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Bauer, Karen L.; Dettore, Ernest

doi:10.1023/a:1025677730004

Cited by 22 publications

(6 citation statements)

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“…Children engaged in play also experience a range of intellectual benefits through cause-and-effect relationships and their exploration of complex or challenging concepts that require higher level thinking (i.e. logico-mathematical thinking and scientific thinking), thus further developing their cognitive competence (Bauer & Dettore, 1997). Play also facilitates the development of social skills in that it requires children to cooperatively develop themes, make decisions, pay attention to detail, sequence their actions and resolve conflicts or solve problems (Bauer & Dettore, 1997).…”

Section: Young Children's Playmentioning

confidence: 99%

“…logico-mathematical thinking and scientific thinking), thus further developing their cognitive competence (Bauer & Dettore, 1997). Play also facilitates the development of social skills in that it requires children to cooperatively develop themes, make decisions, pay attention to detail, sequence their actions and resolve conflicts or solve problems (Bauer & Dettore, 1997). Furthermore, dramatic play, which fosters cognitive and social development in young children is a facilitator of symbolic functioning (Hewes & McEwan, 2006) and is valuable for mathematics (Emfinger, 2009) and literacy (Korat, Bahar & Snapir, 2003;Pellegrini & Galda, 1993) development.…”

Section: Young Children's Playmentioning

confidence: 99%

“…Through social pretend play, young children learn to build strong peer relationships (Dunn & Hughes, 2001). Play provides children with the opportunities to develop concepts of right and wrong, and good and bad (Bauer & Dettore, 1997) in support of social-emotional development. Through their playful interactions with peers and adults, children learn, practise and maintain challenging vocabulary and more advanced language concepts while simultaneously learning to view the perspectives of others.…”

Section: Young Children's Playmentioning

confidence: 99%

“…Existing research involving rough-and-tumble play (Jarvis, 2007;Pellegrini, 1987;Smith & Lewis, 1984;Tannock, 2008), risky play (Sandseter, 2009), superhero play (Bauer & Dettore, 1997), 'bad guy' play (Logue & Detour, 2011), active play (Logue & Harvey, 2010), play fighting (Hart & Tannock, 2013a;Pellis & Pellis, 2007), big body play (Carlson, 2011), war play (Levin & Carlsson-Paige, 2006;Hellendoorn & Harinck, 1997;Malloy & McMurray-Schwarz, 2004) and physically active and imaginative play (Parsons & Howe, 2006) describe similar playful aggressive behavioural characteristics. Given the numerous terms used to define similar play behaviour, teachers struggle to recognise the benefits and support children's engagement of playful aggression (Hart & Tannock, 2013a).…”

Section: Playful Aggressionmentioning

confidence: 99%

“…Playfully aggressive behaviours as found in RTP, superhero play and big body play are believed to be valuable components of early childhood with many developmental benefits, including social, emotional, cognitive, language and physical development (Bauer & Dettore, 1997;Calabrese, 2003;Clements, 2004;Hewes & McEwan, 2006;Logue & Detour, 2011;Parsons & Howe, 2006;Pellegrini, 1988Pellegrini, , 1989bReed, Brown & Roth, 2000;Sandseter, 2010). Interestingly, playfully aggressive behaviours, while observable in all children, are more prevalent and observable in boys than in girls (Flanders, Leo, Paquette, Pihl & Seguin, 2009;Smith, 2010).…”

Section: Benefits Of Playful Aggressionmentioning

confidence: 99%

See 4 more Smart Citations

Including Playful Aggression in Early Childhood Curriculum and Pedagogy

Hart

Nagel

2017

Australasian Journal of Early Childhood

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THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

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Section: Young Children's Playmentioning

confidence: 99%