Teasing in the Early Years: Impacts on Development
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Dr. Harwood provided a synthesis of several research projects she has conducted on children's perceptions of teasing & the impacts on development and classroom life.
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Teasing in the Early Years: Impacts on Development
- 1. The Early Years Conference Vancouver February 2 – 4, 2012 Teasing in the Early Years: The Impact on Children's Learning and Development By Debra Harwood
- 2. Goals & Objectives of the Session Collectively construct an understanding of what constitutes teasing & understand the impact of teasing on social-emotional competence Develop a framework on how this form of behaviour can be differentiated from other behaviours such as bullying. Explore varied strategies to address teasing within early years’ programs Understand how children’s drawings can be used to explore their experiences with teasing
- 3. Friends Matter • Emotional support • Development of understanding of others (TOM) • Moral understanding
- 4. SEL Curriculum-Pyramid model Center on the Social and Emotional Foundations for Early Learning (CSEFEL) http://csefel.vanderbilt.edu/
- 5. Why is Thinking About Teasing Important? “Kids who are taunted about their emotions may begin to deny their authentic feelings about many events”. Freeman (2002), Easing the Teasing
- 6. Yes-Teasing No-not teasing Form of social interaction Bullying—”a dynamic of unhealthy interaction…a Intentional provocation form of repeated aggression used from a Physical, verbal, or social position of power” Hostile & hurtful or fun and Physical, verbal, or social playful Escalating in Accompanied by some clue occurrence/severity that indicates ‘this is a Olweus—definition most tease’—form of escape often applied Comments on something relevant to the target
- 7. Positives to Peer Teasing Testing of social relations ‘One of the gang’- camaraderie Demonstration of affection Help a friend save face Some children report experiencing more friendly teasing than hurtful teasing*
- 8. How can we use the research to inform practice…
- 9. Latest Study Narrative & Visual Methodology Participants 111 children in pre-kindergarten to grade 2 & 3 (47=F; 64=M) From 5 different schools in varied cities within one Board of Education 5 teachers (4=F; 1=M) 87 children drew 89 pictures
- 10. General Findings Multiple forms of teasing-not just a form of verbal interaction. Teasing depicted as a personal and intimate encounter between two individuals familiar with one another. Indicators used to determine teasing. Content of voice bubbles reflects teasing focus on appearances for girls (40%) compared to boys (14%). Boys more likely to tease in terms of falsehoods and physical acts (34%, 33%) vs. (15%, 20%) for girls. Both genders incorporated name-calling as form of teasing.
- 11. Males Breakdown of Form of Teasing 9% 6% 31% 18% Character Teasing Taunting Social Norm Trickery 36% Other Females Breakdown of Form of Teasing 7% 8% 31% 18% Character teasing Taunting Social Norm Trickery Other 36%
- 12. Where Teasing Occurs Outdoors Indoors Not Specified 4% 17% 79%
- 13. Who Teases? Non Peer Non Specified 21% 33% Peers 24% Siblings 19% Family* 3% Relationship between Characters Drawn
- 14. Children’s Perceptions •Most young children react to the literal message •Difficulty discerning the playful intent •Label teasing as a hurtful encounter
- 15. What teasing looks like…
- 16. Grade 2 Female Describes Incident of Trickery Drawings provide information on the context, personal experiences, and many forms of teasing.
- 17. Grade 1 Male Depicts Taunting by 2 boys with a desired toy Drawings illustrate gender variances in teasing experiences as well as qualitative differences in the drawings themselves
- 18. Grade 2 Girl Teased by Boy (“You are stupid”) Insight into children’s world of teasing
- 19. What the teachers had to say…
- 21. Children's Differentiations between Teasing and Bullying 70 60 Percentage of Narrated Responses 50 40 30 20 10 0 Horseplay Intended Harm Perceived Harm Reciprocity Relationship status Repetition
- 23. Implications & Educational Importance Schools: An important and informative role in young children’s early peer socialization & development. Teachers: Key position to influence children’s understanding of teasing. No-teasing policies largely ineffective. Need to foster children’s understanding of the many constructs that differentiate teasing from bullying and develop teaching strategies that effectively address teasing within the classroom/school context.
