My Personal Research Journey
Last week for a class assignment, we were asked to choose three subtopics within a topic pertaining to early childhood research. Having chosen developmentally appropriate practice to focus in on, I considered studying peer relationships independent of adults, cultural support connections with self-identity, and the value of play on a child’s overall development. As a current kindergarten teacher, I could see the professional value of studying each of these topics. After much reflection I chose to focus in on the value of play in a child’s development as I often find myself in a position where I must explain and validate the purpose to this large part of our kindergarten day with many parents and occasional colleagues. As I began my search in this area, it soon became apparent that this subtopic was still too broad and that I would have to narrow my focus to a particular kind of play or perhaps, a particular developmental domain. I found this difficult to do so I stepped back and reread the Selecting a Research Topic that I chose for this week’s Research Chart in Section 2 and took advice from Mac Naughton, Rolfe, and Siraj-Blatchford (2010). I reflected on who else would be interested in any of these topics and what effect would my studies have on the children I was currently working with. I watched my class closely over the next few days and with fifteen boys and only six girls in my present class, issues and questions began to arise concerning the expectation of behavior in rough and tumble play. This reflection assisted me with narrowing my subtopic even further and I have chosen to explore the purpose and value of rough and tumble play in the early learning environment.
As it turned out, this is a field of study within early childhood that is not researched as much as other areas of play. It took me two full afternoons searching the Walden databases for updated research. Although I found valuable research from the 1970s and 1980s, I really wanted to understand current thoughts on this subject. This left me concerned for further study and whether I would be able to find the resources that I needed on this subject. I chose to go ahead with this sub-topic as I am certain it will be of value to my own learning and the learning of my students and their families. I would be quite interested if any of my colleagues can guide me as I continue to research this topic. Perhaps an article they have read or a researcher of this topic.
In all honesty, I was hoping to find research that would support this play so that I could validate its worth to those that may question the noise and activity that sometimes explodes from my room! I not only found support for this play but also an understanding in my own feelings of maintaining a safe environment at the same time. As stereotypical as it may seem, research supported that this play is often engaged in more by boys. What does it mean for me this year? Lots and lots of welcomed energy!
I have included three articles for further reading if anyone interested in reading more about the value of rough and tumble play in the early learning environment. All can be accessed through the Walden library.
Monsters, magic and Mr Psycho: a biocultural approach to rough and tumble play in the early years of primary school by Pam Jarvis
http://www.tandfonline.com/doi/abs/10.1080/09575140701425324#.VBRrjLxdU00
Young Children’s Rough and Tumble Play: Apprehensions and Opportunities by Michelle Tannock
Rough and Tumble Play 101 by Frances Carlson
References
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). The research process. Doing early childhood research (2nd ed.) (pp. 13-34). New York, NY: McGraw-Hill.
Early Childhood Studies 
Sandra,
This is so interesting! Rough and tumble play always comes up when I am working with programs because most do not allow for it to happen. They fear children getting hurt or that it sends the wrong message. I am in support of rough and tumble play and that it has a place in the classroom. My husband and son rough and tumble play often and I get involved as well. My co-worker teaches a workshop on rough and tumble play. I will ask her if she has come across any quality research (now I have the skills to fully check it) and if so I will pass on to you. I will write myself an email now so that I remember on Monday to ask her. Good luck and I look forward to seeing what you find.
Colleen
Colleen,
Any help would be greatly appreciated! Thank you!
Sandra
Hello Sandra,
I enjoyed reading your post and find your research topic/subtopics to be interesting. I would love to see your process in building your research, especially where it is going to take you. Developmentally Appropriate Practices is a good topic. It is also a title of a book by Susan Copple, Sue Bredekamp and Janet Gonzalez-Mena. This book is a wonderful guide for teachers to use in the classroom, when applying the proper guideline and age appropriate practices for young children. I believe there is a part in the book that will help you get information about play as a curriculum that should go along with children educational process. It is important to provide healthy play into children every day learning environment, because children learn while they are playing. I would also like to know more about that rough and tumble play you talk about in your post.
I am also interested in researching developmentally appropriate practices. I considered researching the value of play in early childhood but decided on the subtopic of literacy, specifically small group literacy activities in prekindergarten. My co-teacher has her masters in literacy and she learned that children should not participate in small groups until the middle of kindergarten. We are expected to engage our students in small group activities from the beginning of prekindergarten. I would like to know what is actually developmentally appropriate. I would live to hear any insights that you may have on early childhood literacy.