In spite of increasing international concern and the long-term effects of bullying on children’s development, bullying in early childhood has been overlooked and underestimated, with both children and adults having difficulties in recognizing and understanding it. This study explores how young children respond to bully-themed stories, what and how they expressed in writing letters to characters from the stories, and how their attitudes towards and understanding of bullying have changed through a series of reading, discussing and writing about bullying. Drawing from social-constructivist theory, this study was conducted in a classroom of 20 5-year-old children in a metropolitan city in Korea using a qualitative study approach. The children were involved in a large group reading about bullying and follow-up letter-writing activities led by their teacher. The findings show that the approach used in this study helped children clearly understand and recognize bullying. Specifically, the letter-writing activities after reading and discussing bully-themed stories enhanced their understanding of bullying and helped them empathize with the characters. The children also showed various ways of solving problems/issues and practised getting along with other children. Approaches to more meaningful and effective planning and implementing activities for bullying education in the early childhood classroom are discussed.

尽管国际社会越来越关注欺凌行为，而且长期以来欺凌行为对儿童的发展产生了长期影响，但是，儿童欺凌行为却被人们忽视和低估了，儿童和成年人都难以识别和理解它。这项研究探讨了幼儿如何应对以欺负为主题的故事，他们如何在写给故事中人物的信中表达什么以及如何表达，以及他们通过一系列阅读，讨论和撰写关于欺凌的态度如何改变和理解欺凌行为。本研究是从社会建构主义理论出发，采用定性研究方法，在韩国大城市的20名5岁儿童的教室中进行的。孩子们参加了一个大小组，阅读有关由他们的老师领导的欺凌和后续信件写作活动的信息。研究结果表明，本研究中使用的方法帮助孩子清楚地了解和认识了欺凌行为。具体来说，在阅读和讨论以欺负为主题的故事后进行的写信活动增强了他们对欺凌的理解，并帮助他们理解了角色。孩子们还表现出各种解决问题/问题的方法，并练习了与其他孩子相处的方式。讨论了更有意义，更有效地规划和实施针对幼儿教室中欺凌教育活动的方法。阅读和讨论以欺负为主题的故事后进行的信访活动增强了他们对欺凌的理解，并帮助他们理解了角色。孩子们还表现出各种解决问题/问题的方法，并练习了与其他孩子相处的方式。讨论了更有意义，更有效地规划和实施针对幼儿教室中欺凌教育活动的方法。阅读和讨论以欺负为主题的故事后进行的信访活动增强了他们对欺凌的理解，并帮助他们理解了角色。孩子们还表现出各种解决问题/问题的方法，并练习了与其他孩子相处的方式。讨论了更有意义，更有效地规划和实施针对幼儿教室中欺凌教育活动的方法。