Verbal bullying in
early childhood education has been shown to be reduced through the active role
of guidance and counseling teachers. This finding was presented by Mawaddah,
Fajri Yahudala, Nurhama Tadeko, Nurjawia S. Latuli, and Sahida Abd Syakur from Universitas
Muhammadiyah Luwuk in a scientific article published in the International
Journal of Advanced Technology and Social Sciences (IJATSS) in 2026.
Conducted at Lalong State Kindergarten, North Tinangkung District, Banggai
Islands Regency, the study is important because it demonstrates that bullying
prevention must begin in early childhood before it develops into persistent
aggressive behavior.
Bullying among
young children is often dismissed as “just joking.” However, this study reveals
that repeated teasing can seriously affect a child’s psychological well-being.
At Lalong Kindergarten, several Class B students were found repeatedly mocking
classmates who were late in finishing assignments or made small mistakes. The
teasing then encouraged other children to join in, often leaving the victim in
tears during class. In several cases, victims became reluctant to attend
school, lost self-confidence, and withdrew from social interaction.
Mawaddah and the
research team emphasized that this situation must not be ignored, as it may
escalate from verbal bullying into physical violence or even cyberbullying in
the future. For this reason, the presence of guidance and counseling
teachers—or classroom teachers carrying out counseling functions—becomes
essential in breaking the cycle of such behavior from the earliest stage.
The study employed
a descriptive qualitative approach, using observation, interviews, and
documentation over approximately one month, from January 23 to February 25,
2026. Research subjects included the Class B teacher who also served as the
counseling teacher, children involved in bullying, victims, and other students
who witnessed the incidents. This approach allowed the researchers to directly
map the children’s social interactions within the school environment.
-early detection of bullying cases through student reports and direct observation
One important
finding was that teasing behavior in some children was linked to a lack of attention
from family and the surrounding environment. Therefore, the intervention did
not focus solely on punishment, but rather emphasized empathy, positive
emotional habits, and continuous mentoring.
Mawaddah from
Universitas Muhammadiyah Luwuk highlighted that the counseling teacher at
Lalong Kindergarten had effectively served as a counselor, facilitator,
mediator, motivator, prevention agent, and collaborator with parents and the
school principal. This holistic approach has already shown positive changes:
victims gradually regained confidence to interact, while perpetrators began
reducing their habit of mocking classmates.
The impact of this
research is highly relevant to Indonesia’s education sector, especially early
childhood education. The findings reinforce that schools should not focus
solely on academics but must also establish systems that protect children’s
social and emotional well-being. Anti-bullying programs starting from classroom
sessions, supervision during recess, and active communication with parents can
become a model for many other kindergartens and early childhood education
centers.
More broadly, the
study also delivers an important message for education policymakers. Basic
counseling skills training for early childhood teachers should be strengthened
so they can detect signs of bullying at the mildest stage. Such efforts could
reduce long-term effects such as anxiety, low self-esteem, and social
adjustment difficulties in children.
For parents, this
research serves as a reminder that emotional attention at home greatly
influences children’s behavior at school. Children who feel unheard or lack
affection are more vulnerable to expressing frustration through aggressive
behavior toward peers.
Author
Profile
Mawaddah is an academic and researcher from Universitas Muhammadiyah Luwuk,
specializing in early childhood education, guidance and counseling, and
children’s socio-emotional development. In this study, she collaborated with
Fajri Yahudala, Nurhama Tadeko, Nurjawia S. Latuli, and Sahida Abd Syakur, who
are also affiliated with the same university. This team collaboration
strengthens the study on the importance of teachers’ roles in creating a safe
and inclusive learning environment for young children.
Research
Source
DOI: 10.59890/ijatss.v4i3.184.
0 Komentar