KINDERGARTEN/SCHOOL free of bullying

1. TOGETHER BETTER – JOIN US!
KINDERGARTEN/SCHOOL free of bullying.
(Kindergarten without violence)
ESTONIA

2. KINDERGARTEN/SCHOOL free of bullying.
Methods from Denmark
● The project was started in Estonia in 2010.
● The first were 10 kindergartens by including 2 groups from each
kindergarten. (All teachers received mandatory training.)
● Today the project joined 415 kindergartens and about 800 groups.
● In October 2013 the first 25 schools, including one school with two
1st grades joined the project.
● Today 56 schools have joined the project in Estonia.
● In September 2013 our
kindergarten has joined the project .

3. The main aim of the project:
● To create between a kindergarten and primary school
children the considerate and mutually inclusive
relationship.
● To prevent bullying behavioral culture and create
tolerant attitude towards one another, and respectful.
There are the kids care that intervene in event of
bullying and protect a partner who is unable to do it
himself.

4. The main aim in our kindergarten:
● To create between children considerate and inclusive
culture.
● To reduce bullying in preschool institutions, lately in
schools.
● The rules of behavior patterns and attitudes provide
children environment without violence.

5. Basic values
● Tolerance
● Respect
● Caring
● Courage

6. Target groups of the project
● Teachers
● Children
● Parents

7. Possible rules
● Do not criticize someone's appearance, do not let
calculate their appearance.
● Do not leave anyone aside.
● Do not touch what belongs to another.
● Do not use nicknames.
● Do not talk back.
● Do not treat anyone badly (physically and mentally)
● Let others be alone, do not disturb the other children.

8. Intervention and Prevention
Do not join bullies.
Do not try to fight with bullies.
Believe the child who is bullied.
Do not hold yourself back.
Be a friendly.
Remember: do to others what you want to be
done to you!

9. Methodological materials:
● It is impossible to speak about value judgments with small children directly, which is
the reason why special social behaviour models have been created. In order to pass
those behaviour models to children, a specific methodology was developed and put
together in a coloured suitcase (green for kindergarten, blue for school) that includes
different materials for both children and teachers:

10. Methodological materials:
● Briefcase
● 28 conversation maps
● The Handbook «Free of bullying». We are doing so.
● Teachers handbook of social activities and models for behavior «in bullying-free!»
Why and how?
● Stickers for kids
● Postcards for children and parents
● Advice poster and advice booklets for parents
● Massage programm 3 to 8 years
● Small bears for every child and a big bear for their teacher
● Song book and CD collection “Everyone is different”

11. Methodological materials:

12. Topic Cards
You can`t be with us.
Place for everyone.
Mother, father, children and a dog.
Who is a good friend.
What you are good at.
How to become a princess.
Childrens team – little and big friends.
Best Lego bricks.
When friends fight.
Who should hold hands?
Anything can happen during the day.

13. Topic Cards
Family at a dinner table.
You are not invited at a b-day party.
Oh, this is my nice painting.
What can parent do in/for a kindergarten.
How we meet new parents in a kindergarten?
Bullying affects all of us!
Happy Birthday!
Courage helps us all!
Summer celebrations in a kindergarten.

14. Cards for talks

15. Cards for talks

16. Bears have found a home

17. Meeting children
Bears at the meeting agreed children with rules of a group.

18. Meeting children

19. CHILDREN`s MASSAGE

20. CHILDREN`s MASSAGE

21. INTERVIEW RESULTS:
● The methodology has helped to improve the implementation of
the children's game of skill and the ability to communicate with
each other.
● The methodology has a specific content and contains good
learning tools. It involves a group of parents and the various
themes that can be tied to the curriculum.
● A good way to solve the problem is to convene a meeting of the
group.
● Implementation Methodology enriches the group activities. It
helps to understand better social situations and everyday work
situations.
● Conversation Cards help to enrich the world of children, speech,
observation skills.

