We’ve all seen it…you walk into an early childhood classroom or on a playground and there are several children, usually boys, lined up against the fence or the wall. Usually for some stated ‘aggressive’ act. What do children actually learn in time out anyway…?
Research suggests that rough and tumble play is important for physical, social and cognitive development, yet is often perceived as aggression and generally stopped by preschool teachers. Rough and tumble play refers to vigorous behaviors, such as wrestling, grapping, kicking, tumbling, and play fighting, which appears aggrieve except for the playful framework. As children develop, they learn how to manage their emotions in different social contexts. Rough and tumble play provides children with the opportunity to make judgments, learn limits in play, and adjust their play to the abilities of other players. Even in the research literature, rough and tumble play has been confused and combined with aggression when the two behaviors are defined. With this confusion, it is not surprising that caregivers who work with young children are also confused.
So what is the answer? Education.
A recent research study sampled 94 preschool teachers’ perception of aggression in preschool-aged boys and found that child care providers with less education reported more aggressive behavior than those with a four-year degree. Additionally, those childcare teachers with less experience also reported more aggression that teachers with more experience.
What can we do?
Develop specific guidelines on acceptable rough and tumble play behavior. Sit down as a program and talk through scenarios and decide what rough and tumble play looks like and how it is different from aggression.
Increase the education of your work force. NAEYC has developed several resources that will help teachers/caregivers understand the importance of rough and tumble play, such as this short article, handbook, as well as this resource you can share with parents.
Work to retain child care employees. Research suggests that there is a relationship between job stress/job satisfaction and teacher turnover. One recommendation is to provide teachers with training opportunities, which provide chances for providers to access support and allow for interaction with other providers, to offer personal support and decrease isolation.