Critical Perspective on Bullying in Early Childhood

Abstract

Bullying is often ignored in the field of early childhood education because a number of teachers consider that early childhood has limited cognitive and verbal development and intentions with emotional awareness.Therefore, it seems impossible for children to take negative actions such as bullying.Using post-developmentalism theory, this article attempts to explore the discourse of bullying operates in early childhood.The method used in this research was a literature review with a trans formative paradigm which would take a look at critical thoughts about bullying in early childhood in order to produce a better educational transformation.These findings highlight the extent to which discourse of bullying can occur among early childhood and affects children's development at a later stage.These findings also elaborate the complexities encountered by teachers in negotiating fairness and comfort for children to prevent further bullying actions.