Developing pre-service teachers’ understanding of children’s risky play

Abstract

This study examines the effectiveness of an intervention course for changing early childhood pre-service teachers’ understanding of children’s risky play. Twenty-six of the early childhood pre-service teachers who were enrolled in this course filled out an open-ended questionnaire at the beginning and end of the six-week course. Data from the pre and post surveys were triangulated with data obtained through the researcher’s reflective notes and participants’ brief evaluations and drawings. The results of the data analysis indicated that participation in the intervention course had changed pre-service teachers’ beliefs. As a result of the course, pre-service teachers’ positive perspectives on children’s risky play increased and their understanding became enhanced. Results are discussed in relation to the literature and the implications of examining early childhood education programs are explored.

Keywords:

• risky play
• early childhood education
• pre-service teachers

Additional information

Notes on contributors

Nilgün Cevher-Kalburan

Nilgün Cevher-Kalburan is an assistant professor in the Early Childhood Education Department at the Educational Faculty at Pamukkale University in Denizli, Turkey. Her research interests are environmental education, early childhood curriculum, teacher training, outdoor play, and playgrounds.