This study aims to analyze the factors and coping strategies of bullying in picture books for young children in order to examine the aspects of bullying. Through this, it is intended to enhance a more comprehensive understanding of bullying in young c...
This study aims to analyze the factors and coping strategies of bullying in picture books for young children in order to examine the aspects of bullying. Through this, it is intended to enhance a more comprehensive understanding of bullying in young children.
The study questions are as follows:
1. How about the factors of bullying shown up in picture books for young children?
2. How about the coping strategies of bullying shown up in picture books for young children?
According to the study question for the analysis of picture books, this study selected a total of 59 picture books for final analysis through a four-step process. Two co-researchers including myself participated. In the analysis, both the text and illustration of the picture book were included. As for the data analysis method, the established bullying-related analysis standards were applied to analyze picture books in the categories of factors and coping strategies of bullying. The researchers read the entire contents of each picture book and followed the criteria judged to be the most appropriate for the analysis criteria. Regarding the areas where the analysis between the researchers did not agree, discussions were conducted to find an agreement by reading the picture books repeatedly and discussing it together. Finally, the analysis results were derived through the subjective interpretation of the researcher.
The a summary of the study results are as follows:
First, the factors of bullying in picture books for young children were divided into individual factors and complex factors. As a result of analyzing the bullies’ traits in individual factors, ‘behavioral characteristics’ appeared the most, followed by ‘appearance characteristics’ and finally ‘personality’. As a result of analyzing the victim’s traits in individual factors, ‘appearance characteristics’appeared the most, followed by ‘personality’ and finally ‘behavioral characteristics’.
As a result of analyzing the bullies’ traits and the surrounding factors in the complex factors, the bullies’ traits and the peer factors were most often found together, followed by the bullies’ traits and the social and cultural factors. Lastly, the bullies’ traits and the teacher factors appeared together, and the bullies’ traits and the family factors were also found. As a result of analyzing the victim’s traits and the surrounding factors in the complex factors, the victim’s traits and the peer factors were the most common, followed by the victim’s traits and the social and cultural factors, and the victim’s traits and peers factors and social and cultural factors appeared together. Next, the victim’s traits and peers factors and the teacher factors appeared together. Finally, the victim’s traits and teacher factors appeared together, and the victim’s traits and the family factors appeared together.
Second, the coping strategies of bullying shown in picture books for young children were divided into two types: the bullies and the victims. The coping strategies used by the bullies to resolve bullying problems on their own were ‘reflection’ and ‘apology and ask for forgiveness’.
The coping strategies of victims were divided into three categories‘solving problems with the help of bystanders’, ‘solving problems alone’, and ‘solving problems with help from bystanders’. First of all, in ‘solving problems by bystanders’, there were two types of bystanders: peers and adults. Both peers and adults bystanders showed the most‘support the victim’, followed by‘opposition to bullies’, 'scolding bullies' appeared. Next, in 'solving problems alone', the most frequently used coping strategies were‘showing one’s own strength’ and ‘face with courage’, along with coping strategies such as ‘getting positive mind’and‘helping bullies or being kind to bullies’. Lastly, in ‘solving problems by bystanders’, the most common way of solving bullying was that both peers and adults bystanders‘support the victims’.
Based on the above results, we provide basic data for selecting and using picture books as educational media for preventing and coping with bullying through analysis of factors and coping strategies of bullying in picture books for young children. Also it can be meaningful that it provided implications for planning and publishing a picture book about bullying in young children in the future.