American and Korean Preschool Teachers’ Perspectives and Teaching Strategies on Rough-and-Tumble Play

This qualitative case study explores American and Korean preschool teachers’ perspectives on and teaching strategies for Rough and Tumble (R&T) play. Data included five discussion passages from an online graduate course, titled Curriculum in Early Childhood Education, at a Midwestern university in the United States. Five preschool teachers, three Americans and two Koreans, were invited to participate in this study. The primary results of this study were as follows. The five selected teachers were discovered to have much in common regardless of nationality. In terms of perspectives, all American and Korean preschool teachers did not have any negative perspectives on R&T play, while some teachers expressed confusion about how to treat it. In terms of strategies on R&T play, all American and Korean preschool teachers set up rules about R&T play, whether to allow it or restrict it. In conclusion, the results from the present study extend the empirical evidence by comparing the American and Korean perspectives and teaching strategies on R&T play, and reinforcing the importance of R&T play for children’s development. Teachers struggle to balance their wish for children to have free play for maximum development with safety needs and ethical considerations with regard to potential for real aggression or reinforcing negative social messages favoring aggression.