What rough and tumble play is.
Children today are often play deficient because they have less time and space. In today’s society, there are more houses, which equals less space, and more screen activities, which equals less outside play for children to partake in (Jarvis, 2006). This means that it is even more vital that play, more importantly free play, is fostered in kindergarten. In addition, making sure that there are outlets for children to participate in all types of play is fundamental. Rough and Tumble Play (R&T) is one type of free play that children, who are of kindergarten age often participate in. There are many misconceptions about this type of play, and even though R&T is characterized by actions that often mirror fighting, this type of play, “is different than aggression and fighting” (Hughes, 2010, p.173). This type of play is even talked about in the BC Ministry of Education’s Full Day Kindergarten Program Guide, and supports R&T play as, “appropriate rough-and-tumble play provides physical release. It also facilitates pro-social cooperative attitudes and behaviour, and fosters friendships” (2010, p. 15-16).
What it looks like:
Frances Carlson defines R&T actions as jumping, open beat (tagging), wrestling, chasing and fleeing (2009). Pellegrini and Smith describe running, climbing, and play fighting all as being aspects of R&T play (1998). In addition to the actions mentioned above, Tannock shares that R&T play incorporates the use of open-handed slaps, pushing or pulling another player, using a loud or roaring voice, making hitting motions, and jumping on, throwing or kicking an object (2008).
The BIG question- will letting my child engage in this type of play make them more aggressive?
Parents and families often fear that this type of play will make their child more aggressive. Because R&T play to the untrained or unaware eye does look like fighting, it is perfectly understandable to think that one of the children involved is being victimized. However, when children are engaging in R&T, instead of real fighting, there are noticeable differences. For one, the child will be showing his or her “play face”, which means that the children will be smiling and laughing (Tannock, 2011, p.17). Other factors, which demonstrate how to tell the difference, are outlined on the chart below.
| Rough and Tumble Play | Aggression and Fighting |
| - smiles - laughter - willingness and want to participate - children come back for more - not competitive - typically more than two children involved - draws and keeps the players together - are not intending to hurt or injure | - frowns - tears - one child acting dominating/acting forceful - one child flees - competitive -rarely more than two children involved - drives those involved apart - are looking to hurt or injure |
|
| c. Frances Carlson and Fergus Hughes |
Reed and Brown state that, “R&T breaks down into aggression in less than 3% of all cases and [it also] consumes less than 11% of all playground activity”, (2000). Therefore, if your child or children are participating in true R&T play, it is highly unlikely that they will become aggressive. It is also important to remember that R&T “holds value for young children in relation to their physical, social, and educational development” (Tannock, 2008).
Why is R&T play important?
The benefits of children engaging in R&T play are numerous. Not only does it help children to develop their cognitive skills, it also aids in their social skills and encourages their physical development and educational readiness. The influential play psychologist Piaget discusses how important play is to cognition development and “how play serves as a medium for practicing those skills that have been learned” (Tannock, 2011, p. 14). This means that we need to be providing the opportunities for children to play, and R&T play is not exempt from this. Tannock also describes the social benefits of R&T play, which include, “learning to cooperate, shar[ing], tak[ing] turns, resolv[ing] conflicts, develop[ing] leadership skills, and [how] to control impulses and aggressive behaviour” (2008). In addition, there is more research, which tells us that R&T play supports the social interactions, which are significant in creating socially competent and mature adults (Jarvis, 2006). We know that R&T play provides social and cognitive learning and growth for children, but what about physical developmental growth? Hughes states in his findings that although R&T play does provide vigorous physical activity, which leads to growth in cardiovascular health, even though this is not the primary goal of R&T play (2010). The growth of gross motor skills is also something that is gained through R&T play. Frances Carlson also stresses that R&T play fills the void of children’s need for vital touch (2009). R&T play is an essential part of play, and the numerous benefits it holds for children mean that we cannot ignore it. We do however realize that R&T play needs to be kept safe, and the plan for our classroom and playground are described below.
