A professionalisation programme towards children’s risk-taking in play in childcare contexts: moral friction on developing attitudes and collegial expectations

References

• Boeije, Hennie. 2010. Analysis in Qualitative Research. London: Sage Publications.
   Google Scholar
• Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
   Google Scholar
• Brussoni, Mariana, Rebecca Gibbons, Casey Gray, Takuro Ishikawa, Ellen B. H. Sandseter, Adam Bienenstock, Guylaine Chabot, et al. 2015. “What Is the Relationship Between Risky Outdoor Play and Health in Children? A Systematic Review.” International Journal of Environmental Research and Public Health 12 (6): 6423–6454.
   PubMed Web of Science ®Google Scholar
• Brussoni, Mariana, Lise L. Olsen, Ian Pike, and David A. Sleet. 2012. “Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development.” International Journal of Environmental Research and Public Health 9 (9): 3134–3148.
   PubMed Web of Science ®Google Scholar
• Bundy, Anita, Paul Tranter, Geraldine Naughton, Shirley Wyver, and Tim Luckett. 2009. “Playfulness: Interactions Between Play Contexts and Child Development.” In Children, Families and Communities: Contexts and Consequences, edited by Jennifer Bowes and Rebekah Grace, 3rd ed., 76–88. Melbourne: Oxford University Press.
   Google Scholar
• Cartmel, Jennifer, and Kylie Brannelly. 2016. “A Framework for Developing the Knowledge and Competencies of the Outside School Hours Services Workforce.” International Journal for Research on Extended Education 4 (2): 17–34.
   Google Scholar
• Creswell, John W. 2007. Research Design: Qualitative and Quantitative Approaches. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• De Visscher, Sven. 2008. De Sociaal-pedagogische Betekenis van de Woonomgeving voor Kinderen [The Socio-pedagogical Meaning of Children’s Living Environment]. Gent: Academia Press.
   Google Scholar
• Edwards, Anne. 2010. Being an Expert Professional Practitioner: The Relational Turn in Expertise. Vol. 3. Dordrecht: Springer.
   Google Scholar
• Ewijk, Hans, and Harry Kunneman, eds. 2013. Praktijken van Normatieve Professionalisering [Practices of Normative Professionalization]. Amsterdam: SWP.
   Google Scholar
• Freidson, Eliot. 2001. Professionalism, the Third Logic: On the Practice of Knowledge. Chicago, IL: University of Chicago Press.
   Google Scholar
• Fukkink, Ruben, and Marianne Boogaard. 2016. “Pedagogische Kwaliteit van de Buitenschoolse Opvang in Nederland” [Pedagogical Quality of After-school Childcare in the Netherlands]. Pedagogische Studiën 93: 2–14.
   Google Scholar
• Havnes, Anton. 2018. “ECEC Professionalization – Challenges of Developing Professional Standards.” European Early Childhood Education Research Journal 26 (5): 657–673.
   Web of Science ®Google Scholar
• Hyndman, Brendon P., Amanda C. Benson, Shahid Ullah, and Amanda Telford. 2014. “Evaluating the Effects of the Lunchtime Enjoyment Activity and Play (LEAP) School Playground Intervention on Children’s Quality of Life, Enjoyment and Participation in Physical Activity.” BMC Public Health 14 (1): 1–16.
   PubMedGoogle Scholar
• Jacobs, Gaby. 2010. Professional Values in Critical Dialogue. Dealing with Uncertainty in Educational Practice. Tilburg: Fontys University of Applied Sciences.
   Google Scholar
• Jacobs, Gaby, Hans Tenwolde, Ruud Meij, and Yanaika Zomer. 2008. Goed Werk. Verkenningen van Normatieve Professionalisering [Good Work. Explorations of Normative Professionalization]. Amsterdam: SWP.
