Examination of early childhood bullying awareness program in terms of child and teacher

This research aims to enhance the awareness of children aged 60 to 72 months regarding bullying, distinguishing it from other aggressive behaviors, and adopting strategies for coping with and intervening in bullying when necessary. Furthermore, it seeks to equip teachers with the knowledge and skills to understand what bullying is, its types, and strategies for prevention and intervention. To this end, the Early Childhood Bullying Awareness Program (ZOYFA) was developed and examined from the perspectives of both children and teachers. The study was conducted using a case study design, a qualitative research approach. The study group consisted of 12 children aged between 60-72 months from families of lower socio-economic status and their 3 teachers. Data collection tools included Early Childhood Bullying Awareness Child Interview Form, Early Childhood Bullying Awareness Child Pictorial Interview Form, Bullying Coping Strategies Problem Stories Form, Observation Notes, Children's Drawings, Early Childhood Bullying Awareness Teacher Pre-Interview Form, and Early Childhood Bullying Awareness Teacher Post-Interview Form. The data were analyzed using a hybrid approach that combines deductive and inductive reasoning, as well as a thematic approach. The findings indicate that the Early Childhood Bullying Awareness Program (ZOYFA) contributes to children's recognition, understanding, and differentiation of bullying, as well as their adoption and learning of effective coping and intervention strategies, while also enhancing teachers' knowledge and skills related to bullying.