ABSTRACT

This study explored early childhood educators’ experiences and understanding of bullying in early childhood. Fourteen early childhood educators were interviewed. All the interviews were transcribed and analyzed using Interpretative phenomenological analysis (IPA).The results showed four themes: (1) Educators’ emotional burden from children’s unexpected behavior, (2) Ambiguity of conscious intent among young children, (3) Implications associated with children’s external characteristics, (4) Educators’ empathetic stance toward bullying behaviors. Furthermore, participants perceived bullying as a serious behavior and were more likely to intervene during incidents. Increasing educators’ awareness is crucial in order to expand their acknowledgment of this problem.

摘要

这项研究探讨了幼儿教育者的经验和对幼儿欺凌的理解。采访了十四名幼儿教育者。所有访谈均采用解释性现象学分析（IPA）进行转录和分析，结果显示出四个主题：（1）教育者因儿童的意外行为而造成的情绪负担;（2）幼儿的意识意图含混不清;（3）与儿童有关的含意儿童的外在特征，（4）教育者对欺凌行为的移情态度。此外，参与者认为欺凌是一种严重行为，在事件发生期间更有可能进行干预。为了扩大他们对这一问题的认识，提高教育者的意识至关重要。