The role of read-alouds in preschoolers’ understanding of bullying

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2026-03-13 DOI:10.1177/14687984261435316

Rabia Ozen-Uyar, Vahide Yigit-Gencten

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引用次数: 0

Abstract

Bullying in preschool settings is a critical issue with long-term developmental implications, yet early intervention strategies remain underexplored. This study investigates the role of interactive read-aloud sessions featuring bullying-themed picture books in shaping preschoolers’ understanding of bullying and developing coping strategies. The study was conducted in four preschool classrooms in southern Türkiye. A total of 71 children (aged between 52 and 72 months) participated, with 38 in the read-aloud group and 33 in the non-read-aloud group. Over 5 weeks, children in the read-aloud group participated in weekly teacher-guided read-aloud sessions. Data were collected through audio-recorded classroom sessions and child interviews. The interpretation of the findings was guided by a sociocultural perspective informed by Vygotskian theory and by critical discourse analysis. Thematic analysis was employed to identify patterns in children’s conceptualizations and responses to bullying, while critical discourse analysis explored how teacher-child dialogue and interactional practices shaped these understandings. Children in the read-aloud group demonstrated a more nuanced understanding of bullying, identifying 54 distinct bullying behaviors compared to 30 in the control group. They were also more likely to describe bullying as morally wrong and reported a wider range of coping strategies. Teacher discourse played a key role in scaffolding children’s social understanding, supporting moral reasoning, and promoting emotional resilience. Notably, children in the read-aloud group showed increased awareness of relational bullying and indirect aggression. Interactive read-alouds can be an effective tool in early childhood education to enhance bullying awareness, support emotional understanding, and build coping skills. Teacher facilitation is essential in guiding reflection, fostering empathy, and framing bullying as a social and moral issue. These findings highlight the potential of literature-based interventions as proactive bullying prevention strategies in preschool settings.

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大声朗读在学龄前儿童对欺凌的理解中的作用

学前环境中的欺凌是具有长期发展影响的关键问题，但早期干预策略仍未得到充分探讨。本研究旨在探讨以霸凌为主题的绘本互动式朗读活动对学前儿童霸凌认知及应对策略的影响。这项研究是在泰国南部的四个学前班教室进行的。共有71名儿童（年龄在52 - 72个月之间）参与，其中朗读组38名，非朗读组33名。在5周的时间里，朗读组的孩子们参加了每周由老师指导的朗读活动。数据是通过课堂录音和儿童访谈收集的。对研究结果的解释以维果茨基理论和批判性话语分析为基础的社会文化视角为指导。主题分析用于确定儿童对欺凌的概念化和反应模式，而批判性话语分析则探讨了师生对话和互动实践如何塑造这些理解。朗读组的孩子对欺凌行为有更细致的理解，识别出54种不同的欺凌行为，而对照组只有30种。他们也更有可能将欺凌描述为道德错误，并报告了更广泛的应对策略。教师话语在搭建儿童社会理解、支持道德推理和促进情绪弹性方面发挥了关键作用。值得注意的是，朗读组的孩子对关系欺凌和间接攻击的意识有所提高。互动式大声朗读可以成为儿童早期教育的有效工具，以增强对欺凌的认识，支持情感理解，并建立应对技能。在引导反思、培养同理心和将欺凌视为社会和道德问题方面，教师的促进作用至关重要。这些发现强调了基于文献的干预措施在学前环境中作为主动预防欺凌策略的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.