A Study On Relations Between Bullying Behavior And Theory Of Psychological Mind Of3-6Years Old Children

Bullying is a special kind of aggressive behavior which is manifested with assault, abuse,slander, extortion, nickname, spreading rumors, etc,. Bullying has a greater negative impact on thephysical and mental health of the bullied children, previous studies have shown that theory onpsychological mind of early childhood is one of the important factors in investigating child bullying.Therefore, studies on bullying behaviors of3-6-years-old children and their psychologicalrelationship at the theoretical level can provide a better understanding of the factors of childbullying, which is the basis of school management and psychological counseling to address andprevent bullying among kindergarten children.This study, selected the children from two different types of the kindergarten in Lanzhou, as thesubjects, using the methods of teacher rating, on-site observations, games experiment and theinterview, investigates the characteristics of bullying behaviors among kindergarten children,including the characteristics, and its conclusions are as follows.（1）the research shows, by analyzing and comparing bullying behaviors of kindergarten children,the common bullying behaviors include pushing collision, snatching, the curse, nicknaming andintimidation, etc,.（2）there is a big gender difference in bullying ways, that is, girls are slightly higher than boys inbody bullying while boys are slightly higher than girls in the way of language. From the perspectiveof the purpose of the bullying, the girls are more possibly to harm others than male children.（3）from the perspective of the ways of stopping bullying, the boys are more possibly to “endedhimself” than girls while generally “stopped by others” is more common than “ended herself” in theways of stopping bullying. And generally, the way of “stopped by others” are more common than“ended him(her)self” at the different ages.（4）as to the parents education background, father’s education background is not significantlyrelated to and child bullying behaviors while mother’s has a significant impact. Specifically, thelower does the mother’s education level, the fewer children bullying behaviors.（5）as to the occurring sites of bullying behaviors, in the activity room is more common,followed by a corridor or hall, playground (outdoor fields), at the same time, children’s indoorbullying behavior to reduce while outdoor bullying behavior gradually rising increase with ageing. （6）the structure of to bullying and being bullied presents the following characteristics,one-on-one is more common than many-on-many, and the bullying form of one-on-one decrease andthe forms of one-to-many or many-to-one gradually increase with ageing.（7）the research, by the theory of infant mental analysis, shows there are no significantdifferences in gender differences but in age from child psychological theories, which means, aschildren ageing, child psychology theoretical level gradually increases.（8）the children with bullying scores higher than ordinary children in mental theoretical bullying,which means children with bullying is higher than the ordinary child in the development judgingproperty of things, the location of conversion and the predictability of the consequences.（9）the research shows that theory of mind is significantly associated with language bullying butnot with physical and indirect bullying. Theory of psychological mind score higher, the duration ofbullying is longer. The duration of bullying is significantly associated with the total number ofbullying, reflecting proportional trend, and the total number of bullying behavior sign issignificantly related to three ways of bullying mentioned above.（10）the research shows, by multiple regression analysis, the self controlling capacities and falsebelief are two variables of bullying, and self-reaction problems, appearance issues are importantfactors of the bullying.