Dimensions of Early Childhood - Southern Early Childhood ...

thoughts with one another in small
group settings to help them get to
know each other better. To further
support the theme, parents might
design a T-shirt to continue to promote
community in the school.
Nancy P. Alexander
Most young children are likely to need explicit direction and practice on how to handle
a bullying situation should it occur, in school or the wider community. When children
are bullied, having friends who will support them in the situation is important. Children
must know that they can rely on adults to listen to them and follow through when bullying
is reported.
chosen by children’s vote as the
school-wide buddying poster. Copies
can then be made and displayed
around the school and community.
Additional activities to involve children
could include creating their
own songs and skits that promote
the caring community theme.
To extend the work of creating a
caring community, the PTA/PTO
can engage in group discussions
with teachers and student leaders
about efforts to provide a safe learning
community. Parents can become
more involved as they participate in
activities such as co-sponsoring a
health fair to promote the theme of
healthy, caring communities. Fair
activities that incorporate the theme
of caring communities might include
cooperative games, presentations
about open communication between
parents and children, and a time for
children to share stories and
Step 5: Role Play
Responses to Bullying
The first four steps lay the foundation
for the expected way of
interacting among students. Most
children are still likely to need
explicit direction and practice on
how to handle a bullying situation
should it occur, in school or the
wider community.
When children are bullied, having
friends who will support them
in the situation is important
(Cowie, 2000; Kochenderfer &
Ladd, 1997). After discussions about
the need for a united front when
bullying occurs, children can role-play
actions to take when they or their
friends are confronted by a bully.
Whether victim or bystander,
children benefit from practicing
how to gain assistance from friends
or adults to dissuade the bully. For
example, children need to know that
it is acceptable to remind a bully of
the school-wide agreement by saying,
“We don’t do that at our school!”
and then leaving the scene to report
the incident. Other role-plays can
include how to ask a friend to help
report a bullying incident to an
adult and how bystanders can leave
the bullying scene to gain adult help.
Children must also know that
they can rely on adults in school and
at home to listen to them and follow
through when bullying is reported.
Role playing how to report the specific
facts of an incident to adults is
important for young children. Children
learn to describe participants in
8 Volume 35, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2007