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

Mandy Cooke*, Sandie Wong, Frances Press

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)424-438
    Number of pages15
    JournalEuropean Early Childhood Education Research Journal
    Volume28
    Issue number3
    Early online date23 Apr 2020
    DOIs
    Publication statusPublished - Jun 2020

    Keywords

    • children’s risk-taking
    • risky play
    • early childhood education and care
    • educators’ conceptualisations
    • professional development

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