Reconceptualizing Rough and Tumble Play: Ban the Banning

Freeman, Nancy K.; Brown, Mac H.

doi:10.1016/s0270-4021(04)13008-5

Cited by 12 publications

(20 citation statements)

References 9 publications

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Koustourakis

Rompola²,

Asimaki³

2015

IRE

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The first purpose of this research, which was carried out using questionnaire and semi-structures interview, was to examine the types of Rough and Tumble Play (RTP) that are played in the Greek kindergarten school. The second aim of this study was to identify the kindergarten teachers' perceptions on RTP as well as their reactions in the cases that pupils are engaged in RTP in their schools. The types of RTP that pinpointed in the Greek kindergarten schools were verbal teasing, punching and hitting with or without physical contact, fighting/wrestling, pile on, chasing, spinning, tickling, rolling around, open hand slapping and protect -rescue games. The findings of the research, in which 67 female kindergarten teachers took part, suggested that the forms of RTP that include competition and intense physical contact are played almost exclusively by boys. More specifically these types of RTP are fighting/wrestling, punching and hitting, open hand slapping and pile on, which, according to the kindergarten teachers, correspond to boys and they put them in the list of the forbidden plays, as reported by the school rules they establish in their schools. Thus, when the kindergarten teachers realize that their students play some of the specific RTP intervene in order to stop it, so that there is not a possibility of injury.

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Section: Introductionmentioning

confidence: 99%

“…RTP rules include self-handicapping and mutuality, where roles can be exchanged, as the defender can be the aggressor the next moment. Besides, friends usually join RTP and no one aims at hurting the other (Carlson, 2011;Freeman & Brown, 2004;Pellegrini & Smith, 1998;Schåfer & Smith, 1996;Scott & Panksepp, 2003).…”

Section: Introductionmentioning

confidence: 99%

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

Koustourakis

Rompola²,

Asimaki³

2015

IRE

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“…While Freeman and Brown (2004) found that the benefits of RTP include building community among players and learning the rules of social play, these benefits would only be possible during collaborative forms of RTP. Students in this study participated in much higher rates of solitary than collaborative play (girls = 51 solitary vs. 26 collaborative episodes; boys = 78 solitary vs. 14 collaborative episodes).…”

Section: Discussionmentioning

confidence: 99%

“…However, it is important for educators to recognize that children can develop social competence as a result of RTP interactions (Colwell & Lindsey, 2005;LaFreniere, 2013). In the early years, children are learning the rules of social play and are beginning to differentiate playful challenges to their social position versus genuine threats to their social status (Freeman & Brown, 2004). According to Freeman and Brown (2004), RTP is "a highly sophisticated activity" (p. 220) that builds community among players.…”

Section: Introductionmentioning

confidence: 99%

“…In the early years, children are learning the rules of social play and are beginning to differentiate playful challenges to their social position versus genuine threats to their social status (Freeman & Brown, 2004). According to Freeman and Brown (2004), RTP is "a highly sophisticated activity" (p. 220) that builds community among players. The ability to regulate emotions is a result of maturity and socialization, which is influenced by self-awareness and cognitive development (LeFreniere, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Rough and Tumble Play Behaviors

Harbin

2016

IJURCA

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This work has undergone a double-blind review by a minimum of two faculty members from institutions of higher learning from around the world. The faculty reviewers have expertise in disciplines closely related to those represented by this work. If possible, the work was also reviewed by undergraduates in collaboration with the faculty reviewers. AbstractI conducted 10 one-hour observations in a Kindergarten classroom to determine if there were gender differences in the types of Rough and Tumble play (RTP) that children engaged in. Previous research reported that (a) boys were more likely than girls to engage in RTP, (b) boys were more likely than girls to engage in solitary forms of RTP, (c) girls were more likely than boys to engage in collaborative forms of RTP, and (d) boys were more likely than girls to engage in aggressive forms of RTP. My findings were similar to those of previous research. I found that boys participated in RTP more than girls and the forms of RTP engaged in by boys were more aggressive. I also found that boys engaged in more solitary RTP than girls, although both boys and girls engaged in more solitary than collaborative RTP. Unlike previous research findings, boys and girls in my study engaged in similar rates of collaborative RTP. I also found that the presence of one particular girl influenced the occurrence of collaborative mixed-gender RTP, which I refer to as the "Amber Effect." The influence of one player on the likelihood of RTP occurring has not been reported in previous research. Pseudonyms are used throughout this article to maintain the confidentiality of the site and participants in this study.

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Children’s Well-Being and Interpretive Reproduction

Corsaro¹

2014

Handbook of Child Well-Being

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Reconceptualizing Rough and Tumble Play: Ban the Banning

Cited by 12 publications

References 9 publications

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

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

Gender Differences in Rough and Tumble Play Behaviors

Children’s Well-Being and Interpretive Reproduction

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