Abstract
This research investigated rough and tumble (R&T) play in two early childhood settings. Participants included 11 educators and 17 children (5 years old). The study focused on gaining an understanding of how early childhood educators and young children interpret R&T play. The results indicate that while there is perceived value in R&T related to the development of young children, educators are uncertain of how to manage the play. The results of this study demonstrate the need for early childhood programs to develop policies to guide how R&T is managed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bowlby, J. (1969). Attachment and loss: Vol 1 attachment. New York: Basic Books.
Bredekamp, S. (Ed.), (1986). Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Copple, C. (Eds.), (1997). Developmentally appropriate practice in early childhood programs, Rev. edn., Washington, DC: National Association for the Education of Young Children.
Garbarino, J., & Stolt, F. M. (1992). What children can tell us. San Francisco: Fossey-Bass.
Goodwin, W. L., & Goodwin, L. D. (1996), Understanding quantitative and qualitative research in early childhood education. New York: Teachers College Press.
Hartup, W. W., & Moore, S. G. (1990). Early peer relations: Developmental significance and prognostic implications. Early Childhood Research Quarterly, 5, 1–17.
Lofdahl, A. (2005). Preschool teachers conceptions of children’s “chaotic play”. In F. F. McMahon, D. E. Lytle, & B. Sutton-Smith (Eds.), Play: An interdisciplinary synthesis (pp. 195–204). Lanham, MD: University Press of America.
Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27, 243–269.
Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577–598.
Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: Norton.
Reed, T. L. (2005). A qualitative approach to boys’ rough and tumble play: There is more than meets the eye. In F. F. McMahon, D. E. Lytle, & B. Sutton-Smith (Eds.), Play: An interdisciplinary synthesis (pp. 53–71). Lanham, MD: University Press of America.
Reed, T., & Brown, M. (2000). The expression of care in the rough and tumble play of boys. Journal of Research in Childhood Education, 15(1), 104–116.
Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walsh, D. G., Tobin, J. J., & Graue, M. E. (1993). The interpretive voice: Qualitative research in early childhood education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 464–476). New York: Macmillan.
Winzer, M. A. (2003). Experiences in the early years: Views of children, teachers, and parents. Canadian Children, 28(2), 17–23.
Acknowledgement
This research was supported financially by the British Columbia Ministry of Children and Family Development through the Human Early Learning Partnership. The views presented in this paper are solely those of the author and do not represent the policy of HELP or the Province.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Tannock, M.T. Rough and Tumble Play: An Investigation of the Perceptions of Educators and Young Children. Early Childhood Educ J 35, 357–361 (2008). https://doi.org/10.1007/s10643-007-0196-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-007-0196-1