Aggressors, Victims, and Defenders in Preschool: Peer, Self-, and Teacher Reports

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Short-Term Longitudinal Relationships Between Children’s Peer Victimization/Bullying Experiences and Self-Perceptions (2010, background): “Bullying and victimization are now recognized as relatively common features of the kindergarten and preschool years (Kochenderfer and Ladd, 1996; Monks et al., 2003), middle childhood (Boulton and underwood, 1992; Perry et al.”
Bullying in early educational settings (2012, background): “Monks et al. (2003) suggest that the term aggressor should be used instead of bully among young children.”
Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence (2011, background): “nominations (Monks et al. 2003).”
Bullying roles in changing contexts: The stability of victim and bully roles from primary to secondary school (2005, background): “This pattern of findings is in line with results from the study reported by Monks et al. (2003), who used peer nominations and reported stability in the early years of primary school.”
Definitions of bullying: Age differences in understanding of the term, and the role of experience (2006, background): “At 4 to 6 years, the victim role, for example, is not nearly so clear and stable as at 8 years (Boulton & Smith, 1994; Ladd & Ladd, 1998; Monks et al., 2003).”