be...
Theoretical Background and Study Objective: Bullying is a severe public health issue involving not only children and adolescents but also adults, who play a key role in addressing it. Traditional methods often need to be revised due to social desirability biases and difficulties in age-based comparability. Visual attention, however, represents an implicit and objective measure, allowing...
In tackling the widespread problem of bullying victimisation, researchers have acknowledged the value of focusing on changing bullying-related beliefs and using peer-based interventions. Cross-age tutoring and co-operative group work have been shown to help student tutors and tutees acquire academic and non-academic skills and knowledge. A novel intervention (Cross-Age Teaching Zone, CATZ)...
Childrens right to a safe and healthy psychosocial environment in ECEC protected from psychological harms such as exclusion, discrimination and bullying, was enshrined in the Norwegian Kindergarten Act (11.12.2020). A legal obligation that requires continuous knowledge of children's well-being and their lifeworld experiences in ECEC.
Children’s’ voices are, in this case, important sources in...
Relational victimization, both direct and indirect, is linked to various coping strategies and attachment styles in children. Attachment theory suggests that securely attached children are more likely to use adaptive coping strategies, while insecurely attached may rely on maladaptive strategies. This study explores how attachment styles and coping strategies relate to experiences of...
