Rough and Tumble:The Brain Body Connection

JEANNE E. HOPKINS

Program Head & Assistant ProfessorRater & MentorChild Development ProgramVirginia Star Quality InitiativeTidewater Community College

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OverviewWhat is rough & tumble play? ResearchAccording to the Standards.Teachers RoleActivities ResourcesContact

What is rough & tumble play?

What is rough & tumble play? Often referred to as big body playChildrens big body play may resemble, but does not usually involve, real fightingLooks like: running, chasing, fleeing, wrestling, open palm tagging, swinging around, and falling to the groundoften on top of each otherPlay fighting escalates to real fighting less than 1% of the timeValuable and viable play style from infancy through the early primary yearsone teachers and families need to understand and support.

In appropriate rough play, childrens faces are free and easy, their muscle tone is relaxed, and they are usually smiling and laughing.

In rough play, children initiate the play and sustain it by taking turns.

What rough & tumble play is NOTReal fightingincludes physical acts used to coerce or control another person, either through inflicting pain or through the threat of pain.involves tears instead of laughterclosed fists instead of open palmsleads to injuryWhen open palms are used inreal fighting, it is for a slap instead of a tag. When two children are fighting, one usually runs away as soon as possible and does not voluntarily return for more.

What does it look like?

Research

Why is rough & tumble play important? From infancy, children use their bodies to learn.Provides opportunities to try new ideas & rolesPhysical skillshow their bodies move and how to control their movements. They also developLanguage skills through signals and nonverbal communication, including the ability to perceive, infer, and decode.Social skills through turn taking, playing dominant and subordinate roles, negotiating, and developing and maintaining friendshipsWith boys especially, rough play provides a venue for showing care and concern for each other as they often hug and pat each other on the back during and after the play

A few facts75% of kids get less than 20 minutes of vigorous exercise per day.1 in 5 American 4-year olds is obese.Obese and overweight children are at much greater risk to develop diabetes, high blood pressure, heart disease and experience depression than children of normal weight.We have the first generation of children who will have a shorter life span expectancy that their parents.40,000 schools in U.S. not longer have recessTV viewing makes for ADHD1 million kids under the age of six on some type of medication

The Connection between the Body & the Brain:Importance of crossing the midline and cross lateral movementsunsticks the brain and energizes learning.Children learn from their brain stems up. It is in this brain stem where sensory-motor integration takes place.Vestibular system = information-gathering and feedback source for movements. This interaction helps us keep our balance, turn thoughts into actions, and coordinate movements. That's why there's value in playground activities that stimulate inner-ear motion, like swinging, rolling, and jumping. A complete routine might include spinning, crawling, rolling, rocking, tumbling, and pointing. Body teaches the brainexercise is Miracle Gro for the brain. It actually affects the brains plasticity and function

How do we support big body play? Create environmentsPlan meaningful activities Establish age appropriate guidelines

According to the Standards.

Standards ConnectionsEnvironmentECERS/ITERS: gross motor, Safety InteractionsCLASS: creating, scaffoldingDevelopmentFoundation Blocks: Physical Education

ITERS: Active Physical PlayEasily accessible outdoor area for 1 hour dailyOpen space for active physical play indoors for much of the dayAmple materials & equipmentInfants- outdoor pad/blanket, crib gym, small push toys, balls, sturdy things to pull up on, ramps for crawlingToddlers- riding toys without pedals, large push-pull wheel toys, balls, bean bags, climbing equipment, slide, balance board, tumbling surface, tunnels, large cardboard boxesMaterials used daily to stimulate a variety of large muscle skills (crawling, walking, balancing, climbing, throwing, catching, pushing, pulling)

ECERS: Gross Motor SpaceSpace indoors and outdoors for gross motor playSpace is easily accessible for children Space is organized so other types of activities dont interfere

ECERS: Gross Motor EquipmentEnough equipment so that children have access without a long waitMaterials should be available at least 1 hour a dayEquipment stimulates a variety of skills (balancing, climbing, pushing, pulling, throwing, catching, steering, pedaling)Stationary and portable equipment usedEquipment stimulates skills on different levels (ex. Pedals and no pedals)

CLASS connectionsCreating: ScenariosCharacterssSolutions to problemsScaffolding: What are you doing?What are you building?Why did you use that?What are you pretending that is?How did you come up with that?

