Playful Aggression in Early Childhood Settings

2013 ◽  
Vol 38 (3) ◽  
pp. 106-114 ◽  
Author(s):  
Jennifer L. Hart ◽  
Michelle T. Tannock
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Aggressive Behaviour ◽  
Common Factor ◽  
Social Emotional ◽  
Sociodramatic Play ◽  
Aggressive Play ◽  
Early Childhood Settings ◽  
Communicative Abilities

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.

scholarly journals Young Children’s Rough and Tumble Play: Apprehensions and Opportunities

2011 ◽  
Vol 36 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Michelle Tannock
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Educators ◽  
Early Childhood Settings

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.

A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports

2021 ◽  
pp. 027112142098686
Author(s):  
Elizabeth M. Kelly ◽  
Shawna G. Harbin ◽  
Scott A. Spaulding ◽  
Carly A. Roberts ◽  
Kathleen Artman-Meeker
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Family Members ◽  
Qualitative Inquiry ◽  
Behavior Support ◽  
Social Emotional ◽  
Outcomes For Children ◽  
Early Childhood Settings

Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.

Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

Young children's rough and tumble play: Developing effective policies for educators of pre-schoolers

2009 ◽  
Vol 34 (4) ◽  
pp. 13-16 ◽  
Author(s):  
Michelle T. Tannock
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Policy Development ◽  
Research Study ◽  
Effective Strategies ◽  
Effective Policy ◽  
Early Childhood Settings

This article outlines rough and tumble play of young children in early childhood settings and strategies for educators seeking to manage the play. Descriptions and a categorization of the elements of rough and tumble play observed as part of a research study are presented which serve as a foundation to interpret and manage the play. An example of effective policy development is presented in support of educators developing effective strategies to successfully incorporate rough and tumble play in their early childhood settings.

Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings

2016 ◽  
Vol 45 (6) ◽  
pp. 777-787 ◽  
Author(s):  
Margaret Sims ◽  
Elizabeth M. Ellis ◽  
Vicki Knox
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Settings

scholarly journals Best Practices and Considerations: Including Young Children with Disabilities in Early Childhood Settings

2017 ◽  
Vol 41 (8) ◽  
Author(s):  
Lee Cross ◽  
Marisa J. Salazar ◽  
Natalie Dopson-Campuzano ◽  
Heather W. Batchelder
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Best Practices ◽  
Children With Disabilities ◽  
Young Children With Disabilities ◽  
Early Childhood Settings

scholarly journals Best Practices and Considerations: Including Young Children with Disabilities in Early Childhood Settings

2017 ◽  
Vol 41 (8) ◽  
Author(s):  
Lee Cross ◽  
Marisa J. Salazar ◽  
Natalie Dopson-Campuzano ◽  
Heather W. Batchelder
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Best Practices ◽  
Children With Disabilities ◽  
Young Children With Disabilities ◽  
Early Childhood Settings

scholarly journals Lessons From Research for Les Familles Exogames: A Literature Review

2016 ◽  
Vol 41 (2) ◽  
pp. 13
Author(s):  
Rachelle Blanchette Deans
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
English Language ◽  
Early Years ◽  
Educational Choices ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Petite Enfance ◽  
French Speaking ◽  
Early Childhood Settings

<p>In this article, I draw from a recent graduating project where I examined the lessons from research for <em>les familles exogames</em>. This expression is used in the French early childhood education and education sectors to refer to families where one parent is French speaking while the other has another (predominantly the English) language (Ontario Ministry of Education, 2004). The focus of this article is on parental decisions with respect to language or languages spoken at home and choices of early childhood settings and schools. Given the focus on parental choice, the inquiry question is: What does the scholarly research say about linguistic and educational choices for young children from <em>les familles exogames</em>? The inquiry centres on the linguistic and educational choices for young children from <em>les familles exogames</em> from sociocultural and ecological systems perspectives. I examine the extant literature on bilingualism and, more specifically, on bilingualism in <em>les familles exogames</em>, and I share implications from research that are meaningful to parents and early years professionals.</p><p><em>Cet article est tiré d’un projet de maîtrise où j’ai examiné les enseignements tirés de la recherche sur les familles exogames. L’expression « familles exogames » est utilisée, dans les secteurs de l’éducation et de l’éducation de la petite enfance en langue française pour désigner les familles formées d'un parent francophone et d’un parent s’exprimant dans une autre (habituellement l’anglais) langue (Ministère de l’Éducation de l’Ontario, 2004). Ce document s’intéresse notamment aux décisions que prennent les parents relativement à la langue parlée, ou aux langues parlées, à la maison ainsi qu’au choix du milieu de la petite enfance et de l’école. Puisque l’accent est mis sur le choix des parents, la question d’enquête est: Que disent les chercheurs au sujet des choix en matière de langue et d’éducation pour les jeunes enfants de familles exogames? L’enquête s’articule autour des choix linguistiques et éducatifs pour les jeunes enfants des familles exogames des points de vue socioculturel et des systèmes écologiques. J’ai ainsi passé en revue les ouvrages publiés qui traitent du bilinguisme, et plus particulièrement du bilinguisme dans les familles exogames, afin de communiquer des résultats de la recherche qui sont utiles aux parents et aux professionnels de la petite enfance. </em></p>

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