I'm the Biggest, Fastest, Strongest Preschooler of All!

The information in this post was originally presented by Beka Meitler and Chelsea Mitchell at the 2015 KAEYC Annual Conference. 

  

What do you think of when you hear "rough and tumble" play? Often times teachers and child care providers have negative ideas about what this looks like.

As you read on, challenge yourself to open your mind to the benefits of rough and tumble play, and brainstorm about how you can provide safe opportunities to engage in this kind of play.
   

What is "rough and tumble" play?

Any playful contact or antagonistic behavior that is performed in a playful mode, and that is social in nature and characterized by positive emotion. This could include, but is not limited, to tickling, wrestling, grappling, restraining, spinning, swinging, play fighting, kicking, tag (hit and run), chasing and tumbling. (Colwell, M. & Lindsey, E., 2005)

Rough and tumble play is NOT aggressive play.

Fry (2005) describes aggressive play and fighting as, "Physical acts used to coerce or control another person, either through inflicting pain or through the threat of pain. Real fighting involves tears instead of laughter, and closed fists instead of open palms."


Play fighting is only one type of rough and tumble play, but it is often disrupted or banned by teachers in fear it will turn into real fighting. Play fighting is characterized by laughter, smiles and enjoyment by those participating. According to a study conducted by Schafer & Smith (1996), "Play fighting escalates to real fighting less than one percent of the time." With the appropriate supports, young children can safely participate in play fighting and other rough and tumble activities.

What are the benefits of "rough and tumble" play?

Children practice and refine a variety of skills during rough and tumble play experiences, including self regulatory skills, social competence, peer relations, physical development and cognitive development.

Children are learning how to:

• control their impulses and emotions
• play safely
• encode and decode social signals - reading the facial expressions of others
• play cooperatively with peers
• organize as a social group with peers
• problem solve
• move their bodies - balance, coordination, strength, stamina
• play games with rules

 

How can I support "rough and tumble" play?

Through the environment, provide:

• tumbling mats
• open space
• soft ground cover

Work with the children to establish classroom rules, and set limits for rough and tumble play. Here are some examples of rough and tumble play expectations:

• Two children may participate at a time.
• A teacher must be present - close in proximity while attending to and engaging in the play.

In our experience, these two rules serve a broad purpose and, depending on the activity, there may need to be more specific guidance. For example, when our children are wrestling, they must wrap their arms around their peer's trunk, avoiding the neck. In the following video you can see we have established a routine and expectations that the children can anticipate. 

How do you support rough and tumble play? 

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References:

Colwell, M. J., & Lindsey, E. W. (2005). Preschool children’s pretend and physical play and sex of play partner: Connections to peer competence. Sex Roles, 52, 497–509.

Fry, D. (2005). Rough-and-tumble social play in humans. In the nature of play: great apes and humans. eds A.D. Pellegrini & P.K. Smith, 54–85. New York: Guilford Press. 

Schafer, M., & Smith, P. (1996). Teachers’ perceptions of play fighting and real fighting in primary school. Educational Research, 38(2), 173-181.