Hostname: page-component-76d6cb85b7-2r2wp Total loading time: 0 Render date: 2026-07-14T13:35:26.366Z Has data issue: false hasContentIssue false
  • English
  • Français

Playful Aggression in Early Childhood Settings

Published online by Cambridge University Press:  16 August 2013

Jennifer L. Hart  and
Michelle T. Tannock
Jennifer L. Hart*
Affiliation:
Department of Educational and Clinical Studies, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Box 453014, Las Vegas, NV 89154-3014United States
Michelle T. Tannock
Affiliation:
Department of Educational & Clinical Studies, University of Nevada, Las Vegas, United States
*
addresses for correspondence: E-mail: jenniferhart.ece@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify definitions of serious aggression and playful aggression, conceptualise the importance of various forms of sociodramatic play in child development, and provide strategies for educators when confronted with aggressive sociodramatic play in their classrooms.

Keywords

aggressive behavioursociodramaticrough-and-tumblesymbolic play

Information

Type
Articles
Information
Children Australia , Volume 38 , Issue 3 , September 2013 , pp. 106 - 114
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53 (1), 27–51. doi:10.1146/annurev.psych.53.100901.135231CrossRefGoogle ScholarPubMed
Bandura, A. (1978). Social learning theory of aggression. The Journal of Communication, 28 (3), 12–29. doi:10.1111/j.1460-2466.1978.tb01621.xCrossRefGoogle ScholarPubMed
Bauer, K. L., & Dettore, E. (1997). Superhero play: What's a teacher to do? Early Childhood Education Journal, 25 (1), 17–21. doi:10.1023/A:1025677730004CrossRefGoogle Scholar
Bredekamp, S. (2004). Play and school readiness. In Zigler, E. F., Singer, D. G., & Bishop-Jose, S. J. (Eds.), Children's Play: The Roots of Reading (pp. 159–174). Washington, DC: ZERO TO THREE.Google Scholar
Burgess, R. L., & Akers, R. L. (1966). A differential association-reinforcement theory of criminal behaviour. Social Problems, 14 (2), 128–147.CrossRefGoogle Scholar
Calabrese, N. M. (2003). Developing quality sociodramatic play for young children. Education, 123, 606–608.Google Scholar
Carlson, F. M. (2011). Rough play: One of the most challenging behaviours. Young Children, 18–25.Google Scholar
Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5, 68–80. doi: 10/2304/ciec.2004.5.1.10CrossRefGoogle Scholar
Department of Education, Employment and Workplace Relations (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from http://deewr.gov.au/early-years-learning-frameworkGoogle Scholar
DiPietro, J. A. (1981). Rough and tumble play: A function of gender. Developmental Psychology, 17 (1), 50–58. doi:10.1037/0012-1649.17.1.50CrossRefGoogle Scholar
Elkind, D. (1990). Academic pressures – too much, too soon: The demise of play. In Klugman, E. & Smilansky, S. (Eds.), Children's play and learning: Perspectives and policy implications (pp. 3–17). Columbia University: Teachers College Press.Google Scholar
Emfinger, K. (2009). Numerical conceptions reflected during multiage child-initiated pretend play. Journal of Instructional Psychology, 36 (4), 326–334.Google Scholar
Fry, D. P. (1987). Differences between playfighting and serious fighting among Zapotec children. Ethology and Sociobiology, 8 (4), 285–306. doi:10.1016/0162-3095(87)90020-XCrossRefGoogle Scholar
Gomes, M. M. (2007). A concept analysis of relational aggression. Journal of Psychiatric and Mental Health Nursing, 14, 510–515. doi:10.1111/j.1365-2850.2007.01120.xCrossRefGoogle ScholarPubMed
Hellendoorn, J., & Harinck, F. J. H. (1997). War toy play and aggression in Dutch kindergarten children. Social Development, 6 (3), 340–354. doi:10.1111/j.1467-9507.1997.tb00110.xCrossRefGoogle Scholar
Humphreys, A. P., & Smith, P. K. (1987). Rough-and-tumble play friendship and dominance in school children: Evidence for continuity and change with age. Child Development, 58, 201–212. doi:10.1111/j.1467-8624.1987.tb03500.xCrossRefGoogle Scholar
Jarvis, P. (2007). Monsters, magic and mr psycho: A biocultural approach to rough and tumble play in the early years of primary school. Early Years: An International Journal of Research and Development, 27 (2), 171–188. doi:10.1080/09575140701425324CrossRefGoogle Scholar
