Violent Communication and Bullying in Early Childhood Education

Panagiotis J. Stamatis and Eleni N. Nikolaou (Editors)
Department of Sciences of Preschool Education and Educational Design, University of the Aegean, Greece

Series: Education in a Competitive and Globalizing World, Bullying and Victimization
BISAC: FAM049000



Volume 10

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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This book attempts to shed light on the social phenomenon of school bullying that emerges at preschool ages. It is a book that promotes opposition to violent communica-tion and bullying in early childhood education by providing non-violent communication, anti-bullying techniques and advice for teachers and parents. Within this framework, it focuses on the definitions and forms of bullying in early childhood, its manifestations, the circumstances of its manifestation, the associated risk factors and its prevention. Teachers’ perceptions are explored in the context of the research studies conducted re-garding important aspects of the phenomenon. Moreover, school bullying involves ver-bal and non-verbal communication elements, and it is conceptualized as a form of communication violence and miscommunication. It also includes contemporary scien-tific research data and it emphasizes the communication aspect of bullying. Teachers’ verbal and non-verbal behaviors affect the relationships among students and may lead to communication violence. Non-violent communication is considered the key to con-trolling bullying in educational environments. Non-violent communication is the anti-dote to communicative bullying, which creates many other forms of bullying as a result of miscommunication and para-communication among individuals. In addition, it con-tains an analysis of literary works pertaining to school bullying, as literature is regarded as an ally to the success of all efforts to address bullying. Furthermore, this book in-cludes research data regarding school bullying and its dimensions according to the per-ceptions of teachers and parents. The originality of this book is associated with the study of school bullying in early childhood and the study of its communication aspect as well as its multidisciplinary approach.
Scholars, students, educators and parents are the main audiences of this book as its contents are extremely interesting for anybody who cares about interpersonal relation-ships, communication and human interactions, especially in preschool and early child-hood environments. Trainers and employees in educational structures or infrastructures, persons who are involved in any educational processes and teachers of all educational levels may show interest in this book. Relevant subject areas to this book are education, psychology, sociology, criminology and communication. Thus, professionals of these fields or areas may also be interested in this book as well.



List of Contributors

Chapter 1. Preschool Teachers' Perceptions about the Definition and Manifestations of Bullying in Early Childhood Settings (pp. 1-18)
(Eleni N. Nikolaou and Georgios M. Markogiannakis)

Chapter 2. Teachers’ Attitudes Towards Bullying (pp. 19-34)
(Christina F. Papaeliou)

Chapter 3. Communication Styles of Preschool and Early Primary School Teachers during Teaching Activities (pp. 35-56)
(Panagiotis J. Stamatis and Eleni J. Stavropoulou)

Chapter 4. Bullying via Violent Communication by Early Childhood Education Teachers during Teaching Processes: Two Observational Studies (pp. 57-74)
(Panagiotis J. Stamatis)

Chapter 5. Nonverbal Expressions Related to Violent Communication and Bullying in Kindergarten (pp. 75-92)
(Afrodite V. Ntouka and Panagiotis J. Stamatis)

Chapter 6. Classroom Noise and Miscommunication as Modern Forms of Violent Communication and Bullying (pp. 93-114)
(Panagiotis J. Stamatis)

Chapter 7. Observing Kinesics of Violent Communication and Bullying in Early Childhood Classrooms (pp. 115-130)
(Panagiotis J. Stamatis and Kyriakos A. Marousis)

Chapter 8. Current Theoretical Discussions on Characteristics of Cyberaggression, School Miscommunication and Bullying in Early Education (pp. 131-152)
(Timothy Phoenix Oblad and McKinsie Kay Oblad)

Chapter 9. Preschool Teachers’ Perceptions about the Effective Intervention for Bullying at the Preschool Age (pp. 153-166)
(Eleni N. Nikolaou and Georgios M. Markogiannakis)

Chapter 10. Teaching Social Skills, Empathy and Assertiveness by Teachers and Parents for Preventing Early Childhood Violent Communication and Bullying: Towards a Nonviolent Communication Education (pp. 167-188)
(Panagiotis J. Stamatis and Afrodite V. Ntouka)

Chapter 11. Literature and Novels as Teaching Strategies for Violent Communication and Early Childhood Bullying Prevention (pp. 189-206)
(Panagiotis J. Stamatis and Evangelia G. Raptou)

Chapter 12. Social Antecedents of Bullying: When Does Peer Interaction Become Interpersonal Rejection? (pp. 207-224)
(Anna Polemikou)

Chapter 13. Prospects of Interactive Digital Storytelling Applications in Prevention and Treatment of Bullying in Preschool Education (pp. 225-254)
(Anastasia G. Konstantopoulou, Eleni N. Nikolaou, Georgios N. Fesakis and Stamatia P. Volika)

About the Editors (pp. 255-256)

Index (pp. 257)

Keywords: School bullying, violent communication, early childhood, preschool education, parents, preschool teachers

Audience: The most participated authors/contributors are experts, scholars and professors of many fields of Psychology and Education and many of them has experience in instructional activities, teaching procedures and counseling in early childhood. They know how to help educators, children and parents. They know how to prevent bullying using communication techniques and effective communicative strategies in early childhood educational environments. Thus, the book might be extremely interesting and very useful for educators, parents, students and many professional in the areas of education, psychology and sociology. Scholars, students, educators and parents are considered as the mainly principal audiences for the publication. Furthermore, book’s contents are extremely interesting for anybody who cares about interpersonal relationships, communication and interactions especially in preschool and early childhood environments. Trainers and employees in educational structures or infrastructures, persons who are involved in any educational processes it is estimated that will show great interest in this book. The most relevant subject areas are education, psychology, sociology, criminology and communication. Professionals of that fields or areas might be interested for this publication as well.

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