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(Unit 7) Topic 6: Bullying Identification: A Developmentally Appropriate Approach​​

2 Clock Hours of Early Childhood Education

Identifying Bullying

​Topic 6 Page 6

​Typical childhood development includes some behaviors that seem to be aggressive but are temporary and do not normally lead to aggression and violence. ​ These behaviors include biting, hitting, hair pulling, social exclusions, refusing to share, and stealing. If these behaviors are short lived and directed at all or most other children, it is usually typical development. Developmental concerns are raised when these usually typical behaviors are sustained and targeted at the same individuals. This is where the educator’s observations will be especially useful to determine if this is typical early childhood behavior or a sign of something more. 

Bullying can be motivated by many factors and usually it is a result of the child either being a bully or trying to prevent being bullied. The bully may be motivated by jealousy, boredom, feeling the need to be dominant, or because they are envious of someone else. The child who is a bully as a result of trying to avoid being bullied is usually attempting to “strike first” to show that they should not be the ones to be bullied. They are usually victims of bullying and are reacting in this manner to avoid future victimization.  

Positive redirection and social supports are key components to helping children to avoid becoming bullies. Often when a child exhibits aggressive behaviors toward others, the adults in their lives will work to redirect this behavior so that it ends. They will provide logical consequences, give them tools to work through challenges, and help them to recognize how their actions are impactful. Other times children may exhibit these negative behaviors and if positive supports are not given, they build on these negative actions as a skillset which may manifest as bullying. 

(Unit 7) Topic 6: Bullying Identification​ * Navigation Menu