Violence in pedagogical interactions, especially in schools, is known from literature. So far there has been little research in the field of early childhood education. In the course of this work, violent interactions between educational professionals and children in elementary education are empirically examined recording their perceived frequency and correlating aspects. Violence is divided into five different areas and considered discursively in respect of the power relationship between adults and children. Results has been gained on the one hand from the quantitative statistical evaluation of an Austria-wide online survey and on the other hand by the qualitative content analysis of several guideline-supported interviews with elementary educators. The most central finding proves that violence acts of all five areas, in particular psychological violence, are often or even repeatedly perceptible facili-ties for elementary education. In a discursive perspective, the causes and relationships of violence in pedagogical relationships are discussed based on the research results.