Peer Bullying in Kindergartens: A Meta-Synthesis Research to Identify Risk Factors

This review evaluated the risk factors for peer bullying in preschool using the meta-synthesis method. Meta-synthesis is the interpretation and harmonization of qualitative data obtained from phenomenological, ethnographic, and qualitative studies. The studies to be included primarily focused on those published between January 2010 and January 2023. Focused on "preschool peer bullying, early childhood peer bullying, childhood peer bullying, preschool school bullying, early childhood school bullying" keywords. For this purpose, "EBSCO, Taylor and Francis, Web of Science, YÖKtez, TRDİZIN" databases were examined. As a result of the review process, a total of 17 studies were included. The study synthesized findings using direct quotations from the original study, and themes and sub-dimensions were presented as templates. The research identified three themes that can be considered a risk factor for peer bullying. These themes are characteristics of the bully and victim, characteristics of the family, and characteristics of the school. As a result of the research, children who show bullying behavior are generally relatively strong physically, leaders, and have high or low self-confidence. Victimized children may be relatively weak physically, with special needs, polite, passive, and shy. The studies examined showed that reasons such as negative parental attitudes, domestic violence, socio-economic status, and exposure to uncontrolled media are risk factors originating from the family. As a result of the research, it has been determined that school characteristics such as low awareness and inadequate intervention of the teacher, type of activity, physical design, and lack of personnel are also risk factors for bullying.