A Unique Child: Wrestling - Roll with it

Is wrestling a suitable activity for boys in an early years setting, or is it too rough and potentially dangerous? Such was the debate on the Nursery World forums, with some posts saying wrestling had been banned in their nurseries, while others embraced it. One forum user's son was close to being labelled a bully at school for his propensity to rough and tumble - he went on to be a semi-professional wrestler!

Child psychologist and early years author Jennie Lindon's opinion is that as long as the wrestling is not hurting anyone, then it should be allowed to continue. 'If the participants look happy and if they are wrestling in an area where they cannot roll into other people and hurt them, then do not worry about it,' she says. 'Staff should watch and not immediately label it as aggressive.'

In one nursery the staff have taught the boys how to wrestle more safely by introducing phrases such as 'hands down' for them to say if they feel that the other child is getting too aggressive. In this way they are able to self-regulate their play.

Sally Goddard Blythe, consultant in neuro-developmental education, believes that there is a developmental need for boys to engage in rough and tumble play together. To stop them from wrestling would be to deprive them of this natural urge. In her forthcoming book, The Genius of Natural Childhood, she says, 'Studies on animals have found that rough and tumble play is an essential ingredient of healthy development and socialisation in animal groups. Animal pups that are deprived of physical interaction show withdrawn, anti-social and aggressive behaviour.' She has found that rough and tumble play, such as wrestling, in the early years can provide boys with tactile experiences and help them to develop physical fitness and sensory awareness and also help to regulate their strength and self- control. In fact, in ancient Greece wrestling was a prized part of formal education because of this.

Ms Goddard Blythe adds, 'Both wrestlers and boxers will tell you that when you lose your temper in a match, it is when you start to lose. This is similar to some of the philosophy behind martial arts - that the man who has strength does not need to use, or abuse, it.'

Jennie Lindon says, 'Close physical contact is how some little boys confirm and strengthen their friendships. It is their version of girls snuggling in the corner and giving each other hugs.

'Look at little boys wrestling and you'll see that they enjoy it and, frankly, in early childhood that's enough. Why stop it when the evidence is that it is what they want to do, are motivated to do and enjoy it?'

CASE STUDY

Rainbows Pre-school Playgroup, Glenbeigh, County Kerry, Ireland

Playleader Saffron Marriott says, 'There's a large soft mat at our pre-school and we noted that many of the boys had begun wrestling with each other on it. Staff were not sure whether this was behaviour that we should allow but, while the play was very physical, we observed that it was not aggressive. In fact, it tends to especially be the boys who are related or know each other from outside of pre-school who wrestle each other. It is almost like an affectionate form of play that they do when they are comfortable with each other.

'I think they enjoy the physicality of the play and it gives them an outlet for their energies, when pre-school can be biased towards girls with lots of tabletop activities. Through wrestling they seem to be building their physical confidence and bonding.

'After discussion, it was decided it would be wrong to stop the boys from expressing themselves in this energetic way, as long as no-one got hurt. There almost seems to be an innate need for these boys to wrestle each other.

'We have tried not to be restrictive but felt it necessary to lay down some ground rules. Wrestling is only allowed in the clear mat area and boys are told to stop if the other child asks them to. We encourage the children to manage situations they are uncomfortable with themselves, to say no loudly and firmly, or state that they do not like something. We also try to make them aware that their feelings and those of their peers are important. For example, we ask them to look at other children's facial expressions so they can understand how that child is feeling during the interaction.

'Staff will intervene if a child appears to be unhappy or at risk of getting hurt, but this is rarely necessary.'

FURTHER READING

• - The Genius of Natural Childhood by Sally Goddard Blythe, due to be published July 2011, Hawthorn Press
• - The Well Balanced Child by Sally Goddard Blythe, Hawthorn Press
• - Understanding Children's Play by Jennie Lindon, Nelson Thornes
• - 'Physical Development' - five-part series by Anne O'Connor and Anna Daly (Nursery World, 25 March, 15 April, 20 May, 18 June and 16 July)