Browsing by Author "Saari, Victoria"

The point of my research was to figure out the kindergarten teachers and the parents views about bullying in children's daycare groups ages 3 to 5. Bullying has an overall impact on the growth and development of a child. In Finland, teasing in daycare has yet very little been researched. The baseline for my research was to see what views the kindergarten teachers and parents have about bullying. Preventing bullying in daycare and to stop it requires that the adults have a mutual understanding of what bullying is. Without a shared conception of harassment preventing bullying and to stop it is not coherent. I conducted this research using a qualitative and quantitative methods. The literature was collected by a questionnaire in 3 kindergartens located in Southern Ostrobothnia in the au-tumn of 2016. The questionnaire was addressed to the kindergarten teacher who were working with children from ages 3 to 5, and to the parents who have children ages 3 to 5. The literature was then analyzed partly deductive and inductive. The answers of the kindergarten teachers and parents about the subject of the research were processed deductive. The replies concerning differences between sexes in bullying and also bullying situations in daycare were processed inductive. My studies show that the most of the kindergarten teachers acknowledge the bullying and have seen teasing in their work places. The views of the parents had more differences than in the views of the teachers – some parents thought that children from the ages of 3 to 5 can't bully on other people. Previous studies showed that there are multiple differences how girls bully versus how boys bully others. This research pointed out that the kindergarten teachers and the children's parents have noticed these kind of differences. The research shows that bullying was mostly present especially when adults were not watching and when there were too many children in the same space.