Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, 7044 Trondheim, Norway.
Int J Environ Res Public Health. 2021 Oct 5;18(19):10469. doi: 10.3390/ijerph181910469.
While a growing body of evidence highlights the benefits of rough-and-tumble play (R&T) in young children, it remains one of the most challenging kinds of play to support in early childhood education and care environment (ECEC) institutions. The present study explores the occurrence and characteristics of R&T in indoor and outdoor environments in a Norwegian sociocultural context where children can freely choose what, where, and with whom to play. The data consist of 100 randomly recorded two-minute videos, which were coded second by second for R&T. Qualitative analysis reveals that in a physically and culturally supportive environment for R&T, children aged 3-5 years perceive indoor spaces that afford physically active play to be more attractive for R&T than outdoor environments. The findings indicate gender differences related to R&T and how girls and boys use the physical environment in different ways. The quantitative findings are discussed within interactional affordances theory and show that children practise perceptual, motor, and social skills to successfully engage in R&T. Enhanced knowledge of children's skill acquisition in R&T can support practitioners in developing pedagogical skills to facilitate challenging and safe environments for appropriate indoor R&T for both girls and boys.
尽管越来越多的证据强调了打闹游戏（R&T）对幼儿的益处，但它仍然是幼儿教育和保育环境（ECEC）中最难支持的游戏之一。本研究探讨了在挪威社会文化背景下，儿童可以自由选择玩什么、在哪里玩和与谁玩的情况下，室内和室外环境中 R&T 的发生和特点。数据由 100 个随机记录的两分钟视频组成，这些视频按秒进行 R&T 编码。定性分析表明，在一个支持 R&T 的身体和文化环境中，3-5 岁的儿童认为提供身体活跃游戏的室内空间比户外环境更具吸引力。研究结果表明了与 R&T 相关的性别差异，以及女孩和男孩如何以不同的方式使用物理环境。定量研究结果在互动性促成因素理论内进行了讨论，并表明儿童实践感知、运动和社交技能，以成功参与 R&T。增强对儿童在 R&T 中技能习得的了解，可以支持从业者发展教学技能，为女孩和男孩提供合适的室内 R&T 提供具有挑战性和安全的环境。
