High quality educators' conceptualisation of children's risk-taking in early childhood education: provoking educators to think more broadly

Children's risk-taking is increasingly acknowledged as an important part of early childhood education. Previous research has predominantly focussed on children's engagement with, and educators' perspectives on, children's risk-taking in outdoor physical play. However, little atte...

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Bibliographic Details
Published in:European early childhood education research journal 2020-05, Vol.28 (3), p.424-438
Main Authors: Cooke, Mandy, Wong, Sandie, Press, Frances
Format: Article
Language:English
Subjects:
Child Behavior
Children
Children's risk-taking
Early Childhood Education
early childhood education and care
Early Childhood Teachers
educators' conceptualisations
Foreign Countries
Physical Environment
Professional development
Risk
risky play
Teacher Attitudes
Teachers
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Summary:Children's risk-taking is increasingly acknowledged as an important part of early childhood education. Previous research has predominantly focussed on children's engagement with, and educators' perspectives on, children's risk-taking in outdoor physical play. However, little attention has been paid to how educators conceptualise children's risk-taking more broadly. Our study addresses this research gap. A three-site case study, the research gathered data from educators in high quality early childhood services through observations and interviews. Findings show that educators predominantly framed children's risk-taking as taking place in physical and outdoor play. However, with minimal provocation, educators extended their conceptualisations of risk to encompass a broader range of children's experiences. Data suggests that participation in the research provoked many participants to think more broadly about children's risk-taking.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2020.1755499