ERIC Number: EJ959713
Record Type: Journal
Publication Date: 2011-Jul
Reference Count: 28
Rough Play: One of the Most Challenging Behaviors
Carlson, Frances M.
Young Children, v66 n4 p18-25 Jul 2011
Most children engage in rough play, and research demonstrates its physical, social, emotional, and cognitive value. Early childhood education settings have the responsibility to provide children with what best serves their developmental needs. One of the best ways teachers can support rough play is by modeling it for children. When adults model high levels of vigorous activity, the children in their care are more likely to play this way. Children also play more vigorously and more productively when their teachers have formal education or training in the importance of this type of play. Besides modeling, teachers can do three specific things to provide for and support rough play while minimizing the potential for injury: (1) prepare both the indoor and outdoor environment; (2) develop and implement policies and rules for rough play; and (3) supervise rough play so they can intervene when appropriate. When children successfully participate in big body play, it is "a measure of the children's social well-being and is marked by the ability of children to cooperate, to lead, and to follow." These abilities don't just support big body play; these skills are necessary for lifelong success in relationships.
Descriptors: Play, Early Childhood Education, Behavior Problems, Young Children, Child Behavior, School Policy, Supervision, Role Models, Teacher Role, Social Development, Cooperation, Peer Relationship
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: firstname.lastname@example.org; Web site: http://www.naeyc.org/yc/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A