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This research was carried out during a study which focused upon the rough and tumble play of children in the early years department of a suburban primary school in Northern England. The child sample's playtime activities were ethnographically observed over a period of eighteen calendar months, during which time interviews were also carried out with the children's class teachers and several other adults taking part in the children's daily school routines. It was found that the narratives createddoi:10.1080/09669760701516918 fatcat:k7kmcwinlrbsrlwkkifvjc5lkm