Risk-tasking and Assessment in Toddlers During Nature Play:The Role of Family and Play Context

ABSTRACT

Risk-taking during the toddler years is crucial for the development of autonomy, initiative, and independence. However, the current culture in the U.S. seeks to minimize the risks young children are exposed to. This small-scale, mixed methods study examined parental attitudes towards toddler risk-taking and children’s behavior during nature play. Each child in a young toddler classroom at a northern New England childcare program (n = 9) was observed for 90 minutes and their parents (n = 17) surveyed. Results show a wide range of risk-taking profiles for children in the same classroom. Parents were more concerned about children’s play at heights and least concerned about rough and tumble play, the most and least frequent activities children engaged in. Parents who rated outdoor play scenarios as more risky tended to have children who exhibited more risk-aversion. Suggestions for working with parents to understand the benefits of risk-taking in outdoor play are discussed.

KEYWORDS:

• Toddlers
• nature play
• outdoor play
• parenting
• risk-taking

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Emily J. Murray

Emily J. Murray is a preschool lead educator at a university-affiliated childcare center in northern New England. Her teaching pedagogy focuses on the value of attachment in adult-child relationships and nature play in the development of young children. She received her Master of Science degree in Early Childhood Education at the University of Maine at Farmington. Additionally, she is a Registered Maine Guide and sea kayak instructor.

Patricia Hrusa Williams

Patricia Hrusa Williams, Ph.D. is an Associate Professor of Early Childhood Education at the University of Maine at Farmington and coordinator of the university’s infant-toddler programming. She teaches courses in infant-toddler education, family engagement, play, and research methods. Her research focuses on infant-toddler care, family support programs, program evaluation, and higher education engagement in communities. She has a B.A. from the University of Rochester and a Ph.D. in Applied Child Development from Tufts University.