Children's Rough and Tumble Play: Perspectives of Teachers in Northern Canadian Indigenous Communities

Autor/inn/en	Peterson, Shelley Stagg; Madsen, Audrey; San Miguel, Jayson; Jang, Soon Young
Titel	Children's Rough and Tumble Play: Perspectives of Teachers in Northern Canadian Indigenous Communities
Quelle	In: Early Years: An International Journal of Research and Development, 38 (2018) 1, S.53-67 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1219844
Schlagwörter	Foreign Countries; Teacher Attitudes; Preschool Teachers; Kindergarten; Elementary School Teachers; Grade 1; American Indian Students; Play; Popular Culture; Teacher Role; Focus Groups; Aggression; Social Influences; Cultural Influences; American Indian Culture; Tribes; Video Technology; Weapons; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Spiel; Popkultur; Lehrerrolle; Sozialer Einfluss; Cultural influence; Kultureinfluss; Tribal society; Stammesgesellschaft; Weapon; Waffe; Kanada
Abstract	Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers' roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers' concerns about external perceptions of teachers' roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers' expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01