Playful Aggression in Early Childhood Settings

Abstract

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.

Including Playful Aggression in Early Childhood Curriculum and Pedagogy

“…As supported by Freeman and Brown (2004), Hart and Tannock (2013a) note supervision as a key component for supporting playful aggression in early childhood settings. Young children need clear directions, the establishment of rules and reinforcement or redirection from teachers to ensure their developmental growth and safety (Hart & Tannock, 2013a).…”

“…As supported by Freeman and Brown (2004), Hart and Tannock (2013a) note supervision as a key component for supporting playful aggression in early childhood settings. Young children need clear directions, the establishment of rules and reinforcement or redirection from teachers to ensure their developmental growth and safety (Hart & Tannock, 2013a). To determine what actions constitute playful aggression and serious aggression, teachers should collaborate with children to establish consistency among participants and supervising teachers (Hart & Tannock, 2013a).…”

“…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). For the purpose of this article, play types that include aggressive characteristics will be defined using Hart and Tannock's (2013a) definition of playful aggression as, 'verbally and physically cooperative play behaviour involving at least two children, where all participants enjoyably and voluntarily engage in reciprocal role playing that includes aggressive make-believe themes, actions, and words; yet lacks intent to harm either emotionally or physically' (p. 108).…”

“…Bridging the gap between research and practice, Hart and Tannock's (2013a) support strategies for teachers and teacher training programs serve as a foundation for the inclusion of playful aggression within early childhood programs. Hart and Tannock (2013a) clarify definitions of serious aggression and playful aggression, conceptualise the importance of various forms of playful aggression in child development and provide strategies for early childhood educators when confronted with playful aggression in their classroom. 'Without a full understanding of the distinct difference between playful and serious aggression, early childhood professionals may react with concern and send conflicting messages to young children regarding the appropriateness of playful aggression' (Hart & Tannock, 2013a, p. 107).…”

“…Additional findings from Clements (2004) indicates that despite the popularity of chase-and-flee games-a vigorous and cooperative game-a decline in young children's outdoor imaginative activities exists. One explanation of lower level physical activity in young children may be attributed to findings from Hart and Tannock (2013a) that demonstrate educators' discomfort with allowing aggressive play behaviour (e.g. chase-and-flee) due to a lack of understanding of the distinct differences between sociodramatic play and serious aggression.…”