Little, H., Wyver, S., & Gibson, F. (2011). The influence of play context and adult attitudes on young children's physical risk-taking during outdoor play. European Early Childhood Education Research Journal, 19 (1), 113–131. doi:10.1080/1350293X.2011.548959CrossRefGoogle Scholar
Logue, M. E., & Detour, A. (2011). ‘You be the bad guy’: A new role for teachers in supporting children's dramatic play. Early Childhood Research & Practice, 13 (1), 1–16.Google Scholar
Logue, M. E., & Harvey, H. (2010). Preschool teachers’ views of active play. Journal of Research in Childhood Education, 24 (1), 32–49. doi:10.1080/02568540903439375CrossRefGoogle Scholar
National Association for the Education of Young Children (2009). Where we stand on early learning standards. [Position statement]. Retrieved from http://www.naeyc.org/positionstatementsGoogle Scholar
National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards. Washington DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org/the-standardsGoogle Scholar
Parsons, A., & Howe, N. (2006). Superhero toys and boys’ physically active and imaginative play. Journal of Research in Childhood Education, 20, 802–806. doi:10.1080/02568540609594568CrossRefGoogle Scholar
Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27 (3), 243–269. doi:10.1037/h0074524CrossRefGoogle Scholar
Pellegrini, A. D. (1987). Rough-and-tumble play: Developmental and educational significance. Educational Psychologist, 22, 23–43. doi: 10.1207/s15326985ep2201_2CrossRefGoogle Scholar
Pellegrini, A. D. (1988). Elementary-school children's rough-and-tumble play and social competence. Developmental Psychology, 24, 802–806. doi:10.1037/0012-1649.24.6.802.CrossRefGoogle Scholar
Pellegrini, A. D. (1989). Elementary-school children's rough-and-tumble play. Early Childhood Quarterly, 4, 245–260. doi:10.1016/S0885-2006(89)80006-7CrossRefGoogle Scholar
Pellis, S. M., & Pellis, V. C. (2007). Rough-and-tumble play and the development of the social brain. Current Directions in Psychological Science, 16, 95–98. doi:10.1111/j.1467-8721.2007.00483.x.CrossRefGoogle Scholar
Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: W.W. Norton.Google Scholar
Roberton, T., Daffern, M., & Bucks, R. S. (2011). Emotion regulation and aggression. Aggression and Violent Behaviour, 17, 72–82. doi:10.1016/j.avb.2011.09.006CrossRefGoogle Scholar
Sandseter, E. B. H. (2007). Categorising risky play – how can we identify risk-taking in children's play? European Early Childhood Education Research Journal, 15 (2), 237–252. doi:10.1080/13502930701321733CrossRefGoogle Scholar
Sandseter, E. B. H. (2009). Affordances for risky play in preschool: The importance of features in the play environment. Early Childhood Education Journal, 36, 439–446. doi:10.1007/s10643-009-0307-2CrossRefGoogle Scholar
Scott, E., & Panksepp, J. (2003). Rough-and-tumble play in human children. Aggressive Behaviour, 29 (6), 539–551. doi:10.1002/ab.10062CrossRefGoogle Scholar
Smilansky, S. (1990). Sociodramatic play: Its relevance to behaviour and achievement in school. In Klugman, E. & Smilansky, S. (Eds.), Children's play and learning: Perspectives and policy implications (pp. 18–42). Columbia University: Teachers College Press.Google Scholar
Smith, P. K., & Lewis, K. (1984). Rough-and-tumble play, fighting, and chasing in nursery school children. Ethology and Sociobiology 6, 175–181. doi:10.1016/0162-3095(85)90029-9CrossRefGoogle Scholar
Sutton-Smith, B. (1975). Play as adaptive potentiation. Sportswissenschaft, 5, 103–118.Google Scholar
Tannock, M. T. (2008). Rough and tumble play: An investigation of the perceptions of educators and young children. Early Childhood Education Journal, 35, 357–361. doi:10.1007/s10643-007-0196-1.CrossRefGoogle Scholar
UN General Assembly, Convention on the Rights of the Child, 20 November 1989, United Nations, Treaty Series, vol. 1577, p. 3, Retrieved from http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspxGoogle Scholar
Vygotsky, L. (1966). Play and its role in the mental development of the child. Soviet Psychology, 12, 62–76.Google Scholar