Tannock, Michelle

Young children's rough and tumble play: apprehensions and opportunities

Digital Document

Young children in early childhood settings are engaging in rough and tumble play, sometimes to the dismay of the educators seeking to guide their behaviour. The children at play often display expressions of delight, as educators become concerned that someone might get hurt. Rough and tumble play evokes levels of apprehension while also affording opportunities for unique experiences. This article highlights research investigating the rough and tumble play of young children and the perceptions of educators and parents who guide the play. The study resulted in an increased understanding of rough and tumble play for early childhood educators and child development specialists seeking awareness and opportunities to effectively interpret and manage the play.

The effects of social story interventions on preschool age children with and without disabilities

Digital Document

This study compared the effects of a social story-only intervention with the effects of a social story-plus practices session intervention as implemented with preschool age children with disabilities (n = 16) and without disabilities (n = 16) in an inclusive preschool setting. The social story interventions were implemented with groups of four children in order to examine the impact of the intervention on the children's prosocial and antisocial skills. The findings of the study differ from previous research in that the social story interventions were not found to be an effective intervention. The significance of these findings, limitations of the study, and future research suggestions are discussed.

Observing young children's rough-and-tumble play

Digital Document

This research investigated the rough-and-tumble play of 17 five-year-old children in two early childhood settings. The study resulted in an increased understanding of the forms of rough-and-tumble play displayed by young children. This study demonstrates that both boys and girls are engaged in a variety of rough-and-tumble play behaviours. Twenty-seven distinct rough-and-tumble play behaviours were exhibited during the observation period. They included eight components identified as rough-and-tumble play in previous research and also 19 behaviours not previously identified as elements of such. These elements indicate pre-operational forms of rough-and-tumble play. The results of this study have implications for the understanding of child development. It suggests that rough-and-tumble play evolves as children age; that children move into more complex play behaviours as they mature.

Digital Document

"This comprehensive collection brings together multidisciplinary and developmental perspectives on the forms and functions of play in animals, children in different societies, and through the lifespan. The Cambridge Handbook of Play covers the evolution of play in animals, especially mammals; the development of play from infancy through childhood and into adulthood; historical and anthropological perspectives on play; theories and methodologies; the role of play in children's learning; play in special groups such as children with impairments, or suffering political violence; and the practical applications of playwork and play therapy. Written by an international team of scholars from diverse disciplines such as psychology, education, neuroscience, sociology, evolutionary biology and anthropology, this essential reference presents the current state of the field in play research." --From publisher description.

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