Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal MIMBAR : Jurnal Sosial dan Pembangunan
Nabilah Nur'aini
Pendidikan Agama Islam, Universitas Islam Bandung
Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Rethinking Bullying Prevention in Early Childhood Education: Holistic and Participatory Pedagogies Nurul Afrianti; Nadiya Kurniati; Erhamwilda; Fitroh Hayati; Huriah Rachmah; Nabilah Nur'aini
MIMBAR : Jurnal Sosial dan Pembangunan Volume 42, No. 1, (Juni 2026) [Accredited Sinta 3, No 79/E/KPT/2023]
Publisher : UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/mimbar.v42i1.10371

Abstract

Abstract.Bullying in early childhood is seen as a relational and ecological issue, influenced by emotional regulation, classroom climate, social participation, family, and culture. This review examines how holistic and participatory pedagogies help prevent bullying, based on research from 2009-2025 in Indonesia and internationally, covering development psychology, social-emotional learning, trauma-informed education, and ecological approaches. Six key themes emerge: bullying as a relational-ecological issue, social-emotional learning as prevention, participatory and democratic learning, trauma-informed classrooms, family and community partnerships, and playful interventions. Prevention is most effective when environments foster emotional safety, empathy, cooperation, child agency, and inclusion. These approaches work together by addressing developmental skills and social structures that sustain exclusion. The review notes limitations like vague definitions, limited long-term studies, and inadequate non-Western context adaptation. It advocates moving from reactive discipline to relational, ecological, and community-based strategies, with implications for curriculum, teacher training, family involvement, and policy.
Co-Authors Erhamwilda Fitroh Hayati Huriah Rachmah Nadiya Kurniati Nurul Afrianti