A professionalisation programme towards children's risk-taking in play in childcare contexts: moral friction on developing attitudes and collegial expectations

Interest in the professionalisation of childcare workers is growing, as the responsibility for children's upbringing and development is extended from the family area to early childhood education and care institutions. This sector is subject to intensified guidelines, where the overprotective te...

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Bibliographic Details
Published in:European early childhood education research journal 2019-11, Vol.27 (6), p.741-756
Main Authors: van Rooijen, Martin, Jacobs, Gaby
Format: Article
Language:English
Subjects:
After School Programs
Attitudes
Child Care
Child Caregivers
Child Development
Child Safety
Children & youth
Cooperation
Decision Making
Early Childhood Education
ECEC professionalism
Faculty Development
Foreign Countries
Guidelines
Moral Development
moral dilemmas
Moral Values
normative professionalisation
Personal Autonomy
Preschool Children
Preschool Teachers
Professionalism
Professionals
Program Descriptions
Psychological Patterns
qualitative research
Risk
risky play
Teacher Attitudes
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Summary:Interest in the professionalisation of childcare workers is growing, as the responsibility for children's upbringing and development is extended from the family area to early childhood education and care institutions. This sector is subject to intensified guidelines, where the overprotective tendency in society towards children has resulted in diminished possibilities to engage in risky play. This creates dilemmas for professionals in making clear decisions, balancing between protection and facilitating challenging play situations. This paper investigates the impact of a professional development programme developed and delivered by the main author on facilitating children's risky play in seven Dutch after-school childcare settings. A qualitative study was conducted to examine moral values and dilemmas emerging in this context. Moral frictions centred around 'safety and autonomy' in the work with children, and 'unity and diversity' in collaborating with colleagues.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2019.1678715