Stopping Bullying from the Beginning

The earlier we start, the better the outcomes. Brain scientists, educators, economists and public health experts agree that the foundation for healthy relationships begins at birth. The earlier children can adapt and develop critical social-emotional skills – like attentiveness, persistence and impulse control – the earlier they can engage in healthy social interactions with their peers.
Given the tremendous amount of social and cognitive development that occurs from birth through age 5, it is no wonder there is a growing body of research which shows that even very young children can be at risk for bullying. Before characterizing situations among young children as “bullying,” however, it is especially critical to recognize that young children’s experiences with bullying differ greatly from older children. Many young children, whether the aggressor or the victim, don’t see aggressive actions as “bullying.” They may view these actions as hurtful, but they typically are not developmentally able to recognize repetitive behavior or power imbalances until they reach elementary school.
Many adults might also not recognize bullying-like behavior in young children; however, bullying can be prevented early. Parents and early childhood providers both play important roles in laying the foundation for strong social-emotional skills that lead to the development of healthy relationships. Adults at home and in classrooms can prevent bullying if they model positive behaviors, set clear rules, and monitor for warning signs of bullying.