ABSTRACT Children involved in bullying are vulnerable to social, physiological, psychological, educational, behavioural, and adjustment problems which can persist into adulthood. In Australia, formal education about bullying is not introduced until year four (age 9), making pastoral care and addressing bullying in junior primary (ages 4–8) the responsibility of early childhood teachers. This study employed a participatory co-design framework with 12 South Australian early childhood teachers to co-design and implement a tailored bullying education/prevention program, informed by students’ understanding of bullying. Co-design methods included small group interviews, discussion, and modified Q sort techniques to support teachers in identifying and defining the magnitude of the problem; determining why it occurs and; designing a contextualised intervention. A test–retest quasi experimental design/evaluation framework was developed to explore the co-design and program implementation processes. All teachers (N=12) reported the co-design process was enjoyable, energizing, and engaging/informative and would use their new skills to modify and implement their program with future classes. Teachers reported children were highly engaged during implementation. Children’s responses (N=99) post-intervention showed significant improvement in their understanding when describing bullying. Strengths and limitations of employing co-design processes to develop tailored educational programs are discussed.

中文翻译：

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让幼儿教师参与参与式共同设计研讨会，以教育幼儿关于欺凌

摘要 参与欺凌的儿童容易受到社会、生理、心理、教育、行为和适应问题的影响，这些问题会持续到成年。在澳大利亚，直到四年级（9 岁）才引入关于欺凌的正规教育，使教牧关怀和解决初中（4-8 岁）的欺凌问题成为幼儿教师的责任。本研究采用参与式共同设计框架，与 12 名南澳大利亚幼儿教师共同设计和实施量身定制的欺凌教育/预防计划，以学生对欺凌的理解为依据。共同设计方法包括小组访谈、讨论和改进的 Q 排序技术，以支持教师识别和定义问题的严重程度；确定其发生的原因以及；设计情境化干预。开发了一个测试-再测试准实验设计/评估框架来探索协同设计和程序实施过程。所有教师 (N=12) 都报告说，协同设计过程令人愉快、充满活力和参与/信息丰富，并将利用他们的新技能在未来的课程中修改和实施他们的计划。教师报告说，孩子们在实施过程中高度投入。干预后儿童的反应 (N=99) 表明他们在描述欺凌时的理解有了显着改善。讨论了采用协同设计过程来开发定制教育计划的优势和局限性。所有教师 (N=12) 都报告说，协同设计过程令人愉快、充满活力和参与/信息丰富，并将利用他们的新技能在未来的课程中修改和实施他们的计划。教师报告说，孩子们在实施过程中高度投入。干预后儿童的反应 (N=99) 表明他们在描述欺凌时的理解有了显着改善。讨论了采用协同设计过程来开发定制教育计划的优势和局限性。所有教师 (N=12) 都报告说，协同设计过程令人愉快、充满活力和参与/信息丰富，并将利用他们的新技能在未来的课程中修改和实施他们的计划。教师报告说，孩子们在实施过程中高度投入。干预后儿童的反应 (N=99) 表明他们在描述欺凌时的理解有了显着改善。讨论了采用协同设计过程来开发定制教育计划的优势和局限性。