   Google Scholar
• Jilink, Lisanne, and Ruben Fukkink. 2016. Effecten van Kinderopvang op het Welbevinden en de Ontwikkeling van Kinderen: een Overzicht van Nederlands Onderzoek [Effects of Childcare on Children’s Well-being and Development: A Review of Dutch Research]. Amsterdam: Hogeschool van Amsterdam.
   Google Scholar
• Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Kunneman, Harry. 2018. Amor Complexitatis. Bouwstenen voor een Kritisch Humanisme, deel 2 [Amor Complexitatis. Building Blocks for Critical Humanism, Part 2]. Amsterdam: SWP.
   Google Scholar
• Lavrysen, Ann, Els Bertrands, Leene Leyssen, Lieve Smets, Anja Vanderspikken, and Peter De Graef. 2017. “Risky-Play at School. Facilitating Risk Perception and Competence in Young Children.” European Early Childhood Education Research Journal 25 (1): 89–105.
   Web of Science ®Google Scholar
• Little, Helen, Ellen B. H. Sandseter, and Shirley Wyver. 2012. “Early Childhood Teachers’ Beliefs About Children's Risky Play in Australia and Norway.” Contemporary Issues in Early Childhood 13 (4): 300–316.
   Google Scholar
• Little, Helen, and Naomi Sweller. 2015. “Affordances for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings.” Early Childhood Education Journal 43 (4): 337–345.
   Web of Science ®Google Scholar
• Merriam, Sharan B. 1998. Qualitative Research and Case Study Applications in Education. San Francisco, CA: Jossy-Bass.
   Google Scholar
• Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. New York: Wiley.
   Google Scholar
• Ministry of Social Affairs and Employment. 2016. “Akkoord Innovatie en Kwaliteit Kinderopvang.” [Agreement on Innovation and Quality of Childcare]. Accessed 10 June 2019. https://www.rijksoverheid.nl/documenten/publicaties/2016/05/27/bijlage-akkoord-innovatie-en-kwaliteit-kinderopvang.
   Google Scholar
• Nicholson, Simon. 1971. “The Theory of Loose Parts: An Important Principle for Design Methodology.” Landscape Architecture Quarterly 4 (2): 5–14.
   Google Scholar
• Oberhuemer, Pamela. 2005. “Conceptualising the Early Childhood Pedagogue: Policy Approaches and Issues of Professionalism.” European Early Childhood Education Research Journal 13 (1): 5–16.
   Google Scholar
• Patte, Michael M. 2017. “Editorial.” International Journal of Play 6 (2): 123–127.
   Google Scholar
• Pawson, Ray, and Nick Tilley. 1997. Realistic Evaluation. London: SAGE Publications.
   Google Scholar
• Rijksoverheid. 2018. “Cijfers Kinderopvang Derde Kwartaal 2018.” Accessed 10 June 2019. https://www.rijksoverheid.nl/documenten/publicaties/2018/12/11/cijfers-kinderopvang-derde-kwartaal-2018.
   Google Scholar
• Rijksoverheid. 2019. “Rapport met Modelformulieren voor Beoordeling Kwaliteit Buitenschoolse Opvang (versie 1 januari 2019).” Accessed 10 June 2019. https://www.rijksoverheid.nl/documenten/formulieren/2012/10/02/modelrapport-buitenschoolse-opvang.
   Google Scholar
• Rutter, Michael. 2006. “Implications of Resilience Concepts for Scientific Understanding.” Annals of the New York Academy of Sciences 1094 (1): 1–12.
   PubMed Web of Science ®Google Scholar
• Sandseter, Ellen B. H. 2007. “Categorising Risky Play—How Can We Identify Risk-Taking in Children's Play?” European Early Childhood Education Research Journal 15 (2): 237–252.
   Web of Science ®Google Scholar
• Sandseter, Ellen B. H. 2009. “Characteristics of Risky Play.” Journal of Adventure Education & Outdoor Learning 9 (1): 3–21.
