This research investigated rough and tumble (R&T) play in two early childhood settings. Participants included 11 educators and 17 children (5 years old). The study focused on gaining an understanding of how early childhood educators and young children interpret R&T play. The results indicate that while there is perceived value in R&T related to the development of young children, educators are uncertain of how to manage the play. The results of this study demonstrate the need for early childhood programs to develop policies to guide how R&T is managed.
THIS RESEARCH INVESTIGATED THE rough-and-tumble play of 17 five-year-old children in two early childhood settings. The study resulted in an increased understanding of the forms of rough-and-tumble play displayed by young children. This study demonstrates that both boys and girls are engaged in a variety of rough-and-tumble play behaviours. Twenty-seven distinct rough-and-tumble play behaviours were exhibited during the observation period. They included eight components identified as rough-and-tumble play in previous research and also 19 behaviours not previously identified as elements of such. These elements indicate pre-operational forms of rough-and-tumble play. The results of this study have implications for the understanding of child development. It suggests that rough-and-tumble play evolves as children age; that children move into more complex play behaviours as they mature.
Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify definitions of serious aggression and playful aggression, conceptualise the importance of various forms of sociodramatic play in child development, and provide strategies for educators when confronted with aggressive sociodramatic play in their classrooms.
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