Unjustified aggression in early childhood education has received less scientific attention due to the methodological and ethical difficulties involved in working with children. This limitation has generated a degree of conceptual ambiguity, due to the methodological and procedural diversity employed by researchers. The aim of this study is to provide a systematic review on unjustified aggression and victimization in the classroom in early childhood over the last decade. Following the guidelines set by Systematic Reviews and Meta-Analysis (PRISMA), a total of 3905 articles published between 2011 and 2021 were reviewed, which were narrowed down to a final sample of 52 papers that met the inclusion criteria. The results indicated a low scientific production, in which the existing research comes almost exclusively from developed countries, where 57.70 % were carried out with samples of less than 250 participants. A total of 67.31 % of these studies have used teachers' reports to obtain the information, victimization does not feature highly in these studies, and there are few longitudinal studies in this respect. The results are discussed in relation to both the need to reconceptualize the construct and the need to standardize the methodology to obtain more robust data on this interpersonal classroom dynamic in early childhood.

由于儿童工作中存在方法论和伦理上的困难，幼儿教育中的不正当攻击行为很少受到科学界的关注。由于研究人员采用的方法和程序的多样性，这种限制产生了一定程度的概念模糊性。本研究的目的是对过去十年中幼儿课堂上的不正当攻击和受害行为进行系统回顾。根据系统评价和荟萃分析 (PRISMA) 制定的指南，对 2011 年至 2021 年间发表的总共 3905 篇文章进行了审核，最终样本缩小到了 52 篇符合纳入标准的论文。结果表明科学产出较低，现有研究几乎全部来自发达国家，其中 57. 70% 的样本少于 250 名参与者。共有67.31%的研究利用教师报告来获取信息，受害行为在这些研究中的比重并不高，这方面的纵向研究也很少。讨论的结果涉及重新概念化结构的需要和标准化方法的需要，以获得有关幼儿期人际课堂动态的更可靠的数据。