Percepción del maltrato entre iguales en educación infantil y primaria

  1. Pedro Miguel González Moreno 1
  2. Héctor Gutierrez Rodríguez 2
  3. Mirian Checa Romero 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2017

Issue: 377

Pages: 136-160

Type: Article

DOI: 10.4438/1988-592X-RE-2017-377-356 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Bullying is one of the most important research topics in the field of education due to its negative impact on the school¿s general atmosphere and therefore on the wellbeing of the different members involved in education, especially the victims. Our knowledge has progressed a great deal about different issues related to this phenomenon, such as, types of aggression according to age and gender, roles involved, intervention, etc. However, there is a lack of research, on the one hand, that analyses the mental representations of those involved in this kind of peer conflicts and, on the other, focused on bullying during the preschool years and during first two courses of primary education. In this research we have interviewed, with the help of a group of cartoons which represents a classic bullying story, 120 subjects -60 girls and 60 boys- from 3rd grade of preschool education up to 3rd grade of primary education, in order to analyse their meanings in relation with this peer conflicts. Results show these subjects are able to identify the key features of bullying, most think aggressors feel proud of themselves and the victims ashamed. Likewise, the majority of students interviewed believe both parts involved, aggressors and victims alike, sort out their differences and become friends. These findings are very similar to those obtained with teenager samples which, together with other similarities found with these older samples, bring us to name these early bullying manifestations as proto-behaviours of bullying in contrast to other terms used, such as, unjustified aggression. This prior term attempts to emphasise the idea that there is continuity between the bullying behaviours observed during secondary education and those detected during preschool years and the first two courses of primary education.

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Data source: Dialnet