Mito Akter-103331392

EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report

Assignment 2: Report

Assignment number: Report

Name: Mito Akter

Swinburne Online

Bachelor of Education (Childhood)

Unit Number: EDU20003

eLA name: Emily Zann

Monday 13th June 2022

Mito Akter-103331392
EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report
Assignment 2: Report

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Executive Summary

Bullying has become much more prevalent in society today. It is essential to cite that bullying is

not only localized to Australia but is a global concern that can have a detrimental effect on

Australian school environments where students have the right to be able to learn in a safe

environment. Here it must also be acknowledged that the children are not the only bullying on

the playground; instead, they may be victims of cyberbullying after school, such as in their

homes. In today's society, the technology available to children is becoming more advanced, such

as smartphones, computers, and tablets, so that bullies can reach children in any location. Hence,

in recent research, it has been shown that bullying of children can have detrimental effects on

their personal lives and the school setting with making friends and with their learning and

development. In light of this, parents and teachers are worried about the potentially harmful

outcome of bullying and cyberbullying on students. Therefore, this report will evaluate a range

of bullying characteristics and apply two theories of theory to understand better and predict the

nature of the problem in schools.

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EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report
Assignment 2: Report

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1 Table of Contents

Executive Summary.......................................................................................................................2

2 Introduction................................................................................................................4

3 Findings......................................................................................................................5

3.1 Key Points of (bullying).....................................................................................5

3.2 Factors contributing to issue.............................................................................5

3.3 Effects on learning and development in the primary school setting.............5

4 Recommendations Conclusion and..........................................................................6

References.......................................................................................................................................7
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2. Introduction
Bullying refers to a group or individual engaging in an aggressive act or behaviour. It is a pattern

of repeated verbal, physical, and social actions intending to cause physical, psychological, and

social harm in relationships. It also involves the misuse of power, or perceived power, by an

individual or a group against a person or persons that do not feel capable of stopping it

(Department of Education and Training, 2021). So, there is no doubt that bullying has a lifelong

impact on children's development and education, and for that, it is essential to address this so that

every child can feel safe in school. To support and help all those affected by bullying, it is

essential for teachers to understand bullying's impacts. So, for that, this report will determine the

kinds of bullying, what is cyberbullying and aspects that can help to intimidation and may lead to

adverse effects. As part of this report, it will discuss inclusive policies to prevent bullying in

schools and the teaching strategies that will be used. The theories that address child development

in the Australian educational system and how children thrive in contemporary society, and how

teachers can explore how children gain knowledge and confront bullies in Australian schools

nowadays. This report will address Bronfenbrenner's ecological and social approach to

understanding the results that affect bullying, Vygotsky's sociocultural theory concerning

children's biology and how socialization can aid in preventing bullying from happening.

2.1 Rationale

Bullying is a complex issue that teachers need to understand. While, the teachers who recognize

and understand every aspect of bullying will be able to provide assistance to all who participate

in bullying and prevent bullying from occurring, which stop bullying altogether. Since teachers
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are influential in students' daily lives, they should be aware of it, respond to the bullying

incidents and implement the programs to address these problems. Students who suffer from

bullying have difficulty learning, develop social skills because they are afraid to attend school,

and feel anxious at school. So those who have been bullied and those who perpetrate bullying

can suffer long-term consequences.

3. Findings

3.1 Key points of (bullying)

1.1.1 Current situation

There is a serious problem of bullying in Australian schools. In a recent study, 80% of students

reported that bullying occurs in their school and (1 in 5) Australian students being the victim of

bullying every week (McCrindle, 2022). Where the students also can see their friends being

bullied or become bullies themselves.

1.1.2 The main features of bullying

The Victorian Department of Education and Training State that, bully has the 3 of main features:

“a misuse of power in a relationship, ongoing and repeated and behaviours which may cause

harm” (Department of Education and Training, 2021). 

1.1.3 Types of bullying

Bullying behaviour can be classified into three distinct types, depending on the context and the

circumstances surrounding the action.

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EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report
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Verbal bullying is when someone is bullied verbally such as name calling, verbal teasing,

putting down others, and threatening to harm another person. (Kids Helpline, 2022).

Physical bullying can be defined as hitting, shoving, or intimidating another person, as well as

damaging or stealing their belongings. Recently, research has found that bullying can cause

psychological harm over a short and long period (Bullying No Way, 2022).

Social bullying is a type of bullying which entails consistently marginalizing another individual

or providing content or pictures that are detrimental to that individual (Bullying No Way, 2022).

