Characteristics of indoor rough-and-tumble play (R&T) with physical contact between players in preschool

Abstract

The purpose of this paper was to qualitatively identify and categorize the diverse characteristics of rough-and tumble play (R&T) with physical contact between players among 3-to 5-year-old children in preschool. Previous categorization of R&T has been, to a large extent, based on observations of school-age children. Thus, it is interesting to examine how younger children engage in R&T in preschool in order to obtain more descriptive data regarding the forms of physical activity play and the age-related trends through childhood. Analyses show that previous categories of R&T are applicable for indoor R&T in preschool. However, tumbling has emerged as a distinct category. This new insight contributes to the more accurate categorization of younger children's R&T with physical contact between players, which can support the practitioner's ability to make informed observations of individuals' participation in R&T.

Rough and Tumble Play and gender in kindergarten: Perceptions of kindergarten teachers

“…Besides, kindergarten teachers understand that pupils' habitus is manifested through dispositions that lead them to a satisfying or not communication with their classmates and to particular RTP forms choice that are immediately connected with gender. Thus, boys choose to play tough and powerful games with each other and to a greater extent than the girls, a fact that is in accordance with international research findings (Boulton, 1996;Cooney & Bittner, 2001;Jarvis, 2004;Pellegrini, 1989;Storli, 2013). Playing experiences with parents of the same gender seem that influence boys' preferences on RTP (Flanders et al, 2009;McBridge-Chang & Nagy Jacklin, 1993).…”

“…In this way, the child's later preferences and play choices are gradually formed and are seen in the kindergarten (Carlson, 2011;Flanders et al, 2009;Stevenson, 2014). Thus, under the impact of the "gender habitus", boys prefer RTP to a greater extent than the girls and, indeed, they choose competitive power plays, whereas girls choose lighter forms of RTP (Pellegrini & Smith, 1998;Storli, 2013). Since the primary habitus is under a procedure of constant restructuring (Swartz, 1997), the pupils' dispositions to join RTP are reformed through the kindergarten teachers' intervention.…”

“…Consequently, RTP is a physical play that includes action and strength expressions. When children play RTP wear a "play face" (Storli, 2013), like teeth showing, growling and extravagant grimaces (Freeman & Brown, 2004;Pellegrini, 1989;Smith & Pellegrini, 2013;Reed, Brown, & Roth, 2000). Play face helps in creating a framework where certain behaviors that otherwise would be characterized as violent, are converted into a game.…”

“…Research on RTP mainly focuses on early childhood and early school age and, mostly, approaches the countries of USA and Canada. In these studies, the participation of gender in RTP is examined (see : Boulton, 1996;Jarvis, 2004;Storli, 2013), or there is an approach concerning the teachers' or parents' perceptions on RTP (see : Coplan, Bullock, Archbell, & Bosacki, 2015;Di Carlo, Baumgartner, Ota, & Jenkins, 2015;Fletcher, May, St George, Morgan, & Lubans, 2011;Tannock, 2008). There is also observation research on RTP developing among father and son and, consequently, apprehension of the impact on the boys' behavior forming and plays at school (see : Flanders, Leo, Paquette, Pihl, & Séguin, 2009;McBride-Chang & Nagy Jacklin, 1993).…”

Seeking Balance in Motion: The Role of Spontaneous Free Play in Promoting Social and Emotional Health in Early Childhood Care and Education

“…There is growing interest in looking at the implications of these findings for early childhood care and education [ 69 ], and new research is emerging. A recent study of rough and tumble play in Norwegian preschools [ 70 ] builds on the notion of affordances in the environment—physical, social, and relational affordances—that invite or inhibit, condone or prohibit rough and tumble play. Freeman and Brown argue that it is time to reconceptualize rough and tumble play in early childhood education, to “ban the banning,” and intentionally welcome consensual rough and tumble play [ 71 ] (p. 230).…”