22. ● As a teacher, I can pay even greater attention to
solve certain situations;
● As a teacher, I've got the knowledge and skills to
prevent bullying;
● As a teacher, I have learned how to make feel better
for children that are being bulled;
● As a teacher, I've paid more attention to the relations
of children;
● As a teacher, I have prepared materials that help
children to better understand the values;
● As a teacher, I have learned how to explain and
teach children different values.

23. What did children get by participating in the
project:

24. What did this project give to parents of
children who were participating in the
project?
● Parents support our group activities and participation in the project.
(They think it is very necessary to pay attention to deal with bullying).
● Parents have positive feedback. They started to ask questions, and feel
more interested.
● Parents have begun to interact with each other more often. They have
generated confidence that nobody else talks about different problem
situations.
● Parents have become more knowledgeable and can help your child to
figure out how to be a good friend and playmate.
● Parents are interested in what happened at the meetings of bears.

25. Who is the "Friend Bear" by children's
opinion?
● It is expensive, goes with us playing - these are mothers.
● Friend Bear went home playing with his sister.
● It may help to clean up.
● A good listener, he did not tell the others.
● Her name is Melissa and she is so good - she listens to my voice.
● Friend Bear is the one who comes to rescue me.
● If someone takes away a toy, then you must say PLEASE.
● Friend Bear plays with others at home.

26. What do kids think of bears at the
meeting?
● "You can be smarter if you say something to the
other."
● "Let's look at the story and pictures of children."
● “Our teddy bear is for a massage."
● “We will sing, talk about fairy tales at the meetings."

27. In our kindergarten we are trying to show children of
different age a positive behavior by using various
exercises and games
We truly believe that «There are no bad
children! There are bad behavior that
children follow! «

28. The reason of bullying
There is nothing wrong in a child who is being bullied,
the reason is in someone who is bullying or in a
group with low values and tolerance.

29. If your friend fell and got hurt,
Help him to stand up.
And if he cries,
Do a big hug for him.

30. Cards of different
situations for talking with
children about:

31. Think about what you think is happening in the picture,
and how to behave in that kind of situation.

32. Think about what you see in a picture. What do you
think happened, and how to behave in that kind of
situation that it will never happen again?

33. Conclusion:
● Results of methodology «Kindergarten free of bullying!» helped
kindergartens to map teachers 'and parents' attitude and expectation of
the problem of bullying as a methodology for implementation. It also
enabled to get an idea of children's social skills and the policies for
teachers. When surveyed teachers are trained to apply the methodology a
few months, it is possible to assess the expected changes.
● The attitude and expectation of childrens parents are very positive and
optimistic. It is hoped that teachers will acquire new knowledge and
skills that will help to prevent bullying more effectively; It is also
expected that the implementation of methodology by allowing cultivates
compassion will be used. The programm «Kindergarten free of bullying»
will give an importance to ensuring a positive social atmosphere for the
same values - caring, tolerance, respect and courage.

34. Conclusion
● Parents also emphasized that bullying preventative action is essential
to start early in kindergarten`s age when the bullying problem is not
yet serious. Teachers and parents generally agree that bullying in any
form is not yet very widespread in kindergarten. Problem behavior
usually covers only a few of children and is rather a consequence of
(social) situations, improper evaluation. Episodes usually turn to affect
the climate of the whole group.
● The study showed that parents are very interested and willing to
cooperate in order to have communication with teachers in their childs
everyday life.

35. Conclusion
● It is also important for the parents, that the teachers informs them
about issues related to the methodology and gives feedback about
child's progress. That is why we recommend that more attention be
paid on parents 'involvement' in bullying-free programm (sharing of
information and the methodology, agreeing on common actions,
giving feedback, etc.).
● We encourage to actively practice in «bullying-free» programm by
using communication methods and techniques that will help to create a
cozy atmosphere, courage, honesty and tolerance.

36. Thank you for Your attention!
