TEY 13.2

TIA CLARIDGE IS REGULATORY, SAFEGUARDING & POLICY LEAD AT FAMILY FIRST Play fighting and other forms of risky play can be incredibly beneficial to children’s development, explains Tia Claridge … Say “yes” to rough and tumble T he urge for physical play is an innate characteristic of young children; it is embedded in their nervous systems from birth. Engaging in rough and tumble play (RTP) provides a fantastic opportunity for them to fulfil this natural desire. Such activities are not only enjoyable but also play a crucial role in healthy development, contributing to their physical, social, and emotional growth. Through RTP, children can learn to navigate social interactions, develop gross motor WHAT IS RTP? Rough and tumble is a vigorous, physical type of play that children willingly choose to engage in. It often involves play fighting, chasing, rolling on, and wrestling each other, as well as imaginary and risky play too. This can at times look chaotic and aggressive on the surface to practitioners. However, despite its seemingly rough nature, this type of play is typically consensual, involves mutual enjoyment and lacks any intent to hurt others. As RTP can be misunderstood as violence, it is often stopped or discouraged in early years settings; however, it can be so beneficial to children’s development. THE BENEFITS There has been an increase in studies exploring the learning opportunities RTP can offer. It can promote: Gross motor skills Communication and language skills Social signalling Dominance and relationship exploration with peer groups Self-control Bargaining, problem solving and negotiating Collaborating with others Cognitive development Health and physical development Emotional development Emotional resilience and regulation There is also evidence that high- energy physical play can promote neuroplasticity and cognitive processing – it really is such a powerful (and fun!) play form. GENDER DIFFERENCES While RTP has enormous benefits for both girls and boys, we all know who is likely to prefer this type of play above all others! However, girls very much benefit from RTP too, although CASE STUDY: Haydon Meadow Preschool, Swindon While I was supporting on the DfE Early Years Experts and Mentors programme, the topic of boys’ play arose at one of the settings I was linked with. It can be just as simple as giving children the permission and space to engage in RTP, as one educator explains… “We were struggling with a boisterous group of boys in preschool who were showing high-energy behaviours. The play was chaotic, and we were struggling to get them to stop. They were rolling on top of each other, play fighting and generally playing roughly with one another for what felt like all day, every day. We also noticed that the boys weren’t really focused in their play; instead they were flitting, and we were struggling to get them engaged. “Tia shared with us the myths and misconceptions of RTP and discussed developmental benefits too. She advised that the next time the children were rolling around with each other, instead of stopping them, we should make the space safe and allow them to play under close supervision. The children used the space brilliantly and enjoyed rolling around with each other, some pretending to be superheroes, others falling on top of each other in such a controlled manner, so they didn’t hurt their friends. It was wonderful to watch. The boys were laughing, having fun and just knew where the boundaries were with one another without an adult directing them. We have continued to support and facilitate this type of play. “What is really fascinating for me is that after these periods of RTP, the children access the preschool provision with increased engagement and motivation and seem so much calmer. This is certainly something we will be facilitating in our setting going forward.” skills, and begin to understand the boundaries of physical engagement with their peers. Young children often engage in play that has an aggressive theme, such as superhero and weapon play. Some children appear preoccupied with these themes, but it is important for practitioners to understand that this is not necessarily a precursor to bullying or an aggressive nature. It may simply reflect their interests and ways of exploring relationships and the world around them. 34 Teachearlyyears.com