• Korean Journal of Child Studies
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• v.35 no.5
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• pp.63-82
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• 2014

The purpose of this study is to elucidate how two young children understand force in rough-and-tumble play. For this purpose, a form of microanalysis(Forman, 2006) was used. They regarded black as the strongest color due to their daily experiences. They assumed that a structure made of black Lego-color-bricks would be strongest and made an experiment of beating it against blocks of other colors. Such repetitive behavior ultimately led them to realize that color had no correlation with strength. They also understood mechanical energy by which a boy's pushing power moves against an object. They tried to strike a bigger or protruding structure and understood that parts might be broken more easily by striking. This experience enabled the boys to realize the principle of resistance. That is to say, in the process of rough-and-tumble play, their misconceptions were gradually removed and they obtained scientific knowledge, including understanding of mechanical energy and the principle of resistance. This study found that two young children constructed knowledge together through the process of tool making and in contending for victory in rough-and-tumble play.