Preschool teachers’ perceptions of children's roughand-tumble play (R&T) in indoor and outdoor environments.

This study examines the prevalence of, and differences between, miscellaneous rough-and-tumble play (i.e. physical play initiated by children and which involves chasing, tagging, grabbing, fighting, etc.). The study focuses on play patterns of 3-5-year-olds in preschool, including differences between boys' play and girls' play, and on how preschool teachers stop or prevent such play indoors and outdoors.

Based on the analyses of the study, the authors conclude that more information is needed about the different types of play and their advantages in order to ensure children's possibilities for rough-and-tumble play. Overall, the study shows that indoor as well as outdoor free play generally make up a large part of everyday pedagogical content in preschools. Moreover, the study shows a statistically significant difference between gender in terms of the prevalence of all the different types of dramatic play such as playing superheroes, playing house/family, play-fighting, playing catch and playing nurture/care games. Responses from preschool teachers show that the teachers allow more dramatic play in outdoor environments than in indoor environments.

Moreover, data was examined to identify differences and similarities between boys and girls. According to the authors, the results clearly show that banning play-fighting prevents boys in particular from expressing their desires in everyday activities. Restricting various types of chase games affects both boys and girls, but primarily prevents girls from participating in rough-and-tumble play.

The data material consists of questionnaire responses from 357 Norwegian preschool teachers. In addition to the respondents' professional backgrounds, the questionnaire focuses on three factors in connection with both indoor play and outdoor play: (a) the prevalence of dramatic play themes, (b) interventions in play and rules, and (c) the respondents’ relationship to rough-and-tumble play. Data was subsequently analysed statistically.

Storli, R. & Sandseter, E.B.H. (2015). Preschool teachers’ perceptions of children's roughand-tumble play (R&T) in indoor and outdoor environments. Early Child Development and Care 185(11-12), 1995-2009.