Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers

ABSTRACT

The present study examined differences in the victimization-related beliefs of 173 adults (65 early childhood preservice teachers, 62 early childhood in-service teachers, and 46 parents). Additionally, confidence about managing victimization was evaluated as a predictor of proposed responses to negative peer encounters. In-service teachers were more likely to endorse the belief that peer victimization is a normal part of childhood and reported a stronger endorsement of assertiveness in response to it than preservice teachers. Parents had the highest avoidance beliefs, followed by in-service teachers. Group status positively predicted advising independent coping, with in-service teachers being more likely than preservice teachers to encourage independent coping in response to victimization. Findings provide evidence about victimization beliefs and proposed responses of parents and experienced and novice early childhood teachers and could contribute to anti-bullying efforts directed specifically at preschoolers, success of which relies on a commitment of both parents and teachers.

KEYWORDS:

• Peer victimization-related beliefs
• early childhood
• bullying

Acknowledgements

The authors wish to thank the parents and teachers who participated in this research for their cooperation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Pamela Garner is Professor of Childhood Studies in the School of Integrative Studies at George Mason University (GMU). She received a Ph.D. in Educational Psychology and Human Development from Texas A&M University and conducts research on the social and emotional development of young children.

Tameka Parker is a GMU MSW candidate with a concentration in Clinical Practice. Her undergraduate background is in Psychology (B.S.), Sociology, and Childhood Studies.

Marlon Dortch is Associate Director of Student Services in the School of Integrative Studies at GMU. He earned a M.Ed. in Educational Leadership and Policy Studies at Iowa State University and is pursuing graduate work in the College of Education and Human Development at GMU.