Okul Öncesi Eğitim Ortamlarında Zorbalık Döngüsü: Öğretmen Görüşlerine Dayalı Nitel Bir İnceleme

This study investigates the tendency of children who were victims of peer bullying in preschool to become bullies themselves, focusing on the psychological, social, and environmental factors that contribute to this behavioral shift. The study employed a qualitative research design using the case study approach, and semi-structured interviews were conducted with 10 preschool teachers working in the provinces of Hakkâri, Van, and Kayseri. The findings indicate that bullying behaviors are often associated with low self-esteem, a need for attention, control-seeking tendencies, and aggressive family backgrounds. Victimized children, on the other hand, were frequently described as socially withdrawn, emotionally fragile, and lacking in confidence. One of the most noteworthy findings of the study is that some children who were once victims begin to exhibit bullying behaviors themselves. Teachers interpreted this as a mechanism to gain social power or to protect themselves emotionally. Bullying incidents were reported to be more frequent in playgrounds and unstructured settings, particularly increasing over time as children’s social groups solidify. Teachers emphasized the role of families in preventing bullying and the importance of emotionally supportive strategies such as cooperative games, storytelling, and empathy-based activities. The study concludes that early intervention is essential to prevent both victimization and the emergence of aggressive behaviors, and that coordinated efforts between educators and parents can foster healthier emotional and social development in early childhood education settings. Furthermore, by observing children closely, teachers can better understand the emotional and social needs behind such behaviors and provide tailored interventions. Creating inclusive, nurturing, and responsive school environments is highlighted as a critical element in reducing bullying and promoting long-term emotional well-being.