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

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