The purpose of this study is to look at how different preschool educators define Rough and Tumble Play (RTP). We want to examine through empirical studies-what approach educators have when confronted with RTP, how they acknowledge these games and what role educators consider they have when acknowledging these games. We also want to look at if educators work actively with RTP, if preschools have active discussions about RTP or a more preventative approach with the play.

Our methods are semi structured qualitative interviews with educators from different preschools around the Stockholm district. The aim of our semi structured qualitative questions are to be able to ask follow-up questions for a broader perspective of the respondents perception. We used sound recordings of the respondents answers and transcribed it into a text format to be able to analyse it.  

The studies we looked at are Scandinavian and international studies that examined what RTP is, what benefits it might have for children and if there are any disadvantages to children engaging in a more aggressive form of RTP. 

Our results show that how research and RTP is perceived in practice varies. While studies and research point more towards different benefits for children engaging in RTP, our respondents do not perceive it as a real play but more as a dangerous activity that might eventually physically harm the children. The respondents also expressed worries for children who have difficulty interpreting social codes and engaging in RTP and also what values are encouraged if RTP is allowed in preschools.