• Korean Journal of Child Studies
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• v.28 no.6
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• pp.217-232
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• 2007

The present study investigated attitudes of preschool teachers toward children's bullying behaviors and relationships between teachers' self-efficacy and attitudes toward children's bullying behaviors. The participants were 176 preschool and daycare center teachers. The results indicated that teachers perceived physical bullying more seriously than verbal or relational bullying. Teachers reported that they would intervene more intensively for children who have been targeted than for bullying children in physical and relational bullying situations. Teachers with high self-efficacy were more likely to perceive physical and relational bullying seriously than were teachers with low self-efficacy.

• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.1-12
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• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.