Barriers for Outdoor Play in Early Childhood Education and Care (ECEC) Institutions: Perception of Risk in Children’s Play among European Parents and ECEC Practitioners

Sandseter, Ellen Beate Hansen; Cordovil, Rita; Hagen, Trond Løge; Lopes, Frederico

doi:10.1080/13575279.2019.1685461

Cited by 67 publications

(50 citation statements)

References 48 publications

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“…There are limitations to this study. It draws on cross-sectional data that is based on video observations with a duration of two minutes conducted within the children’s everyday environment in a Norwegian context where, in many cases, children’s risky play is supported by teachers and practitioners [ 16 , 73 , 77 ]. Studies in other cultural contexts with a different perception and practice concerning children’s risk-taking and with other outdoor physical environments could reveal other results.…”

Section: Discussionmentioning

confidence: 99%

“…Children’s spend more time indoor in sedentary activities, and less time in outdoor play and vigorous physical activity [ 11 ]. Similarly, research on outdoor play indicate that children rarely get opportunities to learn and master risk on their own account [ 9 , 12 , 13 , 14 , 15 , 16 ]. There are robust indications that children willingly seek out risky play, and it is suggested that the feeling of exhilaration is one central motivation for this behavior [ 17 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

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Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

Sandseter

Sando

Kleppe

2021

IJERPH

Self Cite

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Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

Sandseter

Sando

Kleppe

2021

IJERPH

Self Cite

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“…The same researchers found that parents are reluctant for their children to be exposed to the elements, or to get dirty or wet, and often complain when this occurs. Greek parents have also reported that the main barriers to their children playing outdoors are poor facilities, lack of places to play, lack of availability and poor quality of play spaces and the weather (Sandseter et al, 2020). The independent mobility of Greek children is also among the lowest in the Europe, which is also a factor in reducing opportunities for outdoor play.…”

Section: Kindergarten Education In Greecementioning

confidence: 99%

Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece

Kouthouris

2021

JSE

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This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.

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“…Research has highlighted the holistic benefits of outdoor play for young children, particularly where there is an element of managed risk (Knight 2013). However, there are barriers to allowing access to 'risky' types of outdoor play which has seen a decline in this type of activity (Sandseter et al 2020). Some of our discussions reflected these barriers: Perhaps this was sparked by the nature of the climb, the sensations felt as teachers slipped and fell over, the mud being cleaned from hands, the way that the landscape affected our human bodies sparking us to consider this landscape too challenging, or not:…”

Section: Place Matters;mentioning

confidence: 99%

Pedagogies of place-spaces: walking-with the post-professional

Fairchild

2021

PRACTICE

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Barriers for Outdoor Play in Early Childhood Education and Care (ECEC) Institutions: Perception of Risk in Children’s Play among European Parents and ECEC Practitioners

Cited by 67 publications

References 48 publications

Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece

Pedagogies of place-spaces: walking-with the post-professional

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