‘They Yell and I Yell Back’ Pre-schoolers’ Descriptions of Conflict Laden Interactions at Home

Abstract

Over the past 50 years, extensive research has been published on the parent–child relationship and parenting. However, there are very few examples where young children are at the centre of attention for describing family dynamics, relationships and conflicts. This study aimed at addressing this research and knowledge gap through exploring the emotional and relational experiences of preschool children whose parents attended a universal parenting programme. Seventeen preschool children aged 3–6 were interviewed, using an emotion-focused, pictorial-based computer assisted interview method. The children’s descriptions of their family relationships were analysed using qualitative content analysis. The children described negative interplay within the families in rich detail, especially experiences where conflicts with parents escalated and were left unresolved. Moments of positive family interactions were described as well, but they were heavily overshadowed by the narratives containing negative parenting. The children also described compensatory behaviours, such as looking for comfort from siblings or pets. The narratives in this study gave a unique insight into the emotional and relational domestic context of children in families seeking universally offered parenting support. Given adequate tools and support, children as young as 3 or 4 years old could provide extensive information about their lives. We urge future research examining parenting or family interventions to include the children’s perspectives.

”Daddy comforts me”–Young Swedish children’s perspectives on their family relations before and after their parents’ participation in a parenting programme

“…In a previous study, the experiences of children whose parents participated in a parenting programme were explored. Children were interviewed prior to their parents' participation in the programme, and described moments where they and their parents got caught in escalating interaction patterns which resulted in negative parenting behaviours such as yelling and coercion [17]. By involving children in evaluations, we are able to receive opinions and experiences that are not assessable from parents or other adults in the children's surroundings, as well as getting information that otherwise would not have been obtained.…”