Identifying and characterizing risky play in the age one-to-three years

Kleppe, Rasmus; Melhuish, Edward; Sandseter, Ellen Beate Hansen

doi:10.1080/1350293x.2017.1308163

Cited by 50 publications

(47 citation statements)

References 38 publications

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“…An Australian study by McFarland and Laird (2017) exploring parents' and early childhood educators' attitudes and practices around risk, also focuses on risk-taking in outdoor risky play. This link between children's risk-taking and the outdoor environment has been solidified by key researchers Sandseter, Kleppe, Little and Wyver (see, for example, Kleppe, Melhuish, and Sandseter, 2017;Little, 2010b;Little and Eager, 2015;Wyver, 2008, 2010;Sandseter, 2009aSandseter, , 2009b. In numerous studies, these researchers have maintained focus on risky play as an outdoor experience.…”

Section: Risk As An Outdoor Experiencementioning

confidence: 93%

Towards a re-conceptualisation of risk in early childhood education

Cooke

Wong

Press

2019

Contemporary Issues in Early Childhood

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Children's engagement in risk-taking has been on the agenda for early childhood education for the past 10-15 years. At a time when some say the minority world has become overly risk averse, early childhood education aims to support confident, competent and resilient children through the inclusion of beneficial risk in early childhood education. The concept of risk is a complex phenomenon. Beneficial risk is engaging in experiences that take a person outside of their comfort zone and include outcomes that may be beneficial to learning, development and life satisfaction. To date, research on beneficial risk in early childhood has focused on children's risk-taking in outdoor play. This focus has led to a predominant conceptualisation of beneficial risk in early childhood as an outdoor physical play activity for children. In this article, the authors problematise this conceptualisation. Drawing on both broad and early childhood education specific literature, the authors explore the current discourse on risk in both childhood and early childhood education. The authors identify the development of the current conceptualisation of risk as an experience for children within play, outdoors and as a physical activity, and highlight the limitations of this conceptualisation. The authors argue that for risk-taking to be in line with the predominantly holistic approach of early childhood education, a broad view of risk is needed. To achieve this broad view, the authors argue for a re-conceptualisation of risk that encompasses a wide range of risk experiences for both children and educators. The authors suggest further research is needed to expand our understanding of beneficial risk in early childhood education. They propose further research will offer a significant contribution to the early childhood sector.

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Section: Risk As An Outdoor Experiencementioning

confidence: 93%

Towards a re-conceptualisation of risk in early childhood education

Cooke

Wong

Press

2019

Contemporary Issues in Early Childhood

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“…These expressions are interpreted as indications of subjective experiences of risk, regardless of the objective risk. However, recent research on children under 3 years indicates that these expressions are less apparent in this age-group (Kleppe et al, 2017). Therefore, in this study, observations and interpretations of subjective experience of risk have included the possibility that such emotions may be expressed in more subtle ways.…”

Section: Methodsmentioning

confidence: 99%

“…Since previous research has focused on children from 3 years and older, it is presumed that this model needs adaptation for younger children. Suggestively, 1- to 3-year-olds play—to a large extent—with equipment and environments that have very little objective risk but may still entail a subjective experience of risk (Kleppe et al, 2017). It is necessary to consider, for example, what is climbable for a 1-year-old or what is graspable for a 2-year-old.…”

Section: Introductionmentioning

confidence: 99%

Affordances for 1- to 3-year-olds’ risky play in Early Childhood Education and Care

Kleppe

2018

Journal of Early Childhood Research

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This article focuses on how Early Childhood Education and Care institutions provide for 1-to 3-yearolds' risky play-a previously little researched topic-utilizing data from an exploratory, small-scale study investigating aspects of risky play in the age-group. The main findings describe how three essentially different Early Childhood Education and Care centers provide different opportunities for risky play. These environments are assessed with the theoretical concept of affordance and suggest that versatile, flexible, and complex environments and equipment-with little objective risk-are optimal for children's risky play in this age-group. Being a new topic, the affordance assessment is discussed in relation to a standardized measurement, the Infant-Toddler Environment Rating Scale-Revised edition. Findings indicate that the two approaches partly coincide but also that there are discrepancies. Interpretations and implications are discussed.

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“…Consequently, Little recommends that ECEC educators need to consider the entire outdoor environment. Researchers agree that there are benefits of promoting risky physical play that includes heights, speed, and rough play as well as play with tools and elements that are dangerous and play that includes disappearing or being alone (Kleppe, Melhuish, & Sandseter, 2017;Sandseter, 2009). The EYLF , 2009).…”

Section: Development Of Positive Risk Takingmentioning

confidence: 99%

Educator Decision Making about Outdoor Learning Spaces in Early Childhood Education and Care Services

O’Sullivan¹

2018

Pac Early Child Educ Res Assoc

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In Australia, the Early Years Learning Framework (EYLF) invites educators in Early Childhood Education and Care (ECEC) services to view children as learners who are confident and involved (Australian Government Department of Education, Employment and Workplace Relations, 2009) while the National Quality Standard (NQS) contends that the "educational program and practice of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child's learning and development" (Australian Children's Education and Care Quality Authority [ACECQA], 2017, p. 95). Additionally, article 12 of the United Nations Convention of the Rights of the Child (UNCRC) advises that it is a child's right to contribute and their opinions need to be considered in decisions that affect them (United Nations Children's Fund [UNICEF], 1996). Nonetheless, limitations appear to exist in supporting educators' decisions and provisions in the environment and use of the outdoor learning spaces that contrast with the documents that underpin educator practice. This literature review examines the tensions between the ideal and the reality of children's and educators' decision making in outdoor learning spaces. It shows that strong policy alone is not sufficient unless underpinned by an environment in which educators are able to make decisions without fear of litigation and children's perspectives are heard, respected, and enacted.

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Identifying and characterizing risky play in the age one-to-three years

Cited by 50 publications

References 38 publications

Towards a re-conceptualisation of risk in early childhood education

Towards a re-conceptualisation of risk in early childhood education

Affordances for 1- to 3-year-olds’ risky play in Early Childhood Education and Care

Educator Decision Making about Outdoor Learning Spaces in Early Childhood Education and Care Services

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