打鬧遊戲在幼稚園中並不少見，若仔細觀察，可以發現它與真正的攻擊打為有所區別。為澄清打鬧遊戲的價值，必須要能區別兩者的八銅，因此本研究冒的即在探討幼教老師與幼兒對打鬧遊戲行為的認知，並比較他們的認知是否相同。本研究的對象是80位幼教老師及71位5、6歲幼兒，方法是請受試者在觀看完10個幼兒在教皺內自由遊玩的錄影片段後，判斷這些片段是打鬧遊戲或真正的打架，並說明判斷的理由。研究結果發現：(1)幼教老萱部份，只有「目前擔任職務」一變項的試異達顯著水準，園長或主任及幼兒教師對打鬧遊戲行為的認知顯著優於保育人員。(2)6歲幼兒對打鬧遊劇行為的認知顯著優於5歲幼兒。(3)幼教老師對打鬧遊戲行為的認知顯著優於幼兒。他們所用的判斷標準也頗一致，依序為：肢體動作、臉部表情推論行動、意圖或以上兩者。

　　　　　Rough-and-tumble play was widespread among young children. It could be distinguished form serious fighting, if observed carefully. In order to clarify it’s significance, we had to distinguish it form real aggression. The purpose of this study was to examine and compare how kindergarten teachers and preschoolers perceived rough-and-tumble play. Eighty kindergarten teachers and 71 5-and 6-year-olds are included as subjects. They were asked to judge 10 videotaped episodes as either playful rough-and-tumble play or serious fighting and to give the reasons. Results showed that: (a)kindergarten teachers’ judgments were more correct than nursery teachers, (b)6-year-olds’ judgments were more correct than 5-year-olds’, and (c)kindergarten teachers’ judgments were more correct than preschoolers’. The most frequently cited criteria in the videotape study by teachers and preschoolers were then quality of physical actions, facial expressions and inference about action, intent or both.