Preservice and In-service Early Childhood Teachers’ Perceptions of Bullying in Early Childhood: A Focus on Typically-Perceived Situations (TPS)

Key Points

• The study aims to compare the perceptions of bullying situations among preservice and in-service early childhood teachers and explore their roles and challenges.
• Utilized the typically-perceived situation (TPS) analysis method
• Analyzed perceptions of bullying scenarios among two teacher groups
• Explored teacher roles and challenges in bullying situations
• Both groups recognized playtime and relational bullying as typical situations
• Both groups identified reconciliation and mediation as key teacher roles
• Differences in challenges were noted; preservice teachers emphasized observation difficulties while in-service teachers highlighted neutrality challenges

Abstract