Bullying-related phenomena are reported as growing problems in early childhood education and care (ECEC), which calls for structures for teachers' handling of these problems. Using an approach that emphasises bullying as a social, socially situated and contextual phenomenon, we investigate how such an approach can facilitate a positive change in teachers' professional reflections on practices aimed to curb bullying. Applying a practitioner research design, we analyse data comprising nine texts submitted for an assignment, each done by nine in-service ECEC teachers participating in a professional development course, and the transcript of a follow-up interview with two participants. We find that when teachers were obligated to take social and contextual perspectives on bullying, various strategies that went beyond focusing on a single child's (a victim's or a bully's) challenges emerged. Such focus strengthens both a more democratic ECEC practice and ECEC teachers' repertoire for action to tackle this complicated and demanding problem.