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

Research output: Contribution to journalArticle

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
DOIs
Publication statusE-pub ahead of print - 23 Apr 2020

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