Anti-Bullying

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ANTI-BULLYING

Anti-Bullying
Therese Wood
Grand Canyon University/ECH 520
July 18, 2012

There are many reasons to incorporate Bullying Policies even at the youngest level. Today children are exposed to violence on the media, video games and even cartoons. The norm for children today has become about hurting others, killing, zombies and sexual assaults. Children of all walks of life are experiencing some form of violence in their day to day life to include their homes, day care and schools. They in turn externalized what they have experienced and learned. These same children behave only in the manner they learned to where it becomes survival. Children need to feel safe, loved and secure so that they can be able to function and grow to be great citizens. If they experience domestic violence in their home, bullying in schools or feel threaten in day care, they react to what they know: flight or fight. According to the U. S. Department of Health and Human Services and the Office of Head Start (OHS), “Aggressive behavior in children indicates a lack of self-control and creates feelings of fear, insecurity, and anxiety in a child (http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/transportation/Training/Safety/Education/Policies/Procedures).” Learning to deal with these aggressions, it is highly recommended that teachers, administrators and other staff members receive training in deescalating situations, signs to be aware of and sensitivity. Having a little background helps an adult handle situations a better when they know what they are up against. Many of the policies that are in place are geared towards secondary education where there have been more reports of bullying. Students who have been bullied sometimes become the bully. They have experienced some form from teasing, being shoved or pushed aside, are invisible to other, ill-treated and taunted to more serious cases of physical incidences. In an issue of Young Children (March 2011), the article gave a scenario of a child in preschool who hit other children in the stomach. At first the teacher thought it was just aggression until they were given background to where the child was separated from mother and sibling. Counter-acting the aggression with nurture by the teachers slowly changed the aggressive behavior of the child. Children react to situations that are confusing or are given unrealistic expectations with aggression which is often mistaken as bad behavior. The charts below show the variation and similarities that early childhood education programs and primary grades display in regards to aggression and misbehaviors, characteristics of the behavior or child and strategies to help deescalate the situation and decrease the aggression. Below each chart is the policies/curriculum that would govern the appropriate steps in decreasing the aggression in the classrooms. Early Childhood

Age| Behaviors| Teacher Reaction| Strategies|
1-3 yrs| Larger stature child, easily frustrated, bites another child for a toy| Teacher responds immediately to injured child and tends to wound. Seeks out biter and lets him know “we use our words if we need something, biting hurts.” | Adults need to be alert and anticipate, encourage use of words, redirecting, role modeling, sensitize actions, positive language (biting is for food not friends)| 1-Prek| Child grabs toys from another child and refuses to share and return it. Hoards toy and claims he had it first or is his own.| Teacher sees the child grab a toy from another. Instructs child to return it, child refuses. “Why don’t you give Johnny back his toy and we can go find you another like it?” Toy is returned and child follows teacher. “Thank you for sharing, maybe later you could use that one when Johnny is done with it.”| Redirecting, role modeling, more than 1 of like items, problem solving/ conflict resolution, | 2-PreK| Child is overly bossy and loud. Demands to be first in line and to do activities....
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