An investigation of young children’s perceptions of teasing within peer relationships

Main Article Content

Debra Harwood Sandra Bosacki Kristina Borcsok

Abstract

The paper analyzed children’s perceptions of teasing within their real world peer
relationships through participants’ drawings and accompanying narratives. The case study
research was approached from an ethic of listening to children to discover and uncover
children’s perceptions and experiences with the phenomenon of peer teasing. Fifteen
children from kindergarten to grade 2 participated in drawing and narrating their complex
understandings of the multi-faceted aspects of peer teasing. The participants attended two
30-40 minute sessions of conversational interviews with the first session also involving
drawing and narrating personal stories of teasing. The results of the study indicate the
significance of teasing within the young peer relationship as well as several distinct
perceptions and insights. Ultimately, these insights may help teachers to broaden
curricular approaches within the school culture and enhance current theoretical
conceptualizations of peer teasing.

Downloads

Download data is not yet available.

Article Details

How to Cite
HARWOOD, Debra; BOSACKI, Sandra; BORCSOK, Kristina. An investigation of young children’s perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 2, p. 237-260, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/250>. Date accessed: 16 july 2019.
Section
Articles

References

Aho, S. (1998). The teasers and the teased pupils at school. Scandinavian Journal
of Educational Research, 42(3), 309-318.
Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., & Wilds, S. J. (2004).
Antisocial and prosocial teasing among children: Perceptions and individual
differences. Social Development, 13, 292-310.
Bentley, K. M., & Li, A. K. F. (1995). Bully and victim problems in elementary
schools and student's beliefs about aggression. Canadian Journal of School
Psychology, 11, 153-165.
Bollmer, J. M., Harris, M. J., Milich, R., & Georgesen, J. C. (2003). Taking offense:
Effects of personality and teasing history on behavioral and emotional
reactions to teasing. Journal of Personality, 71, 557-603.
Bosacki, S., Zopito, A. M., & Dane, A. V. (2006). Voices from the classroom:
Pictorial and narrative representations of children's bullying experiences.
Journal of Moral Education, 35(2), 231-245.
Burke, C. (2008). 'Play in focus': Children's visual voice in participative research. In
P. Thomson (Ed.), Doing visual research with children and young people (pp.
23-36). London: Routledge.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story
in qualitative research (1st ed.). San Francisco, CA: Jossey-Bass Inc.
Clark, A. (2007). A hundred ways of listening: Gathering children’s perspectives of
their early childhood environment. Young Children, 62(3), 76-81.
Clark, A. (2005). Listening to and involving young children: A review of research
and practice. Early Child Development and Care, 175(6), 489-505.
Coates, E., & Coates, A. (2006). Young children talking and drawing. International
Journal of Early Years Education, 14(3), 221-241.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th
ed.). London: Routledge Falmer.
Craig, W. M., & Pepler, D. J. (1997). Observations of bullying and victimization in
the school yard. Canadian Journal of School Psychology, 13, 41-59.
Cranham, J., & Carroll, A. (2003). Dynamics within the Bully/Victim Paradigm: A
qualitative analysis. Educational Psychology in Practice, 19(2), 113.
Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education.
New York: RoutledgeFalmer.
David, T. (1999). Young children learning. London, UK: Sage Publications.
Diaz Soto, L. (2005). Children make the best theorists. In L. Diaz Soto & B. Blue
Swadener (Eds.), Power and voice in research with children (pp. 9-19). New
York: Peter Lang Publishing.
Dockett, S., & Perry, B. (2005). Researching with children: Insights from the
Starting School Research Project. Early Child Development and Care,
175(6), 507-522.
Drew, P. (1987). Pro-faced receipts of teases. Linguistics, 25, 219-253.
Edwards, C., Gandini, L., & Foreman, G. (Eds.) (1998). The hundred languages of
children: The Reggio Emilia approach to early childhood education.
Norwood, NJ: Ablex Publishing.
Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s
perspectives expressed through drawings. Early Child Development and
Care, 179(2), 217-232.
Eisenberg, N. (1986). Teasing: Verbal play in two Mexicano homes. In B. B.