Virginia Health and Physical DevelopmentFoundation BlocksSkilled MovementThe child will demonstrate motor skills and movement patterns needed to perform a variety of physical activities. (locomotor, non-locomotor, and manipulative skills)Movement Principles and ConceptsThe child will use the movement concepts of directions, levels, pathways, and effort while performing locomotor (move body from one place to another), non-locomotor (move around axis of body), and manipulative (move in conjunction with object) skills.

Virginia Health and Physical DevelopmentFoundation Blocks (contd)Personal FitnessThe child will participate in structured and unstructured physical activity designed to achieve a health-enhancing level of physical fitness.Responsible BehaviorsThe child will demonstrate the ability to cooperate with others and follow safety rules while participating in physical activities.Physically Active LifestylesThe child will participate in physical activity every day and explain why physical activity is good for health.

Teachers Role

KNOW thisChildren should accumulate at least 60 minutes daily of structured physical activity per dayYoung children should not be sedentary for more than 60 minutes at a time except when sleeping.Studies have shown that the amount of physical activity a classroom has during "movement time is directly related to how active the teacher is.

DO this!Be intentional about movement and provide opportunities for physical activity throughout the day (limited space, circle time, during transitions, outdoor play)Be a role model and have fun! Adults teach by what they do and what they DO NOT do.Increase moderate to vigorous physical activity--elevating the heart rate and breathing.Integrate physical activity throughout the day in other curricular areas while addressing: Language, Literacy, Mathematics, Science, Social Studies, Creative Arts, and Social/Emotional Development

Activities

Indoors

Cheap & easyHanging hula hoop bean bag tossHomemade bean bagsMore precise bean bag toss- cardboard box, paint, and a knifeAppliance store box tunnelsDIY DAP Twister- a painted sheetBalloon in pantyhose & swim noodle = batting practiceMusical Chairs (dont remove a chair)Balloon (inside pantyhose) volleyball

Dramatic PlayOpen ended materials:Swim noodles cut in halfPillowcase capes (but Velro the tie to avoid choking)Masking tape (the bridge) & coloring pages (the crocodiles) = the bridge over the moat (balancing)Spiderweb

Some of my favorite action songsGreg & SteveListen & MoveBear HuntThe FreezeBop Til You DropAnimal ActionDr. Jean- Tooty TaThe Learning Station- Tony ChestnutDJ Casper- Cha Cha Slide

Action Songs you can SINGPeel A Banana-https://www.youtube.com/watch?v=fjF0NrrVHBgBubblegum- https://www.youtube.com/watch?v=7TcJ_UONwK8Baby Shark- https://www.youtube.com/watch?v=gMqG8UU1gCMIf Youre A Kid- https://www.youtube.com/watch?v=Qr9ge4XGUYsChicken Dance

Outdoors

Cheap & EasyRed Rover with newspaperParachute Play (or old sheet play)Obstacle Courses (use what you have!)Over Under Ball Pass (stand in a line)Scavenger HuntFence Weaving with ribbon and/or crepe paperCar & Driver (Large Scale Red Light/Green Light)

Some Cool Ideas

Easy Bowling!

Bulls-Eye Practice with Chalk!

Crazy Walks!

Angry Birds, Anyone?!

Balancing with paper towel/toilet paper rolls!

Target Practice with an old tarp or sheet!

Satisfy that need to kick!

DIY Ring Toss!

Workin those abs!

Puddle Jumping!

Practice Balance and Coordination!

Make catching a bit easier!

Homemade balls & mits

Hurdle Run!

More Bowling!

Full Body!

Integrate Numbers or Letters

Kicking/Coordination Practice

Another balance activity

ResourcesCarlson, F. (2011). Rough Play: One of the most challenging behaviors. Journal of the National Association of the Education of Young Children. Krull, S. Get Your Motor Running! Retrieved from http://www.sharronkrull.com/workshops/GetYourMotorRunning_ho.pdfKrull, S. (2013). Moving to Learn. Retrieved from http://sharronkrull.com/articles/movingtolearn.php

Contact Me!Jeanne HopkinsAssistant Professor & Program HeadEarly Childhood DevelopmentBuilding C, Rooms 208, 209, 218Portsmouth Campusjehopkins@tcc.edu757-822-2758

Mrs. Hopkins at TCCJeanne Hopkins