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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.
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