Studies addressing the issue of bullying during the preschool period are still extremely rare. The main aim of the present research was to study the prevalence rates of bullying in preschool children using a multimethod approach. Participants were 167 preschool children (ages 4–6) and 8 classroom teachers. Measures were four forms of bullying: verbal, physical, and relational bullying and rumour spreading. Data were collected through peer nominations, self- and teacher reports, and natural observations. Results have shown that the frequencies of bullying episodes vary greatly according to the source of information. Moreover, agreement between informants was either nonsignificant or moderate. This is extremely important when conducting relevant empirical research with preschool populations. It is probable that inconsistent results obtained in previous research may be due to the selection of one or another source of information. It is of primary importance to design methodological tools that are both valid and reliable if prevention programs against victimisation are to be consistent and effective. 1. Introduction 1.1. Bullying in Preschool Children: Prevalence Rates Bullying is defined as an aggressive behaviour of intentional “harm doing,” which is carried out repeatedly and over time within a personal relationship characterized by an imbalance of power [1]. Bullying may take a variety of forms including physical and verbal abuse, social isolation, and/or exclusion. Previous research has shown that children take on central as well as peripheral participant roles in the bullying process. The central roles include (a) bullying others without being victimized, (b) bullying others and also being victimized by classmates, and (c) becoming the target of others’ aggression without being aggressive towards others. Peripheral roles refer to indirect participation in a bullying event. Thus, children may be involved in bullying by assisting the bully (assistants), providing the bully with positive feedback (reinforcers), taking sides with the victim (defenders), or remaining uninvolved and thus silently approving of the bullying (outsiders). Despite the growing interest in bully/victim problems in school, studies that have addressed this issue in the preschool years are extremely rare. This apparent lack of interest in victimized preschoolers should be viewed in relation to the methodological constraints posed upon researchers [2]. For example, a study carried out on preschool children has shown that bullying is a serious problem even in the preschool. In a study
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