1.1.4 What is cyberbullying?

Bullying may occur in-person and online, in a more recent trend in bullying known as

cyberbullying. Cyberbullying involves using digital tools, such as mobile phones, email, and

social media tools, for bullying purposes. The term cyberbullying refers to different forms of

online harassment, such as "pranking, image sharing, sexually explicit images, text, emails,

identity theft and hate sites" on Instagram, Facebook and other social media. "Cyberbullying" is

also defined as using technology by a student or students to conduct a multi-step campaign of

bullying another person. For example, provoking another student to be humiliated, capturing

their humiliation, posting the footage online, and having the website's address passed on

(Department of Education and Training, 2021). There is a tendency for the victim to be afraid of

telling their families or friends, which could result in the problems getting out of control and

causing permanent physiological, mental, and psychological damage to the victim.

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1.2 Reasons and factors contributing to (bullying)

3.2.1 Factor number 1:

Bronfenbrenner's socio-ecological theory emphasizes that students' microsystems, including

peers, family, community and school, contribute to the deliberations of bullying (Espelage,

2014). Several factors can influence the reason some students bully others. These factors include

a lack of socialization, exposure to violence, inadequate parental guidance, and the feeling that

they are not connected to their schools. Students' environment will influence how they treat

others when negatively impacted. The Bronfenbrenner theory has further said that the children's

environments are complex layers, and each layer impacts their development (Paquette & Ryan,

2001). Bronfenbrenner believes "the children do not possess the proper tools to examine their

surroundings if the microsystem has been broken down".

In some cases, family life can contribute to bullying behaviour. According to Vygotsky's

sociocultural theory, "children are influenced by their biological and experiential experiences"

(Kearns, 2010). The students' societal environment includes interactions with others that affect

their behaviour and abilities to learn. There is a tendency for bullies to have more problems at

home than other students (Yerger & Gehret, 2011). The majority of bullies are the result of

aggressive parenting. It is common for children to repeat their parents' behaviours, and

unfortunately, children will repeat behaviours both positive and negative since it is only natural

for them (Yerger & Gehret, 2011).

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3.2.2 Factor number 2:

It is common for students who bully peers to believe that the only form to be famous is to be

tough. Bullying is usually the result of a lack of confidence, anxiety, loneliness, isolation or

stress for the bullying student. Bullying can be motivated by the students' desire to enhance their

social status among friends or groups (Bullying No Way, 2022). A child's sense of belonging to

his or her friends and within a peer group is essential. However, bullying can isolate other

children or establish leaders among them.

1.3 Effects of (bullying) on children’s learning and development

3.3.1 Impacts of someone being bullied

When a student is being bullied, he or she will not participate in activities or classes and will not

enjoy going to school. Evidence suggests that children's relationships and interactions with one

another profoundly affect their learning, engagement, and success in the classroom (Ladd et al.,

2012). In this situation, students may feel unsafe, become distracted or miss class to avoid being

bullied. The Department of Education and Early Childhood Development (2021) reports that

bullied children are more likely to struggle academically throughout their schooling or even drop

out of school (Department of Education and Training, 2021). Students being bullied may feel

isolated or anxious at school, causing them to feel unsafe and alone. The result is that they tend

to withdraw socially from their peers and avoid making quality friends at school or having fun.

When bullied, students are more likely to suffer from depression, substance abuse, self-harm or
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EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report
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suicide (Department of Education and Training, 2021). The effects of bullying can endure even

into adulthood.

3.3.2 Impacts of bullying on bullied

Students who engage in disruptive and aggressive behaviour tend to be less engaged in school,

have academic difficulties, and experience adverse adolescent outcomes (Ladd et al., 2012). In

terms of academic achievement, students who bully other students are more likely to fall behind

their peers throughout their school careers than those who do not bully. Academically speaking,

they tend to have lower grades and poorer achievement than students who do not bully others,

leading to a continuous struggle throughout school and into adulthood. In general, students who

bully tend not to feel connected, like they feel that they belong, or have trust in the school

community. As a result, those who exhibit disruptive or aggressive behaviour may be rejected by

their peers, skip school, and risk being expelled.

As a consequence of bullying, children are more likely to skip school or drop out altogether,

leading to academic difficulties later on (Ladd et al., 2012). In addition, bullying others can cause

social problems, such as stress, anxiety, and depression in some students. Research shows that

students who repeatedly bully other students are more likely to experience mental health issues,

anti-social behaviour, and criminal behaviour as they mature (Bullying No Way, 2022).

