Dampak Bullying Terhadap Interaksi Sosial Anak Usia Dini: A Systematic Literature Review
Abstract
This study aims to analyze the impact of bullying on the social interactions of early childhood children in Early Childhood Education (ECE) settings through a Systematic Literature Review (SLR) approach. The study employed a descriptive qualitative method by analyzing scientific articles published between 2016 and 2025, which were obtained from the Scopus and Google Scholar databases. The article selection process followed the PRISMA stages, including identification, screening, eligibility, and inclusion. The findings indicate that bullying has negative effects on children's social-emotional development and social interactions, including social anxiety, social withdrawal, low communication skills, and difficulties in establishing positive peer relationships. Furthermore, a supportive classroom environment, positive teacher–child relationships, emotional regulation skills, prosocial behavior, and anti-bullying programs were identified as important factors in reducing the risk and impact of bullying among young children. The study also reveals that research on bullying in early childhood education settings remains relatively limited and has not comprehensively integrated the relationships among bullying, social-emotional development, and children's social interactions. Therefore, this study contributes to the body of knowledge in early childhood education by emphasizing the importance of bullying prevention through collaboration among teachers, parents, and educational institutions to create safe, inclusive, and child-friendly learning environments that support children's optimal social development.
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References
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