Document Type

Article

Publication Date

2024

Keywords

Risky play; toddler; parent perceptions; teacher perceptions; teacher practice

Abstract

This qualitative study explored the perceptions of teachers and parents within the context of toddlerhood risky play at a university laboratory school. Sociocultural and bioecological theories informed the study and the developmental niche framework guided the data analysis. Video-stimulated recall interviews were analyzed using the constant comparative method. Findings include: (1) parents’ and teachers’ perceptions of risky play are comprised of (a) their psychology as the caregiver, (b)knowing the child, and (c) cultural influences, (2) parent and teacher descriptions of risky play include that it happens outdoors, away from adults, and encompasses developmental benefits, and (3) the development of perceptions of risky play is situated and dynamic. This study contributes important knowledge to the field of early childhood education by offering a new perspective regarding the definition of risky play revealing how parents’ and teachers’ perceptions of risky play are situated in their own past experiences, knowledges, and interactions.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in Journal of Adventure Education and Outdoor Learning (2024): https://doi.org/10.1080/14729679.2024.2409859

Download

Share

COinS