4. Recommendations and Conclusion

4.1 Teachers, Students and Families Interaction

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EDU20003: Contemporary Perspectives of Learning and Development Assignment 2: Report
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A principal component of Bronfenbrenner's ecological theory is that teachers must develop

strong connections among learners' families and communities to enhance students' learning

potential. According to Bronfenbrenner, "everything a child comes into contact with impacts

their development" (Roundy, 2021). The surrounding has a significant influence on the children.

The impacts within students' environments must be nurturing, supportive, and motivating for

them to flourish. In the ecological system, the microsystem constitutes the influential level;

people in a child's life are of great importance in regards to the way they behave with others.

Students will benefit from being part of a caring, nurturing, and supportive environment in that

they can effectively flourish as social people and will feel less inclined to bully others. The

educators are responsible for creating welcoming and nurturing learning environments for

students and parents. The support of families will reduce negative school attitudes (Ladd et al.,

2012). Since teachers play a significant role in promoting students' social awareness and

fostering mutual understanding among peers, and preventing bullying, healthy relationships will

be fostered at school (Morcom & Cumming-Potvin, 2010). According to Vygotsky's

sociocultural theory, Vygotsky (1978) used "the concept of the zone of proximal development to

postulate the kind of pedagogy that is likely to encourage significant learning" (Morcom &

Cumming-Potvin, 2010).

4.2 Bullying Policy

To prevent and protect against bullying, school policies should be implemented throughout the

all-Australian schools. Education of Queensland reports that the Queensland state government
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has "compiled three different documents to guide schools in their development and

implementation of anti-bullying policies. The Code of School conduct, Preserving Queensland

Schools Safe, and the Toolkit for Parents to Address Bullying are included in these

documents(Chalmers et al, 2016). School policies equip schools and teachers with tools to

control bullying, create positive learning surroundings and provide guidance regarding student

wellbeing (Department of Education and Early Childhood Development, 2013). Student learning

and achievement will be enhanced if students, families, and the community are provided with a

united support system.

Conclusion

The report has outlined an apparent problem of bullying in Australian primary schools. Bullying

is also evident in schools and at home, where cyberbullying uses different technology to hurt

people. This report explained that students should not feel isolated and frightened to attend

school. If learners remain to feel this way, there will be a decline in their educational abilities,

social status, connections, and cognitive health will see somewhat a deterioration. As a result,

Lev Vygotsky's social theory, emphasized the importance of relationships and discussions

between children and adults in order for children's cognitive abilities to be enriched (Morin,

2012)

5.References
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Bullying No Way. (2022). Bullying No Way. https://bullyingnoway.gov.au/

Chalmers, C. C. (2016). School policies on bullying and cyberbullying: perspectives across three

Australian states. Educational Research, 58(1), 91-109.

doi:doi/full/10.1080/00131881.2015.1129114

Department of Education and Early Childhood Development. (2013). Student Resilience and

Wellbeing Resources. https://www.education.gov.au/aus-student wellbeing-framework

Department of Education and Training. (2021). What is bullying? Victorian State Government:

https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/what.aspx

Espelage, D. (2014). Ecological Theory: Preventing youth bullying, aggression and

victimisation. Theory into practice. Theory into practice, 257-264 .

doi:https://doi.org/10.1080/00405841.2014.947216

Kearns, K. (2010). Frameworks for Learning & Development (2nd ed.). Pearson Education.

Kids Helpline. (2022). Kids Helpline: Anytime Any reason.

https://kidshelpline.com.au/teens/issues/bullying

Ladd, G. W.-l. (2012). Peer Relationships and Adjustment at School. Information Age

Publishing.

McCrindle. (2022). Research Reveals Shoching New Statistics of Australia's Bullying Crisis.

https://mccrindle.com.au/insights/blog/three-in-five-australian-students-have-

experienced-bullying

Morcom, V., & Cumming-Potvin, W. (2010). Bullies and victims in a primary classroom:

Scaffolding a collaborative community of practice. Issues in Educational Research,

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20(2),.

Morin, M. (2012). Encyclopedia of Human Behavior (Second Edition). Elsevier.

https://www.elsevier.com/books/T/A/9780080961804

Paquette, D., & Ryan, J. (2001). Bronfenbrenner’s Ecological Systems Theory. Bronfenbrenner.

doi: paquetteryanwebquest_20091110

Roundy, L. (2021). Bronfenbrenner's Ecological Systems Theory of Development: Definition &

Examples [video file]. https://study.com/academy/lesson/bronfenbrenners-ecological-

systems-theory-of-development-definition-examples.html.

Yerger, W., & Gehret, C. (2011). Understanding and Dealing With Bullying in Schools. The,

75(4), 315-326. doi:https://doi.org/10.1080/00131725.2011.602468