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

Abstract

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.

Gender Stereotypes in Children's Play, Pro-social and Aggressive Behavior in the Kindergarten Class: The Kindergarten Teachers' Stance

“…Similar characteristics related to students' physical activity can also be found in other studies (see [32]). Some kindergarten teachers also talked about rough-and-tumble play, which is a form of group play commonly observed amongst young students which involves intense (but not aggressive) physical contact, such as tickling, light slaps, or rolling on the ground [33]. Those kindergarten teachers reported that this is a game chosen almost exclusively by boys and is avoided by girls, which is consistent with the findings of numerous relevant studies (see [33]).…”

Gender matters: male and female ECEC practitioners’ perceptions and practices regarding children's rough-and-tumble play (R&T)

“…This is also shown in the quantitative data where male practitioners report their own childhood experiences as the most influential factor on their beliefs and attitudes towards children's play, while women state coursework and training in ECEC as the most influential. According to Koustourakis et al (2015), gender-based dispositions and experiences seem to be an important influence. Little & Wyver (2008) suggest this indicates that inadequate experience, knowledge and understanding of the benefits could lead to a more restrictive and negative attitude.…”

“…This is especially seen in play characterised by competition and fighting spirit where the practitioners argue that it could foster violence (DiCarlo et al 2015, Reed, Brown, andRoth 2000). According to this discrepancy, Bosacki, Woods, and Coplan (2015) suggest that gender may influence female and male early childhood educators' perceptions of childhood aggression and R&T. Koustourakis, Rompola, and Asimaki (2015) found in their study of perception of female kindergarten teachers in Greece, that the teachers seemed to be influenced by their own gender-based dispositions and experiences, and accepted more calm sorts of R&T (chasing, tickling, spinning etc.) while banning wilder types of play (fighting/wrestling, pile on, poke and grappling).…”

Parents’ Views of Father–Child Rough-and-Tumble Play

“…A video stimulus was used for several reasons. First, although the phrase 'rough-and-tumble' is common, research shows that adults may find it hard to distinguish from actual fighting (Koustourakis, et al, 2015). Thus, RTP can be a difficult behavioral concept to explain, and we considered image-based stimulus material an appropriate tool to provide an exemplar of RTP for the participants (Gong et al, 2012).…”

“…The main concern for educators appears to be the similarity between RTP and aggression. It can be difficult to monitor this play in large groups of children, and therefore preschool teachers are found to hold cautious views on physical play among peers for fear of injury, bullying or aggression (Koustourakis, Rompola, & Asimaki, 2015;Storli & Sandseter, 2015).…”