Exploring outdoor play: a mixed-methods study of the quality of preschool play environments and teacher perceptions of risky play

ABSTRACT

Risky play, accompanied by thrilling feelings with real or perceived risks, is beneficial for children’s development. Playground quality and teachers’ attitudes about risk can influence preschoolers’ risky play opportunities. In this study, 10 U.S. preschools’ outdoor environments were rated using the Seven Cs Scale. Playgrounds scored lowest in challenge, demonstrating a lack of risky play opportunities and highest in context and connectivity, exhibiting adequate safety measures and pathways. The Tolerance for Risk in Play Scale was used to assess 58 teachers’ attitudes. The average score was 29 (on a scale of 0 to 100, highest risk tolerance). Across risky play categories, teachers were most accepting of rough-and-tumble play and least accepting of play with dangerous tools. During a focus group, teachers also expressed concerns regarding overly restrictive safety regulations. The findings highlight the need for further teacher education concerning risky play.

KEYWORDS:

• Risky play
• nature play
• outdoor play
• play
• risk
• preschool
• early childhood

Acknowledgments

The researchers would like to thank the participating school systems and educators.

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by—University via grants-in-aid provided by the Student Undergraduate Research Program and the—College Fellows Program; Elon University.

Notes on contributors

Annie C. LeMasters

Annie C. LeMasters graduated as a psychology major from Elon University in 2020. She is currently a graduate student at The University of Texas at Austin Steven Hicks School of Social Work pursuing a Master of Science in Social Work degree. Her research interests include child development, risk, and resiliency.

Maureen Vandermaas-Peeler

Maureen Vandermaas-Peeler is a Professor of Psychology and Director of the Center for Research on Global Engagement at Elon University. Her scholarly interests include children’s learning in collaborative, authentic experiences; adult guidance of children’s inquiry, scientific reasoning and numeracy; sociocultural and global contexts of learning and undergraduate research mentoring.