Gender Links:
In most studies about R&T play the differences in each gender's engagement is often discussed. In Pellegrini’s study of Elementary Aged Children engaging in R&T play, he looked at how it impacts boys. He found that, “R&T seems to serve a social skills function for boys, whereas aggression does not” (1989, p. 257). This means that boys are using this as a means for exploring how to make, keep and interact with other peers. The observation research conducted by Michelle Tannock also found that while both genders did participate in R&T play, boys accounted for 79.5 of the observations, while girls made up the remaining 20.5 percent (2011). Why are males more prone to participating in R&T play? It could be because of evolutionary predisposition, as among every other animal studied in regards to play fighting, it is significantly more likely to occur among males (Hughes, 2010).
How we are implementing it in our classroom:
It is important that R&T play is supported and safe in our classroom. I have been trained to study faces, and look for signs about whether the play is true R&T or not. In addition, anyone who is entering our classroom to supervise R&T play, has been debriefed on our rules, and is aware of facial expressions. R&T play is always supervised within our classroom. We have also implemented some rules for this type of play as a class. I have talked with the children about the “play” face, and they are aware of vocalizing their needs if something truly hurts. Our rules are posted near our soft space and they are as follows.
- no kicking
- no chocking
- no hands near head or hair
- smiles stop=play stops
The area where the children can R&T play in the classroom is also away from any furniture, has padding on the floor and wall, and is free of any tripping hazards or sharp corners.
How I document this:
In order to see whether or not this type of play is beneficial for the children I have documented their answers to questions I have asked them in private conferences.
This is an example of what one boy said about another after an engagement in R&T play:
“He liked Kevin the best (as did all of the other players) because "he can push all of us" and "The last time we jumped on his back, he fell down," referring to Kevin's playful nature and willingness to take his turn as the victim”(Reed & Brown, 2000).
By keeping this documentation, I have evidence that they are enjoying the play and therefore the developmental learning. These records will also help us to further understand this type of play, and therefore be able to share its importance.
How you can extend this into the home:
Children have said that, “sometimes it is possible to mess about with their parents in physical and wild rough and tumble play” (Kalliala, 2006, p. 97). Children will often want you to participate with them in this neglected type of play, and since you are there to supervise the play, then just remember that if the smiles stop, so does the play.
-I hope that your eyes have been opened to the benefits of R&T play. While this can be a scary aspect of free play, if we research and understand how to keep this play safe, then we should let children who want to, engage in it. This type of play is present in our classroom and if you would ever like to come observe it in action, our door is always open.
References:
British Columbia Ministry of Education (2010), Full Day Kindergarten Program Guide.
Retrieved from www.bced.gov.bc.ca/early_learning/fdk/pdfs/
fdk_program_guide.pdf
Carlson, F. (2009, July/August). rough and tumble play 101. Exchange. 70-72. Retrieved from
www.ccie.com/library/5018870.pdf
Hughes, F.P. (2010). Children, Play and Development (4th ed.). United States: SAGE.
Jarvis, P. (2006). “Rough and Tumble” Play: Lessons in Life. Evolutionary Psychology. Retrieved from www.epjournal.net/filestore/ep043303462.pdf
Kalliala, M. (2006). Play Culture in a Changing World. New York: Open University Press.
Pelligirini A.D. (1989). Elementary School Children’s Rough-and-Tumble Play. Early Childhood
Research Quarterly, 4, 245-260. Retrieved from www.sciencedirect.com/science/article/pii/S0885200689800067
Pellegrini, A.D. & Smith, P.K. (1998). Physical Activity Play: The Nature and Function of a Neglected Aspect of Play. Child Development. 69(3), pp. 577-598.
Tannock, M. (2008). Understanding the Value of Children’s Rough-and-Tumble Play. The Early Childhood Educator. Retrieved from http://www.ecebc.ca/resources/journal/2008spring/03.html
Tannock. M. (2011). Observing young children’s rough-and-tumble play. Australasian Journal of Early
Childhood, 36(2), pp. 13-20
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