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dc.contributor.authorGillies-Rezo, Susan.en_US
dc.date.accessioned2009-05-19T17:38:45Z
dc.date.available2009-05-19T17:38:45Z
dc.date.issued2002-05-19T17:38:45Z
dc.identifier.urihttp://hdl.handle.net/10464/1161
dc.description.abstractCurrently, 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectBullying in schools.en_US
dc.subjectKindergarten.en_US
dc.subjectSchool children.en_US
dc.titleKindergartners' perceptions of bullying /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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