The influence of play context and adult attitudes on young children's physical risk‐taking during outdoor play

Little, Helen; Wyver, Shirley; Gibson, Frances

doi:10.1080/1350293x.2011.548959

Cited by 88 publications

(72 citation statements)

References 13 publications

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“…Furthermore, such behaviours are seen as an important part of the pedagogical work in kindergarten in Norway and are emphasised in kindergarten curriculum documents, both the Kindergarten Act (Norwegian Ministry of Education and Research [NMER], 2005) and the Norwegian Framework Plan for the Content and Tasks of Kindergartens (NMER, 2006). This approach is in contrast to other countries such as Australia (Little, Wyver, & Gibson, 2011) and the United Kingdom (Greatorex, 2008), where findings indicate that, although early childhood education and care (ECEC) practitioners acknowledge the developmental benefits of challenging play, the culture of litigation and health and safety regulations hampers children's ability to engage in such play.…”

Section: Supervision and Early Childhood Education And Care Practitiomentioning

confidence: 96%

“…Still, there is a growing body of research suggesting that health and safety regulations in several risk-averse countries can constrain children's opportunities for challenging play (for example, Ball, 2002;Caesar, 2001;Greatorex, 2008;Little et al, 2011;Wyver et al, 2010), and that children in these countries would miss out on important developmental benefits from this play. Several researchers have claimed that through risk-taking in play, children learn risk assessment and how to master risk situations and thus develop a sound sense of risk (Aldis, 1975;Ball, 2002;Boyesen, 1997).…”

Section: Implications For Policy/practice In Ececmentioning

confidence: 99%

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Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners' Perceptions and Practices Concerning Children's Risky Play

Sandseter

2012

Child Care in Practice

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Many countries face a growing debate on the balance between ensuring children's safety and allowing children to play in physically and emotionally stimulating and challenging environments. This study is theoretically and conceptually situated within this debate, focusing on how early childhood education and care (ECEC) practitioners perceive the risk in children's play, and how they handle children's physical risk-taking given their dual responsibilities to keep children safe and to provide enough developmental challenges. Qualitative semi-structured interviews were conducted with seven ECEC practitioners with the goal of gaining insight into their opinions and reflections on children's risky play in kindergarten. The results show that Norwegian ECEC practitioners assess children's opportunities to engage in risky play in kindergarten as good: play environments provide opportunities for risky play, and practitioners allow and encourage children's risky play. The practitioners have a positive attitude toward risky play and state that they think it is important for children's development. The interviews show that the strategies for handling risky play are adapted instinctively in the play situation, considering each child individually, and common boundaries or rules are rare. The results of this study are a contribution to the discussion on children's play safety and how to handle risk-taking play in ECEC settings, and would hopefully be inspiring to ECEC practitioners and politicians in countries other than Norway.

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Section: Supervision and Early Childhood Education And Care Practitiomentioning

confidence: 96%

Section: Implications For Policy/practice In Ececmentioning

confidence: 99%

Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners' Perceptions and Practices Concerning Children's Risky Play

Sandseter

2012

Child Care in Practice

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“…A necessidade de compreender com maior profundidade as implicações do risco para o desenvolvimento e aprendizagens da criança e de identificar quais os fatores que influenciam essas experiências tem instigado diferentes autores a investir na temática do risco no brincar, com recurso a diferentes quadros e metodologias de análise (Little;Eager, 2010;Little, Wyver;Gibson, 2011).…”

Section: Categorias Do Brincar Arriscadounclassified

“…Little;Eager, 2010;Sandseter, 2009a;Tovey, 2010), não deve ser vista sob uma perspetiva de comparação linear, reconhecendo-se o papel de dimensões sociológicas na construção de conceções sobre o risco no brincar. Nesse sentido, as investigações internacionais podem servir de referência e contribuir para o desenvolvimento de uma abordagem que terá de ser contextualizada à realidade de cada país/cultura.…”

Section: Reflexões Finais E Pistas Para Intervençãounclassified

Arriscar ao brincar: análise das perceções de risco em relação ao brincar num grupo de educadoras de infância

Bento

2017

Rev. Bras. Educ.

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RESUMOAssumindo que o brincar arriscado apresenta benefícios para o desenvolvimento e a aprendizagem das crianças, a investigação apresentada pretende explorar as perceções de risco num grupo de 13 educadoras de infância portuguesas. Esse grupo profissional exerce uma grande influência no tipo de experiências que são oferecidas às crianças, numa fase da vida em que o brincar se assume como meio potenciador do desenvolvimento. Por meio de entrevistas semiestruturadas, articuladas com imagens representativas de diferentes experiências do brincar arriscado (Sandseter, 2007(Sandseter, , 2009a, procuramos perceber de que maneira as situações de risco são interpretadas e quais os ganhos que estas podem trazer para o desenvolvimento infantil. Concluímos que, entre as participantes, o risco no brincar é dificilmente aceito, ponderando-se diferentes dimensões na avaliação da situação. Apesar de o brincar arriscado não ser promovido, as educadoras reconhecem a existência de ganhos para o desenvolvimento.PALAVRAS-CHAVE perceções de risco; brincar; espaços exteriores; educação infantil.http://dx

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“…Even practitioners, who recognise the value of introducing risk-taking as a strategy for promoting confident and able learners (Elliott 2014), might be reticent to do so. Resistance may be due to health and safety regulations (Little et al 2011); a fear of litigation (Bundy et al 2009); whether children are viewed as being competent (Waller et al 2010); or a lack of confidence in a practitioner's own ability to utilise the outdoor environment (Knight 2011). Wragg (2013 asserts even when evidence is presented to practitioners, of the value of risk, some find it difficult to adjust internalised attitudes, beliefs and practice.…”

Section: Introductionmentioning

confidence: 99%

Assessing learning in the early years’ outdoor classroom: examining challenges in practice

Davies

Hamilton

2016

Education 3-13

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The benefit the outdoor environment has for young children's development is widely documented. However, there is less literature outlining practitioners' experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years' settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years' curriculum, cannot be done as effectively outdoors as they may be being done indoors.

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The influence of play context and adult attitudes on young children's physical risk‐taking during outdoor play

Cited by 88 publications

References 13 publications

Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners' Perceptions and Practices Concerning Children's Risky Play

Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners' Perceptions and Practices Concerning Children's Risky Play

Arriscar ao brincar: análise das perceções de risco em relação ao brincar num grupo de educadoras de infância

Assessing learning in the early years’ outdoor classroom: examining challenges in practice

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