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<p>Peer victimization occurs in various social contexts, including among preschool children. As language socialization often occurs through children’s literature, interventions have frequently utilized picture books with young children. As words convey psychological meaning, the current study utilized linguistic analysis to determine how the words of bully characters and victim characters differed. The Linguistic Inquiry and Word Count program was used to evaluate the bully and victim transcripts from 69 books written in English on differential use of emotional language, cognitive language, temporal focus of language, overall style of language, and first-person-centered pronoun usage. Books selected included popular children’s books written in English, appropriate for age groups 3 − 5, and published in the countries of the United States, Canada, and England. Popular children’s books were identified using a list created by Oppliger and Davis (<i>Early Childhood Education Journal, 44</i>(5), 515–526, 2016) that delineated books following a traditional storyline circulated to groups aged 3 − 5 with high internet sale rankings. The language used by bully and victim characters differed in several significant ways related to specific emotion, insight, temporal focus, authenticity, analytical thinking, gendered language, and first person-centered pronoun usage suggesting the social impact of storytelling on children’s understanding of bullies and victims. Implications surrounding the role of language socialization and the use of children’s literature for bully prevention programs are discussed.</p>

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Linguistic Analysis of Preschool Literature Related to Peer Victimization

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月5日

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  • Shannon R. Scott,
  • Lisa H. Rosen,
  • Darian J. Poe

摘要

Peer victimization occurs in various social contexts, including among preschool children. As language socialization often occurs through children’s literature, interventions have frequently utilized picture books with young children. As words convey psychological meaning, the current study utilized linguistic analysis to determine how the words of bully characters and victim characters differed. The Linguistic Inquiry and Word Count program was used to evaluate the bully and victim transcripts from 69 books written in English on differential use of emotional language, cognitive language, temporal focus of language, overall style of language, and first-person-centered pronoun usage. Books selected included popular children’s books written in English, appropriate for age groups 3 − 5, and published in the countries of the United States, Canada, and England. Popular children’s books were identified using a list created by Oppliger and Davis (Early Childhood Education Journal, 44(5), 515–526, 2016) that delineated books following a traditional storyline circulated to groups aged 3 − 5 with high internet sale rankings. The language used by bully and victim characters differed in several significant ways related to specific emotion, insight, temporal focus, authenticity, analytical thinking, gendered language, and first person-centered pronoun usage suggesting the social impact of storytelling on children’s understanding of bullies and victims. Implications surrounding the role of language socialization and the use of children’s literature for bully prevention programs are discussed.