Schieffelin & E. Ochs (Eds.), Language socialization across cultures (pp.
182-198). Cambridge, MA: Cambridge University Press.
Ely, M., Vinz, R., Downing, M., & Anzul, M. (1997). On writing qualitative
research: Living by words. London: Routledge Falmer.
Evans, P., & Fuller, M. (1996). 'Hello. Who am I speaking to?' Communicating with
pre-school children in educational research settings. Early Years Journal,
17(1), 17-20.
Freedman, J. S. (2002). Easing the teasing. Chicago: Contemporary Books.
Froschl, M., & Sprung, B. (2005). The anti-bullying and teasing book for preschool
classrooms. Beltsville, MD: Gryphon House.
Furman, K., & Thompson, J. K. (2002). Body image, teasing, and mood alterations:
An experimental study of exposure to negative verbal commentary.
International Journal of Eating Disorders, 42, 449-457.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C.
Geertz (Ed.), The interpretation of cultures (pp. 3-30). New York: Basic
Books.
Harwood, D. (2008). The teasing phenomenon: Preschool siblings' experiences with
teasing within their relationships. Canadian Children, 33(1), 10-16.
Irvin, L. K., Walker, H. M., Noell, J., & Singer, G. H. (1992). Measuring children's
social skills using microcomputer-based vidoedisk assessment. Behavior
Modification, 16, 473-503.
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.
Keltner, D., Young, R. C., Heerey, E. A., Oemig, C., & Monarch, N. D. (1998).
Teasing in hierarchical and intimate relationships. Journal of Personality
and Social Psychology, 75(5), 1231-1247.
Lightner, R. M., Bollmer, J. M., Harris, M. J., Milich, R., & Scrambler, D. J. (2000).
What do you say to teasers? Parent and child evaluations of responses to
teasing. Journal of Applied Developmental Psychology, 21(4), 403-427.
MacCoby, E. E. (1990). Gender and Relationships: A developmental account.
American Psychologist, 45(4), 513-520.
Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children's
emotion attributions and moral reasoning. Aggressive Behavior, 35, 90-102.
Malti, T., & Keller, M. (2009). The relation of elementary-school children's
externalizing behaviour to emotion attribution, evaluation of consequences,
and moral reasoning. European Journal of Developmental Psychology, 6(5),
592-614.
Martlew, M., & Hodson, J. (1991). Children with mild learning difficulty in an
integrated and in a special school: Comparison of behavior, teasing and
teacher's attitudes. British Journal of Educational Psychology, 61, 355-372.
Mooney, A. M., Creeser, R., & Blatchford, P. (1991). Children's views on teasing
and fighting in junior schools. Educational Research, 33, 103-112.
Mooney, S., & Smith, P. K. (1995). Bullying and the child who stammers. British
Journal of Special Education, 22(1), 24-27.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford,
UK ; Cambridge, USA: Blackwell.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and
learning. London: Routledge Press.
Ross, D. M. (1996). Childhood bullying and teasing: What school personnel, other
professional, and parents can do. Alexandria, VA: American Counselling
Association.
Sanders-Bustle, L. (2003). Image, inquiry, and transformative practice: Engaging
learners in creative and critical inquiry through visual representation. New
York: Peter Lang Publishing.
Schieffelin, B. B., & Ochs, E. (1986). Teasing and shaming in Kaluli children's
interactions. In B. B. Schieffelin & E. Ochs (Eds.), Language socialization
across cultures (pp. 165-181). Cambridge, MA: Cambridge University Press.
Scrambler, D. J., Harris, M. J., & Milich, R. (1998). Sticks and stones: Evaluations
of responses to childhood teasing. Social Development, 7(2), 234-249.
Shapiro, J. P., Baumeister, R. G., & Kessler, J. W. (1991). A three component model
of children's teasing: Aggression, humor, and ambiguity. Journal of Social
and Clinical Psychology, 10(4), 459-472.
Straehle, C. A. (1993). "Samuel? Yes, dear?" Teasing and conversational rapport. In
D. Tannen (Ed.), Framing in discourses (pp. 210-231). New York: Oxford
University Press.
Tamm, M. (2000). The meaning of God for children and adolescents - a
phenomenographic study of drawings. British Journal of Religious
Education, 19(1), 33-44.
Tesch, R. (1987). Emerging themes: The researcher's experience. Phenomenology &
Pedagogy, 5(3), 230-241.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools:
Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of
Developmental and Behavioral Pediatrics, 18, 97-102.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in
junior/middle and secondary schools. Educational Research, 35, 3-25.