Categorising Risky Play--How Can We Identify Risk-Taking in Children's Play?

Autor/in	Sandseter, Ellen Beate Hansen
Titel	Categorising Risky Play--How Can We Identify Risk-Taking in Children's Play?
Quelle	In: European Early Childhood Education Research Journal, 15 (2007) 2, S.237-252 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Play; Young Children; Preschool Teachers; Risk; Interviews; Foreign Countries; Preschool Children; Observation; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Spiel; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Risiko; Interviewing; Interviewtechnik; Ausland; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Beobachtung; Qualitative Forschung; Norwegen
Abstract	There is a growing debate on the balance between making sure our children are safe versus letting the children play in physically and emotionally stimulating and challenging environments. The focus is now on children's right to do risky play. There are no studies categorising risky play. The present study has aimed to do this. Qualitative observations of 38 children and semi-structured interviews with 8 children and 7 employees from two Norwegian preschools gave 6 categories of risky play: 1) Play with great heights; 2) Play with high speed; 3) Play with harmful tools; 4) Play near dangerous elements; 5) Rough-and-tumble play; and 6) Play where the children can "disappear"/get lost. The reliability of the analysed categories was tested through a second opinion made by an experienced preschool teacher, who has long and varied experience with children's play in preschools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10