Canadian female and male early childhood educators' perceptions of child aggression and rough-and-tumble play

Abstract

This study investigated female and male early childhood educators' (ECEs) perceptions of young children's aggression and rough-and-tumble play in the Canadian early childhood classroom. Participants were drawn from a larger sample of ECEs who completed an online questionnaire regarding their perceptions of young children's behaviours in the classroom. This study involved n = 11 males from this sample and a matched subset of n = 11 females. Participants were presented with a series of vignettes depicting children displaying different types of aggression (i.e. relational, physical) as well as rough-and-tumble play, and completed a series of follow-up questions pertaining to their attitudes for each type of behaviour. Results showed compared to their female counterparts, male ECEs reported that both physical aggression and rough-and-tumble play held less negative social and academic implications for boys than girls. Educational implications for gender-inclusive, play-based early childhood programmes are discussed.

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