Early Childhood Aggression and the Intent Paradox: A Developmental View of Bullying

This study examines aggressive peer behaviours observed in early childhood (0 to 8 years) from a developmental relational perspective and critically questions the direct application of traditional bullying frameworks to this developmental period. Early childhood is a critical stage in which social emotional capacities such as empathy, emotional regulation, impulse control, perspective taking and social problem solving rapidly develop but remain immature. As a result, children may display aggressive, conflictual or exclusionary behaviours due to their limited capacities for intentionality, self regulation and social understanding. Drawing on contemporary literature in developmental psychology and early childhood education, this study argues that many aggressive peer behaviours observed during early childhood are more closely linked to developmental processes than to stable patterns of malicious intent or deliberate harm. In this context, the paper introduces the concept of the intent paradox, referring to the developmental mismatch between externally harmful behaviours and children’s developing emotional, cognitive and intentional regulation capacities. The study further emphasises that when such behaviours are not addressed through supportive and developmentally responsive interventions, they may contribute to more persistent relational and behavioural difficulties in later stages of development. In conclusion, the study highlights the importance of understanding challenging peer behaviours within a developmental relational framework rather than relying solely on bullying terminology, and emphasises the need for preventive, inclusive and developmentally sensitive approaches that support children’s social emotional development.