Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

Abstract

Introduction

Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner’s ecological system theory.

Methods

Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children’s emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour.

Results

Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals.

Discussion

The study advances theoretical understanding by examining how factors within preschoolers’ microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.

Keywords:

• peer aggression
• peer victimization
• preschool
• microsystem
• community cohesion

Data Sharing Statement

The data used in the study cannot be publicly shared due to the limitations specified for the ethical committee regarding personal data protection. The datasets used and/or analysed during the current study will be available privately from Raúl Navarro on reasonable request.

Ethical Approval

This study was conducted in compliance with the ethical standards of APA and the 1964 Declaration of Helsinki, its later amendments, and comparable ethical standards. The study protocol was reviewed and approved by the Social Research Ethics Committee (SREC) of the University of Castilla-La Mancha (Approval Number. CEIS-639445-L9N3).

Consent to Participate

Informed consent was obtained from all individual participants included in the study. Teachers gave written consent to participate in the study. Parental written consent to authorize both their own and their children’s participation in the study was also gathered before the beginning of the study.

Disclosure

The authors declare that there are no conflicts of interest for this work. Specifically, the authors declare that there has not been any conflict of interest with the funding institution that could have biased the results of the research or affected the publication of this paper.

Additional information

Funding

This research was developed in the framework of the research project which was subsidised by the Spanish Ministry of Science and Innovation: “Violent behaviors and bullying during early childhood: prevention and interventions keys from school and family education” (PID2020-119268RB-I00). The funder did not have a specific role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript.