MHLANGA JESTEN

M147497

BACHELOR OF EDUCATION (HON) ECD PRESERVICE

PART4 SEMESTER 1

The extent to which bullying affects ECD B learners.

1. Introduction

Bullying can emerge in early childhood. It is said that courage can be likened to fire and

bullying can be likened to smoke (Bell, 2011 citing Disraeli, B). Bullying is a form of

emotional or physical abuse by an ECD learner to his or her peer. Children who are bullied

are more at risk of developing mental health problems including depression and anxiety.

(Victoria Department of Education and ECD 2013, Nictt 2012) posit that children at high risk

are those who are both bullied and who bully others. This research aims to explore effects of

bullying among ECD B learners. Some ECD learners can develop the fear of going to school

when bullied. Rigby (1997) claim that, when bullying is serious and sustained, a child

decides to avoid going to school if possible. Therefore, bullying can ruin the child’s life by

keeping him from obtaining the necessary education needed to further him/herself in life.

1.1 Background to the study.

Most of the Southern African countries and Zimbabwe in particular have researches that

reveal bullying as a serious risk factor to health growth of children at school going age

(Copeland et al 2013). Scurander et al (2009) states that strong amount of research evidence

shows that school age victims of bullies experience feelings of low self-esteem in later life

more often than others and also experiences depression, anxiety and self-harming thought.

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Furthermore, the authors also argue that children who bully others have increased risk of

anti-social behaviour later in life such as a higher risk of marginalization. New research

provide a scientific basis for the obvious fact that children who experience extreme stress in

their earliest years are at greater risk for developing a variety of cognitive behavioral and

emotional difficulties later in life, (Unicef 2001).

Thompson et al (2002) assert that there was virtually no research carried out in bullying

before 1980. Macklem (2003) adds on that researches on bullying in Zimbabwe are still

minimal. Gidyanga et al, (2014) posit that this is a testimony to show that research on

bullying is still fairly young, and in developing countries like Zimbabwe, there is still a lot of

ground to excavate on bullying.

In recent years, a growing body of researches across the world has shown that the origins of

bullying lie in ECD, (Vachou et al 2013). Thompson et al postulates that bullying has been

part of school culture for a long time. Erickson et al (2012) citing (Olweus 1997) put it

forward that bullying is the exposure to repeated negative actions over time on the part of one

or more children. This is to echo the idea that bullying may also be rife in Zimbabwean ECD

school, (Gudyanga et al (2014).

Laine et al (2010) states that it has been found that bullying and other peer problems like

withdrawal, loneliness and peer rejection are often overlapping and simultaneous. According

to the findings of Lee (2004) bullying has an impact on learning it affects the academic work

of those who are constantly victimized. Early stress affects brain function, learning and

memory adversely and permanently, (UNICEF 2001). In a study carried out by Thompson et

al (2002), they found that children who were persistently bullied were more insecure than

other students, they had a negative view of themselves, were often lonely and neglected by

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peers and generally had low self-esteem. Bullying can make the learner feel rejected by

his/her peers.

Rigby (1997) says a pupil who is being bullied continually at school by a more powerful peer

maybe unable or unwilling to retaliate directly but may be motivated to take it out on

someone else. According to Harper (2008) bullying actions maybe direct, that is

hitting,pushing or bruising, verbally which is assaulting one face to face. These kind of

bullying acctions are found among ECD B learners.

1.2 Statement of the problem

Children in ECD B classes can and do participate in bullying. This research tries to

explore the effects of bullying on ECD B learners and propose a solution to minimize

bullying among ECD B learners.

1.3 Research Questions

 Does bullying affect ECD B learners?

 What causes bullying among ECD B learners?

 How does bullying affect ECD B learners?

 What can be done to reduce bullying among ECD B learners?

1.4 Delimitation of the study

The study will be carried out at one of the schools in Midlands Province. Specifically the

study will include effects of bullying among ECD B learners.

1.5 Limitations of the study

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 The research study findings will be based on effects of bullying among ECD B learners

in one of the local schools in Gweru, Midlands Province. Thus findings will be based on

bullying among ECD B learners in one school. The researcher will have limited time thus

a small population sample will be used.

1.6 Definition of terms

According to Chikutuma and Mawere (2013), ECD B refers to five to six year old children

engaging in preformal activities in preparation for a smooth transition to grade one in the

primary school. Therefore, ECD B are learners at a primary school preparing to start grade one in

the oncoming year.

Bullying is generally defined as a form of unwanted, aggressive behavior among school-age

children thatinvolves a real or perceived power imbalance and that is repeated, or has the

potential to be repeated,over time (Centers for Disease Control and Prevention, in press;

http://www.stopbullying.gov). Story and Slaby (2013:4) states that “bullying is a form of

emotional or physical abuse that has three definingcharacteristics:

• Deliberate – A bully’s intention is to hurt someone.

• Repeated – A bully often targets the same victim again and again.

• Power imbalanced – A bully chooses victims he or she perceives as vulnerable.”In simple

terms, bullying can be defined as a system of unwelcome, belligerent conduct among school age

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pupils that includes actual or apparent power disparity which might be recurrent and has the

potential to recur.

1.7 Chapter summary

The preceding chapter is the first chapter of the study. Chapter one seeks to give a

snapshot off the introduction and background of the research study. Delimitation of

the study and limitations affecting the study were also discussed.

1.8 REFERENCES

i. Bell, J MSE (2011). The Quote. Bloomington. Authorhouse.

ii. Copeland, W. E., Wolke, D., Angold, A., & Costello J. (2013). Adult Psychiatric

Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA

Psychiatry, 70(4), 419–426.

iii. E Gudyanga, C Mudihlwa and N Wadesango (2014). The Extent of Bullying in Some

Schools in Zimbabwe. A Psychological perspective with the Notion of Designing an

Intervention Model. Journal Of Social Science 40(1) 65-74.

iv. Erikson T.L.M, Nielsents, Simonsen T (2012). The Effects Of Bullying In Elementary

School. Germany. Arbeit Institute of Study.

v. Lee, C (2004). Preventing Bullying in Schools. London. Paul Chapman.

vi. Maddem G L (2003) Bullying and Teasing. New York: Plenum Publishers

vii. National Institute of Child Health and Human Development (NICHD) (2012). How does

Bullying affect health and well-being.Bethseda, MD

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viii. Olweus D. 1997. Bully/ Victim problems in schools: Facts and Interventions. European

Journal Of Psychology Of Education, 12:495-510

ix. Rigby K (1997). Bullying in schools and What to Do About it. Melbourne: Australian

Council.

x. Sourander A, Rønning J, Brunstein-Klomek A, Gyllenberg D, Kumpulainen K, Niemelä

S, Helenius H, Sillanmäki L, Ristkari T, Tamminen T, Moilanen I, Piha J, Almqvist F.

(2009). Childhood bullying behavior and later psychiatric hospital and

psychopharmacologic treatment: Findingsfrom the Finnish 1981 birth cohort study. Arch

Gen Psychiatry, 66(9), 1005–1012.

xi. Thompson D, Arora T, Sharp A (2002). Bullying Effective Strategies for A Long Term

Improvement. London: Routledge

xii. Victoria Department of Education and ECD (2013). The Impact of Bullying. Melbourne:

Department of Education and Early Childhood Development.

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