Role of the Teacher

I feel one of the best ways for a teacher to teach children an acceptable way to use rough play is to model it themselves and get engaged with the children during rough play. I have made an effort myself as a teacher to play with the children during rough play and have found it helps our relationships and understanding of each other, especially when I utilised this play on a recent practicum where I did not know the children very well. Besides modeling, teachers can do three specific things to provide for and support rough play while minimising the potential for injury: prepare both the indoor and outdoor environment, develop and implement policies and rules for rough play, and supervise rough play so you can intervene when appropriate (Carlson, 2011).  I believe the teacher’s role is crucial into allowing the child to explore rough play and the role the child has whilst engaged and after rough play.

Do the best you can to provide an environment that is rich in opportunities to use their bodies both inside and outside, giving thought to safety hazards. Provide variety so children can experiment and allow children to experiment on their own accord allowing risk-taking so children can learn what their body is and isn’t capable of. Be prepared to intervene rough play to ensure all children are safe, physically and emotionally, with importance towards children’s language during rough play and help them use words to express some of the nonverbal communication. A crucial aspect of the role of a teacher would be that all the teachers within the centre all follow the same guidelines on what is acceptable and what is not acceptable, so the children are not confused by what is expected of them. Take time to discuss the topic of rough play to uncover differing views so you have a general consensus within your centre environment. Make policies regarding rough play, so you have clear guidelines and rules.

Another crucial aspect to the teacher’s role is communication, not only with the other staff members within your centre but with the parents and whānau of the children attending the centre. Frances Carlson stated in her research parents have commented that ‘rough play is empowering for their daughters and that they appreciate how this play style makes their girls feel strong’ (Carlson, 2011, p. 23), it is not just boys that engage in this type of play, it is really insightful to hear the parents voices and why communication is so important, you are able to gain the parents voice and appreciation for involving rough play within your centre.

Rough play can also be a great way to get children to open up about feelings or things that may be bothering them, this type of play can be an outlet for them and help them talk about how they are feeling if prompted by a teacher, be sure to observe children during this type of play to uncover any differences in their play. Use encouragement to take part in rough play, it is a great fun explorative way to get children to acquire more motor abilities and can get children who are less active enticed by the open endedness and humour filled interchange. (Tradwick-Smith, 2010).