Theoretically, preschool teachers can use of three similar types of strategies for managing R&T play: allowing, selectively allowing, and restricting. This phenomenon supports the fact that American and Korean teachers have in common perspective of the developmental value of R&T play.
It means that both acknowledge the benefits of R&T play, but also express concern about child safety and the belief that R&T play could encourage physical aggression. However, different from my hypothesis and experience that American teachers encourage R&T play, American teachers more discourage to R&T play than Korean teachers in the literatures. In the U.S., 46 percent of preschool teachers sampled, in the research, had a “no tolerance” policy toward R&T play (Logue & Harvey, 2010), which differs from my hypothesis. Many American teachers recognize the zero tolerance approach as a proactive intervention to early expression of male violence (Holland, 2003). However, Holland suggested that zero tolerance prohibits children from developing and practicing imaginative and negotiation skills. Even, it may intervene with the real risk factors presenting in children’s life, such as aggressive behaviors. Historically zero tolerance of R&T play was prevalent in the U.S. …show more content…
For example, teachers used several strategies such as intervention to maintain the play, to have a discussion of the play with children, to remind rules for the play in various ways, and to restrain children from breaking the rules (Koh, 2013). The rules allow, however, not grabbing other children’s body but grabbing other things, such as handkerchief, so chasing and fleeing play would be transformed into ‘grabbing game’ which is a Korean traditional play form. It means Korean teachers encourage R&T play without the actual physical
It means that both acknowledge the benefits of R&T play, but also express concern about child safety and the belief that R&T play could encourage physical aggression. However, different from my hypothesis and experience that American teachers encourage R&T play, American teachers more discourage to R&T play than Korean teachers in the literatures. In the U.S., 46 percent of preschool teachers sampled, in the research, had a “no tolerance” policy toward R&T play (Logue & Harvey, 2010), which differs from my hypothesis. Many American teachers recognize the zero tolerance approach as a proactive intervention to early expression of male violence (Holland, 2003). However, Holland suggested that zero tolerance prohibits children from developing and practicing imaginative and negotiation skills. Even, it may intervene with the real risk factors presenting in children’s life, such as aggressive behaviors. Historically zero tolerance of R&T play was prevalent in the U.S. …show more content…
For example, teachers used several strategies such as intervention to maintain the play, to have a discussion of the play with children, to remind rules for the play in various ways, and to restrain children from breaking the rules (Koh, 2013). The rules allow, however, not grabbing other children’s body but grabbing other things, such as handkerchief, so chasing and fleeing play would be transformed into ‘grabbing game’ which is a Korean traditional play form. It means Korean teachers encourage R&T play without the actual physical