THE RELATIONSHIP BETWEEN THEORY AND DATA FINDINGS: PARENTS AND TEACHERS’ VIEWS OF RISKY PLAY IN EARLY LEARNING CENTRES

Abstract

There is a concern that children are deprived of opportunities for responding to challenges and exploring risky situations in outdoor play. Discouraging risky play has detrimental effects on children’s development which may hinder their functioning in school and later in life. Risky play opportunities are therefore essential to develop children’s confidence, self-esteem, autonomy and independence, as well as their problem solving and risk management skills. The purpose of this study was to gain knowledge of parents and teachers’ experiences and views about risky outdoor play; what prevents or supports teachers and parents from permitting risky outdoor play; and how the outdoor learning environment provides opportunities for risky play. This study employed a qualitative approach and is positioned within the interpretivist paradigm. The study consisted of preschool teachers and parents from three different early learning centres, who shared their experiences and views of risky play. Data were generated from semi-structured group interviews, observations of teachers and children during outdoor play and document analysis entailing teachers’ daily planning of outdoor activities. Online semi-structured individual interview schedules were utilised to generate data from parents.  Findings indicated that both parents and teachers perceive risky play as imperative for children’s development. Constraints affecting children’s opportunities to participate in risky activities and the concerns thereof were outlined.