- 25. Connecting with Literature Puppets, songs, posters, program expectations, books, poetry, pictures--can help children identify emotions & make connections in the classroom Boastful Bear; Riley Rat; Timid Tiger; Playful Puppy [my characters] I Miss Franklin P. Shuckles
- 26. Go Inside Your Bubble Imagine being inside your bubble! Can you hear anything? Can anything hurt you?
- 27. TALK INSIDE YOUR HEAD Is it true? So what? I’M A GREAT Dog!! Whose opinion matters? And compliment yourself (I am a great ______) Stop, think about options, plan response
- 28. The Role of the Educator Foster self-esteem in children Encourage friendships Be observant (most teases occur out of adult sight) Help children manage and express anger appropriately Label and use the word ‘TEASE’ Help children make ‘I’ statements Teach and model ‘self-talk’ Provide multiple strategies for dealing with teasing Provide multiple opportunities to practice strategies Tattling versus getting help
- 29. In the classroom Survey the class, parents, other educators Discussion circles Express understandings/experiences through drawing Role-play Puppet scripts Literature Tease free zone Social-emotional curriculum Second Step; ROE/Seeds of empathy; Tools for Life Violence prevention programs
- 30. There is no silver bullet! Educators can be intentional Plan the environment Be aware of varied strategies Model, Implement, revisit, practice
- 31. Summary Teasing is complex Young children tease Siblings are particularly capable Most teasing of young children is hurtful Various strategies to respond to teasing that must be practiced Classrooms/programs must be ready!
- 32. Selected References Dunn, J. (1993). Young children's close relationships: Beyond attachment. London: Sage Publications, Inc. Freedman, J. S. (2002). Easing the teasing. Chicago: Contemporary books. Keltner, D., Capps, L., Kring, A. M., Young, R. C., & Heerey, E. A. (2001). Just teasing: A conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229-248. Kowalski, R. M. (2003). Complaining, teasing, and other annoying behaviors. New Haven, CT: Yale University Press. Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell Publisher.
- 33. Selected Websites www.toolsforlife.ca http://www.casel.org/pub/index.php www.challengingbehavior.org http://csefel.vanderbilt.edu/ http://www.bced.gov.bc.ca/sco/reso urces.htm
Editor's Notes
- Friends provide a basis of emotional support for young children – emotional quality is closely linked to the games and activities undertaken by young childrenBeginnings of understanding of others and how they think, and feel (TOM)Moral understanding-susan Isaacs- as children’s worlds expand away from home basic understandings of right/wrong are often fostered through friendships
- From: Centre on the social & emotional foundations for early learning-promote positive peer social interactionsPart of overall SEL curriculum-Target 3 levels of this curriculum byCreating a positive classroom cultureFostering dialogue around teasingPromoting effective strategies for responding to teasing
- E.g. helping friend save face—Johnny spills his juice at lunch table—friend says to others wow isn’t that incredible Johnny caused an earthquake-just look what it did to his juice. Everyone laughs.Source-*
- Family-referred to cousins
- No gender difference as the pattern of distribution across the various forms of teasing is similar or where teasing generally occurred.Differences tended to reside in the ‘content’ of teases.
- · All teachers used “situational qualifiers” to differentiate between teasing and other forms of behaviour · Reference to multiple factors· Including intended harm, perceived harm, reciprocity, relationship status, degree of repetition, playful nature of teasing· Children used few constructs in comparison to teachers to make differentiations · Overall: Teachers’ personal history of teasing impacted perceptions and dispositions towards peer teasing in the classroom or school context· Four out of five (4/5) teachers reported early experiences with teasing · Intervention involves complex decision-making process· Student-teacher relationship, personal opinion, degree of empathy, perception of severity and hurtfulness, teacher experience, teacher gender· Lack of formal training, PD, & opportunities· Mix of Proactive (preventative) and reactive (intervention) strategies used · (religious based curriculum used as both)
- Play game & use puppets