In her article, "Rough and Tumble Play 101," in the Exchange CD Book Promoting the Value of Play, Frances Carlson points out the reasons to support big-body play in early childhood programs:• "Through the (very) physical interactions required in rough and tumble play, children are learning the give-and-take of appropriate social interactions. Successful participation in this play requires children to become adept at both signaling and detecting signals — a social skill they will need and use throughout their lives. When detecting these signals, they are learning to read and understand the body language signifying the play should come to an end. The play also requires children to alternate and change roles. Sometimes one child chases; at another time the child is chased. Because this give-and-take mimics successful social conversations and interactions, the social roles practiced and learned in rough and tumble play provide children with the social knowledge needed for future relationships.• When children use this big-body play, the intense physical exertion of rough and tumble play also supports cardiovascular health. Through their involvement, young children get the moderate-to-vigorous physical activity needed for optimum physical health. And, because rough and tumble play is so physical, children get many of their vital touch needs met through the play. Because the preschool period is a critical period for children to develop both physically and emotionally, rough and tumble play for preschoolers is invaluable
In explaining why big body play is essential, Carlson observes..."We know that play such as socio-dramatic play, board games, play to explore objects and learn shapes and textures, finger plays and chants to improve self-regulation, and play that involves building things has myriad benefits for children. But the fleeing, tagging, climbing, tumbling, and wrestling that most young children seem to crave is also play and is equally beneficial.As we might assume, there are also abundant positive effects for physical development when children are active in their play. We know, for example, that when teachers involve children in physical exercise with intentional planning, children can practice and develop a variety of physical skills and gain optimum health benefits."But big body play is not just physical activity with physical benefits. During such play, children also use increasingly sophisticated communication skills — both verbal and nonverbal — and social skills. It is also one of the best ways for children (especially boys) to develop empathy and self-regulation. And creativity and thinking skills are enhanced as children determine and solve problems as they arise in the course of this active play."Big Body Play- Why Boisterous, Vigorous, and Very Physical Play Is Essential to Children's Development and Learning." This book explains why the sometimes rowdy, always very physical running, rolling, climbing, tagging, jumping, grabbing, and wrestling that most children love and many adults try to shut down—can and should be an integral part of every early childhood setting. Drawing from evidence-based practice and the latest research, this book explains the multitude of benefits of big body play for young children's social-emotional, cognitive, and physical development.
Nevada Preschool Standards addressed:
2.PK.1 Demonstrate a basic form in walking, running, climbing, jumping, hopping, and walking up and down stairs.
4.PK.1 Engage in daily moderate to vigorous physical activity.
5.PK.1 Participate appropriately during physical activities.
5.PK.2 Demonstrate turn taking and cooperation during physical activities.
5.PK.3 Interact positively with others regardless of personal differences (e.g., skill level, gender, race, and disability).
5.PK.4 Participate in multi-cultural activities that enhance physical development (e.g., dance, games, and activities).
Play is how children find out about their world. All types of play–manipulative play, play with
games, rough-and–tumble play, and socio-dramatic play – provide children with opportunities to try things out, see what happens, and learn (Rubin, Bukowski & Parker, 1998).
Some of the state standards addressed:
development basic movements (e.g., over, under, in, out, in 
