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Completed

NCT Number: NCT07371884

Dramatic Play and Bullying Behaviors in Preschool Children

This study aims to examine the effect of dramatic play-based activities on bullying behaviors in preschool children; and to evaluate the effects of these activities on empathy levels and social interaction skills, thereby revealing the moderating role of individual and environmental factors in this relationship.

The hypothesis of the research is as follows. H1: Dramatic play has an effect on bullying behaviors in preschool children.

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Key information

Conditions

Bullying Behavior Aberrant Motor Behavior in Dementia Aggression Aggressive Behavior Behavior Behavioral Symptoms Social Behavior

Age range

3 year–6 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Atatürk University

Erzurum, Turkey (Türkiye)

About this study

The research will be conducted with all students (3-6 years old) attending a kindergarten affiliated with the Bitlis Provincial Directorate who meet the inclusion criteria. The study will begin with a video animation presentation for preliminary information; this will be followed by dramatic play-based activities aimed at reducing bullying behaviors and supporting empathy and social interaction skills, implemented over 10 weeks. Data will be collected using the "Introductory Information Form," the "Preschool Peer Bullying Scale (Teacher Form)," and the "Bully and Victim Child Behavior Assessment Form."

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Being in the 3-6 age group
  • No learning difficulties
  • No communication problems
  • Speaking Turkish
  • No chronic illnesses
  • Suitable/willing to work in a group

Exclusion criteria

  • Child receiving a chronic diagnosis
  • Child leaving school
  • Desire to leave work
  • Child not adapting to group work

Treatment and study plan

dramatic play intervention

Behavioral

A dramatic play program will be implemented to reduce bullying behaviors in preschool children. The intervention will consist of structured dramatic play activities aimed at developing social interaction, empathy, and problem-solving skills, and will be implemented over a period of 10 weeks.

Primary outcomes

  1. Identification Information Form

    Time frame: 1 Week

    The form was prepared based on the researchers' previous experiences and the literature to determine the demographic characteristics of the children who constitute the sample of the study. The form contains a total of 11 items to determine information such as the child's age, gender, parental status, family structure, number of siblings, parental education and father's occupation, and duration of preschool education.

  2. Preschool Peer Bullying Scale Teacher Form

    Time frame: 1 Week

    The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin

  3. Bully and Victim Child Behavior Assessment Form

    Time frame: 1 Week

    The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.

Secondary outcomes

  1. Preschool Peer Bullying Scale Teacher Form

    Time frame: 10 Week

    The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin

  2. Bully and Victim Child Behavior Assessment Form

    Time frame: 10 Week

    The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.

Sponsors and collaborators

Lead sponsor

Ataturk University

Other

Registry information

Official study title

The Effect of Dramatic Play on Bullying Behaviors in Preschool Children

Acronym: DRAMA-BULLY

Important dates

Study start
2025
Primary completion
2025
Study completion
2026
First posted
Jan 28, 2026
Registry last updated
Apr 23, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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