Shadow play based prevention program for peer bulling in preschool

The aim of this study was to prevent peer bullying in preschool period by using a shadow play, as a creative method. In line with this purpose, it was aimed to enrich the knowledge and skills of the teachers and students participants about peer bullying, to create positive changes in the behaviors and attitudes of teachers and students about bullying, and to internalize the methods of coping with peer bullying. During the three-week implementation process, six different shadow plays based on stories about physical, relational and verbal bullying were played, and students were asked to act out with dramatization after the play. In the intervals between the sessions, students were encouraged to play shadow plays to increase retention period. During the four-week follow-up period, it was aimed to continue the retention period by encouraging the students to play shadow play with teacher's encouragement. The design of the study was a simultaneous (parallel convergent) design, one of the mixed research types. The sample of the study was determined by purposive sampling method and consisted of three preschool teachers and 45 students. The Preschool Peer Bullying Scale Teacher Form was used to collect quantitative data, and the Pre-Practice Teacher Interview Form, Post-Practice Teacher Interview Form, Follow-up Teacher Interview Form and Student Observation Form were used to collect qualitative data. Descriptive analysis method and graphical representations were used in quantitative data analysis, while content analysis was used in qualitative data analysis. According to the quantitative results of the study, there was an improvement in the total scores of peer bullying. According to the qualitative results of the study, knowledge and awareness about peer bullying increased in teachers and students, and permanent learning about methods of coping with peer bullying was provided. The frequency of victim, bully and bystander roles also decreased. As a result of the research, positive improvements in social emotional skills were observed. These findings were discussed in the light of the existing literature.