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Kindergartners' perceptions of bullying /

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dc.contributor.author Gillies-Rezo, Susan. en_US
dc.date.accessioned 2009-05-19T17:38:45Z
dc.date.available 2009-05-19T17:38:45Z
dc.date.issued 2002-05-19T17:38:45Z
dc.identifier.uri http://hdl.handle.net/10464/1161
dc.description.abstract Currently, few studies address what kindergarten children think about bullying behaviour and explore whether or not they perceive bullying as a prevalent concern in their day-to-day school activities. This study described 15 Canadian kindergarten students' graphic and narrative representations (drawings and stories) of their bullying experiences. The content of students' drawings and stories were analyzed to explore how kindergarten children perceived bullying within the context of their lives. Coding categories were developed to analyze the kindergartners' perceptions, and emerging themes were also explored. In general, findings showed that kindergartners perceive bullying situations as occurring during one-to-one peer interaction and not within social group situations. Results are discussed in relation to educational implications. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Bullying in schools. en_US
dc.subject Kindergarten. en_US
dc.subject School children. en_US
dc.title Kindergartners' perceptions of bullying / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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