Bullying is a word often used to describe a lot of different aggressive or harmful behaviors that are not actually bullying. Bullying is one-sided and does not include one-off incidents or conflicts between strangers. Bullying happens within social relationships, involving repeated and hurtful behaviors that stem from a misuse of power. A clear and shared definition is important so that centers, schools, kura, adults, and young people can identify bullying and distinguish it from other types of aggression or conflict.

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It is important that everyone is looking for the same types of behaviors before labelling a person as a bully. Incorrectly labelling a child as a bully can lead to serious and inaccurate stigmatization. A consistent approach to defining and understanding bullying is also important so that appropriate strategies and interventions can be implemented.
SCHOOL BULLYING
Bullying can involve many different types of behaviour. Physical, or ‘direct’ bullying hurts an individual in a tangible way, but ‘indirect’ actions such as stealing or damaging their belongings can hurt them emotionally. This also applies to verbal bullying, which involves name-calling or being otherwise insulted or humiliated. Relational or social bullying refers to behaviours that disrupt the victims’ relationships with their peers, such as social exclusion or spreading gossip. Bullying can be motivated by race, religion, culture, gender or sexuality. Sexual bullying may involve sexual acts or demands. Cyberbullying, a relatively more recent phenomenon that has attracted increasing attention in the last decade, involves using electronic means such as the internet, email and mobile phones. It is particularly vicious, as nasty messages or images can be spread quickly and seen by many. Research evidence suggests that it tends to happen outside of school.
PARTICIPANT ROLES IN SCHOOL BULLYING
School bullying normally occurs in the presence of the peer group and is a social process. Children’s responses to bullying, and their perceptions of themselves and of their own safety, are influenced by others. The social context of individual classes or year groups can also influence the likelihood of bullying. However, more research is needed into the nature of the group process involved. Children are not just bullying and/or victims in bullying: they may act as assistants of the bully - doing things that help, such as acting as a lookout - or as reinforcers, encouraging the bullying. On the other hand, they may be defenders, who try to stop it, or outsiders/bystanders, who neither encourage nor intervene.
EARLY CHILDHOOD EDUCATION
The period of early childhood is until the age of eight years. One of the reasons that early childhood is regarded up to the age of eight is to enable him or her acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. The early childhood education is in an organized form to a major extent. The teachers and the other members of the pre-school, who are involved in this education are required to be systematic and methodical in their workings and conduct. It requires efficiency in its format and implication. Within this framework, the term ‘care’ holds much significance. When imparting any kind of learning, understanding or information to the students, the teachers need to take into consideration, the aspects of care and thoughtfulness. In pre-schools, students are young, hence, they need to be taken care in terms of various aspects, such as, learning, playing, health, emotions, diet, nutrition, and psychoanalysis. These are important for the overall development of the child. The main purpose of early childhood education is to lead to effectual growth and development of the students. It creates the foundation for learning among the students, so that they are able to develop their skills and abilities efficiently from the early age. Early childhood care and education also makes provision of information and knowledge to the families and communities of the students, with the purpose of contributing towards their effective growth and development. In pre-schools, learning begins with play, when students begin to take pleasure in play activities, then at the next level, they are taught drawing and colouring strategies, which enables them to develop an interest in art. At the next level, students are taught academic concepts, such as alphabets, numbers etc.
HOW BULLYING AFFECT EARLY CHILDHOOD EDEUCATION
Bullying has become a widespread epidemic among school-aged children in the Nigeria. While evidence suggests that bullying is more pervasive among adolescent student populations, aggressive behaviors can emerge in children as young as 12 months of age. Therefore, involvement within the bullying dynamic could begin in the early childhood years. It is believed that the early emergence of bullying behaviors may be related to children becoming engaged in social groupings at an early age. Based on the social nature of bullying, it is critical for early childhood educators to understand how the development of socializing behaviors may contribute to involvement within the bullying dynamic. Early intervention is the most effective means for reducing challenging behaviors Bullies and Victims: Understanding Bullying in an Early Childhood. Rose within an educational setting, including bullying and victimization. his immediate intervention is even more crucial because young children who are exposed to early victimization may display premature signs of social maladjustment and isolation, and these individuals may have internalized behavior problems that existed prior to school enrollment. Internalizing behaviors may consist of anxiety, depression or withdrawal. On the other hand, students who possess early aggressive behaviors (externalizing behaviors) tend to engage in direct forms of bullying during primary grades. Therefore, teachers must be able to recognize the early signs of problem behaviors, both internalizing and externalizing, in order to prevent prolonged involvement within the bullying dynamic. Intervening early could possibly reduce future perpetration and victimization.
CONCLUSION
Bullying behaviors can emerge at an early age, and it is critical for early childhood professionals to be able to identify and intervene in bullying situations immediately. Educators of young children must provide a structured classroom that is not conducive to bullying behaviors, and allow their students to become active stakeholders within the environment. Additionally, early childhood teachers must consistently watch for the behavioral warning signs and monitor for changes in social groupings or structures within their classrooms. Evidence-based practices should be used to increase awareness and acceptances, as well as foster social skills and age-appropriate communication. Overall, early intervention is most effective for preventing or reducing the long-term outcomes associated with exposure to bullying and victimization
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