The Role of Teachers in Addressing Early Childhood Bullying through Reading and Writing Literacy
DOI:
https://doi.org/10.29407/e.v12i2.25537Keywords:
character education, early childhood bullying, reading and writing literacy, teacher roleAbstract
This study aims to examine teachers' strategies in addressing bullying behavior in early childhood through reading and writing literacy activities. Using a qualitative approach with a multi-site case study design, the study was conducted at Ngadirejo 01 Kindergarten and Ngadirejo 02 Kindergarten in Wonoasri, Madiun. Data were collected through participatory observation, semi-structured interviews, and document analysis, then analyzed using the Miles and Huberman model, which includes data reduction, presentation, and verification. The results show that reading and writing literacy activities that integrate social values such as empathy and mutual assistance can increase children's social awareness and reduce bullying behavior. At Ngadirejo 01 Kindergarten, 58% of children showed a high interest in literacy and a 41% decrease in verbal aggression, while at Ngadirejo 02 Kindergarten, the figures were 73% and 45%. The challenges faced by teachers include limited reading materials and the need to improve character literacy competencies. Teachers play an important role as facilitators and positive social models. Literacy has proven to be an effective strategy in character education to prevent bullying and foster prosocial behavior in early childhood.
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