Abstract

Studies examining the process of victimization in preschools are limited. The present research provides qualitative data regarding the prevalence rates of bullying, as well as the background of victimization interactions taking place among preschool children. A total of 167 children (4-6 years) in Greece participated in the present study. Data was collected through unobtrusive, naturalistic observations. All in all, 158 episodes of victimization were recorded. Preschool children engaged more frequently in physical bullying interactions compared to verbal and relational bullying. Most episodes took place during joint play activities. One out of three attacks in the preschool was organised by a whole group of peers. Bystanders played an important role in relation to the victimization process. Moreover, active supervision related to the way both aggressors and victims react. Preschool bullies showed more impulsive and less prohibited behaviour. The percentage of teacher intervention in the preschool was higher compared to prior data. Contrary to prior research conducted in primary and secondary schools, our analyses showed that bullying episodes occurred more frequently into the preschool classroom than on the playground. Implications for educational interventions are highlighted.