The role of read-alouds in preschoolers’ understanding of bullying

Bullying in preschool settings is a critical issue with long-term developmental implications, yet early intervention strategies remain underexplored. This study investigates the role of interactive read-aloud sessions featuring bullying-themed picture books in shaping preschoolers’ understanding of bullying and developing coping strategies. The study was conducted in four preschool classrooms in southern Türkiye. A total of 71 children (aged between 52 and 72 months) participated, with 38 in the read-aloud group and 33 in the non-read-aloud group. Over 5 weeks, children in the read-aloud group participated in weekly teacher-guided read-aloud sessions. Data were collected through audio-recorded classroom sessions and child interviews. The interpretation of the findings was guided by a sociocultural perspective informed by Vygotskian theory and by critical discourse analysis. Thematic analysis was employed to identify patterns in children’s conceptualizations and responses to bullying, while critical discourse analysis explored how teacher-child dialogue and interactional practices shaped these understandings. Children in the read-aloud group demonstrated a more nuanced understanding of bullying, identifying 54 distinct bullying behaviors compared to 30 in the control group. They were also more likely to describe bullying as morally wrong and reported a wider range of coping strategies. Teacher discourse played a key role in scaffolding children’s social understanding, supporting moral reasoning, and promoting emotional resilience. Notably, children in the read-aloud group showed increased awareness of relational bullying and indirect aggression. Interactive read-alouds can be an effective tool in early childhood education to enhance bullying awareness, support emotional understanding, and build coping skills. Teacher facilitation is essential in guiding reflection, fostering empathy, and framing bullying as a social and moral issue. These findings highlight the potential of literature-based interventions as proactive bullying prevention strategies in preschool settings.