Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities.
This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years: An International Research Journal on September 3 2016, available online: http://www.tandfonline.com/doi/full/10.1080/09575146.2016.1219844. Ten teachers in kindergarten and grade one classrooms in remote n...
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ftunivtoronto:oai:localhost:1807/96301 2023-05-15T16:16:48+02:00 Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. Stagg Peterson, Shelley Madsen, Audrey San Miguel, Jayson Jang, Soon Young 2016-09-03 http://hdl.handle.net/1807/96301 https://doi.org/10.1080/09575146.2016.1219844 en_ca eng Peterson, S.S., Madsen, A., San Miguel, J., & Jang, S.Y. (2018). Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. Early Years: An International Research Journal, 38(1), 53-67. 1472-4421 http://hdl.handle.net/1807/96301 doi:10.1080/09575146.2016.1219844 young children playful aggression teacher perspectives early childhood education rough and tumble play superhero play northern rural Indigenous classrooms indigenous communities Article Post-Print 2016 ftunivtoronto https://doi.org/10.1080/09575146.2016.1219844 2020-06-17T12:26:18Z This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years: An International Research Journal on September 3 2016, available online: http://www.tandfonline.com/doi/full/10.1080/09575146.2016.1219844. 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 playful aggression 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, particularly in response to relationally aggressive play. Teachers’ expressed need for exposure to research on playful aggression 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. This work was supported by the Social Sciences and Humanities Research Council of Canada. Other/Unknown Material First Nations University of Toronto: Research Repository T-Space Canada Early Years 38 1 53 67 |
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University of Toronto: Research Repository T-Space |
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ftunivtoronto |
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English |
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young children playful aggression teacher perspectives early childhood education rough and tumble play superhero play northern rural Indigenous classrooms indigenous communities |
spellingShingle |
young children playful aggression teacher perspectives early childhood education rough and tumble play superhero play northern rural Indigenous classrooms indigenous communities Stagg Peterson, Shelley Madsen, Audrey San Miguel, Jayson Jang, Soon Young Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
topic_facet |
young children playful aggression teacher perspectives early childhood education rough and tumble play superhero play northern rural Indigenous classrooms indigenous communities |
description |
This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years: An International Research Journal on September 3 2016, available online: http://www.tandfonline.com/doi/full/10.1080/09575146.2016.1219844. 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 playful aggression 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, particularly in response to relationally aggressive play. Teachers’ expressed need for exposure to research on playful aggression 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. This work was supported by the Social Sciences and Humanities Research Council of Canada. |
format |
Other/Unknown Material |
author |
Stagg Peterson, Shelley Madsen, Audrey San Miguel, Jayson Jang, Soon Young |
author_facet |
Stagg Peterson, Shelley Madsen, Audrey San Miguel, Jayson Jang, Soon Young |
author_sort |
Stagg Peterson, Shelley |
title |
Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
title_short |
Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
title_full |
Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
title_fullStr |
Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
title_full_unstemmed |
Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. |
title_sort |
children’s rough and tumble play: perspectives of teachers in northern canadian indigenous communities. |
publishDate |
2016 |
url |
http://hdl.handle.net/1807/96301 https://doi.org/10.1080/09575146.2016.1219844 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Peterson, S.S., Madsen, A., San Miguel, J., & Jang, S.Y. (2018). Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. Early Years: An International Research Journal, 38(1), 53-67. 1472-4421 http://hdl.handle.net/1807/96301 doi:10.1080/09575146.2016.1219844 |
op_doi |
https://doi.org/10.1080/09575146.2016.1219844 |
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Early Years |
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38 |
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1 |
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53 |
op_container_end_page |
67 |
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