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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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Long Day Care services in Australia are centre-based services offering all day ECE for children from birth to five years of age.
2 Sessional kindergartens in Australia are centre-based services primarily offering funded kindergarten programs aimed at children in the year before school.
3 Certificate III is a six month qualification and is the minimum requirement in Australia to work in long day care or as an assistant in a kindergarten program.
4 Diploma is a 12–18 month course and is an advanced qualification that enables an educator in Australia to work as a room leader or centre manager in long day care or as an assistant in a kindergarten program.
5 Bachelor’s Degree is a four year academic undergraduate degree and is required to work as a teacher in an Australian kindergarten program.