Browsing by Author "Kalliomaa, Milla"

Bullying among young children in daycare rose into discussion in 2010. A study of the subject stated that this phenomenon was investigated in Finland very little so far. Taking deeper look into the bullying and its prevention has expanded in these days to all growing environments of children and youth. The goal of this Master's thesis was to investigate 3-7 year old children's reaction into bullying situations and to observe this subject from perspective of children's agency and peer interaction. Children's strategies in bullying situation are examined associated with children's age, gender, academic, social and emotional skills as well as the quality of the learning environment. Material of this study is collected in Children's agentive perception uncovered multilateral research project (Reunamo, Hytönen, Nurmilaakso and Alijoki 2010). Material used in this study concern some parts of the unprocessed material of the research project. Material was collected in all together 313 municipal daycare units in the Metropolitan area Helsinki between January and June 2010 from randomly picked units. All together 892 3-7 years old children participated in the research project. Research methods used were interviews and observation of children and evaluation of children's skills and learning environment made by teachers. Statistical material was processed with quantitative methods and by using spss program.Children's strategies in bullying situation were studied with an interview by asking the children what would they do in a situation where another child comes and tease them. Most common strategy among children in bullying situations was involved and negotiating (69%) strategy looking for change into the situation. Thereby two thirds of children end up commonly adult supported strategy. Second common strategy was withdrawing reaction (16,6%) while uncertain (7%) and dominant reaction (5,5%) were more rare. Adaptable or following strategy, which is common in other situations among children in daycare, was in bullying situations very rare (1,7%). Strategies are strongly connected with children's age. Children who had uncertain attitude in bullying situation turned out to accumulate different kinds of challenges related to development and learning. Involved and negotiating strategies increase and other strategies decrease with the years. The learning environments quality and atmosphere were connected to the strategies. Strong social cohesion and joint responsibility emphasized in daycare groups as well as small groups as an educational setting decreased uncertain attitudes in bullying situation. Also common projects and children's participation in planning activities made the uncertain attitude in bullying situation decrease. The difference found between uncertain group and the other groups concerning quality of learning environment was statistically very significant.