Abstract
There are several studies on young children’s bullying roles in relation to dominance or peer relationships. Although those are closely related, few studies examined this from longitudinal view and the influence of bullying role change on dominance and peer relationships. This study aimed to examine (1) the relationship between bullying roles and dominance, (2) the relationship between bullying roles and peer relationships, (3) the percentage of bullying role change over time, and (4) the changes in bullying roles in relation to changes in dominance and peer relationships. Sixty-three South Korean kindergarten teachers completed questionnaires regarding bullying roles, dominance, and peer relationships about 1312 children aged 3–5. The data were collected in mid-October 2017 and January 2018. The results showed that bullies had the highest dominance. No-role children had the most positive peer relationships, followed by bullies. About 10% of all sampled children remained involved in bullying over time. Their role changes related to changes in dominance rather than to changes in peer relationships. The findings imply that dominance should be considered to prevent young children’s bullying, in which peer relationships are interrelated. Intervention should be implemented as soon as possible to stop repeated victimization or bullying in early childhood.
Highlights
Bullying is a pervasive phenomenon across all age ranges
Research on bullying has predominantly focused on middle childhood or adolescence, but some studies have reported that bullying clearly occurs among young children in preschools or kindergartens [1,2,3,4,5]
Bullies in kindergarten appear low on cooperativeness and prosocial behavior [6], and bullying is associated with low social preferences among young children [7]
Summary
Bullying is a pervasive phenomenon across all age ranges. Research on bullying has predominantly focused on middle childhood or adolescence, but some studies have reported that bullying clearly occurs among young children in preschools or kindergartens [1,2,3,4,5]. Hawley’s Resource Control Theory (RCT) explains that bullies can be socially competent According to this perspective, some bullies can be competent in interpreting others’ intentions, and use aggressive behavior to achieve their goals—such as obtaining their high peer status or acquiring valuable resources [13,14]. Bullying is essentially related to dominance, as it is a strategic behavior used to obtain powerful status among peers [21] This is observed in bullying or aggressive behavior in early childhood [22,23]. Aggressive preschoolers tend to be popular or have the similar social status to children who are not involved in bullying, whereas, the majority of bully/victims are likely to have rejected or controversial peer status [35]. Victimization may lead to loss of friendships or, at least, playmate relationships, because children might think that being friends with victims is unattractive [6]
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