Families, Parenting and Aggressive Preschoolers: A Scoping Review of Studies Examining Family Variables Related to Preschool Aggression

Abstract

Background: A growing body of research has shown that children behave aggressively from an early age. In recent decades, such behaviour has become a focus of scientific interest, not only because of the adverse consequences of these interactions, but also because high levels of aggression, especially at an early age, may be a risk factor for the use of other forms of aggression, such as bullying, later on during their development. These behaviours are related not only to individual characteristics, but also to peer relationships, teacher behaviours, school variables, family factors and cultural influences. Method: In order to find out which family variables have been researched in relation to preschool aggression and which family variables are associated with perpetration and victimisation, a scoping review was conducted in accordance with the PRISMA guidelines. Four databases (Web of Science, Scopus, PubMed and PsycINFO) were used to map the studies published between 2000 and 2022. Results: This scoping review included 39 peer-reviewed articles from an initial sample of 2002 of them. The majority of studies looked only at perpetration behaviours. The main family variables covered in the articles concern parental behaviours, adverse childhood experiences in the family environment, and the household structural and sociodemographic characteristics. Conclusion: This scoping review shows that different factors within the family environment increase the risk of developing aggressive and victimising behaviours in the preschool setting. However, the relationship between the family variables and preschool aggression is complex, and it may be mediated by other factors such as gender, child–teacher closeness or parent–child dyads.

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

“…Therefore, studying the variables has important theoretical and practical global implications (Navarro et al, 2022). This type of approach is perfectly represented by Bronfenbrenner's ecological model within the context of micro-(parents, peers, and school), meso-(teacher involvement), exo-(neighborhood environment), macro-(cultural norms and beliefs, religious affiliation), and chronosystem (changes in family structure) levels (Bronfenbrenner & Evans, 2000).…”

“…Some researchers have described a link between three fundamental factors that have an essential influence on the behavior of the victim and the bully: the family, the school, and the neighborhood (Esteban et al, 2020). Therefore, studying the variables has important theoretical and practical global implications (Navarro et al, 2022). This type of approach is perfectly represented by Bronfenbrenner’s ecological model within the context of micro- (parents, peers, and school), meso- (teacher involvement), exo- (neighborhood environment), macro- (cultural norms and beliefs, religious affiliation), and chronosystem (changes in family structure) levels (Bronfenbrenner & Evans, 2000).…”

“…Few studies, and generally outside Latin America, have examined the cultural environment, neighborhood, and context in the occurrence of school bullying (Navarro et al, 2022; United Nations Educational, Scientific and Cultural Organization, 2017). Given that effective bullying prevention and intervention strategies address multiple contexts and not just the individual, it is crucial to understand the levels of the ecological system that influence and/or inhibit bullying and peer victimization at school (Bronfenbrenner & Evans, 2000; Hong & Espelage, 2012; Turanovic, 2022).…”

Relational and physical aggression in preschool‐age children: Associations with teacher, parent, sibling, and peer relationship quality

“…Across multiple racial and ethnic groups, physical aggression has been shown to be relatively typical during early toddlerhood (Lorber et al, 2019; Navarro et al, 2022). By 3 years of age, physical aggression is less frequent and may be replaced by other forms of aggression, such as relational aggression (Ettekal & Ladd, 2017; Navarro et al, 2022). However, when physical aggression persists beyond toddlerhood, it frequently co‐occurs with high levels of relational aggression (Ettekal & Ladd, 2017; Girard et al, 2019).…”

“…Relational aggression is intended to cause harm to peer relationships and social standing (e.g., exclusion of another child), whereas physical aggression is harmful through the use or threat of physical force (e.g., hitting others). Across multiple racial and ethnic groups, physical aggression has been shown to be relatively typical during early toddlerhood (Lorber et al, 2019; Navarro et al, 2022). By 3 years of age, physical aggression is less frequent and may be replaced by other forms of aggression, such as relational aggression (Ettekal & Ladd, 2017; Navarro et al, 2022).…”