   Google Scholar
• Sandseter, Ellen B. H., Helen Little, David Ball, David Eager, and Mariana Brussoni. 2017. “Risk and Safety in Outdoor Play.” In The SAGE Handbook of Outdoor Play and Learning, edited by Tim Waller, Eva Ärlemalm-Hagsér, Ellen B. H. Sandseter, Libby Lee-Hammond, Kristie Lekies, and Shirley Wyver, 113–126. London: Sage.
   Google Scholar
• Schön, Donald A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
   Google Scholar
• Schreuder, Liesbeth, Marianne Boogaard, Ruben Fukkink, and Josette Hoex. 2011. Pedagogisch Kader Kindercentra 4-13 Jaar [Pedagogical Framework Child Centres 4-13 Years]. Amsterdam: Reed Business.
   Google Scholar
• Tremblay, Mark S., Casey Gray, Shawna Babcock, Joel Barnes, Christa C. Bradstreet, Dawn Carr, Guylaine Chabot, et al. 2015. “Position Statement on Active Outdoor Play.” International Journal of Environmental Research and Public Health 12 (6): 6475–6505.
   PubMed Web of Science ®Google Scholar
• UNCRC (United Nations Committee on the Rights of the Child). 2013. “General Comment No. 17 on the Right of the Child to Rest, Leisure, Play, Recreational Activities, Cultural Life and the Arts (art. 31).” April 17, 2013.
   Google Scholar
• Urban, Mathias. 2008. “Dealing with Uncertainty: Challenges and Possibilities for the Early Childhood Profession.” European Early Childhood Education Research Journal 16 (2): 135–152.
   Web of Science ®Google Scholar
• Van Manen, Max. 1991. “Reflectivity and the Pedagogical Moment: The Normativity of Pedagogical Thinking and Acting.” Journal of Curriculum Studies 23 (6): 507–536.
   Web of Science ®Google Scholar
• Van Rooijen, Martin, Gerty Lensvelt-Mulders, Shirley Wyver, and Joachim Duyndam. 2019. “Professional Attitudes Towards Children’s Risk-Taking in Play: Insights into Influencing Factors in Dutch Contexts.” Journal of Adventure Education and Outdoor Learning. doi:10.1080/14729679.2019.1568893.
   Google Scholar
• Van Rooijen, Martin, and Shelly Newstead. 2017. “Influencing Factors on Professional Attitudes Towards Risk-Taking in Children’s Play: A Narrative Review.” Early Child Development and Care 187 (5–6): 946–957.
   Web of Science ®Google Scholar
• Waite, Sue, Valerie Huggins, and Karen Wickett. 2014. “Risky Outdoor Play: Embracing Uncertainty in Pursuit of Learning.” In Exploring Outdoor Play in the Early Years, edited by Trisha Maynard and Jane Waters, 71–85. Maidenhead: Open University Press.
   Google Scholar
• Woodrow, Christine. 2004. “Umkämpftes Terrain: Neuordnung des Curriculums im Australischen Kontext.” In Frühpädagogik lnternational. Bildungsqualität im Blickpunkt, edited by Wassilios Fthenakis and Pamela Oberhuemer, 241–254. Wiesbaden: VS Verlag für Sozialwissenschaften.
   Google Scholar
• Wyver, Shirley, Anita Bundy, Geraldine Naughton, Paul Tranter, Ellen B. H. Sandseter, and Jo Ragen. 2010. “Safe Outdoor Play for Young Children: Paradoxes and Consequences.” Proceedings of the AARE International Education Research Conference. Accessed 10 June 2019. https://www.aare.edu.au/publications/aare-conference-papers/show/6107/safe-outdoor-play-for-young-children-paradoxes-and-consequences.
   Google Scholar
• Wyver, Shirley, Paul Tranter, Geraldine Naughton, Helen Little, Ellen B. H. Sandseter, and Anita Bundy. 2010. “Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety.” Contemporary Issues in Early Childhood 11 (3): 263–277.
   Google Scholar