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Risky play in early childhood education and care in Norway

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dc.contributor.author Obee, Patricia
dc.date.accessioned 2019-07-09T16:53:15Z
dc.date.available 2019-07-09T16:53:15Z
dc.date.copyright 2019 en_US
dc.date.issued 2019-07-09
dc.identifier.uri http://hdl.handle.net/1828/10953
dc.description.abstract Background: Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to development and health benefits for children in the early years such as risk-assessment skills, increased physical activity (PA) and well-being, and promoting social competencies and resilience. Currently, in a Western context, children’s opportunities for risky play is decreasing. At the same time, childhood inactivity and coinciding health concerns, as well as adolescent mental health issues such as anxiety, are on the rise. Risky play may serve as an antidote to some current health problems for children. Purpose: This research aimed to increase understanding of affordances (environmental factors that intersect with and influence human behaviors) for risky play. Social and physical environmental factors have been found to influence children’s affordances for risky play. The study was designed to identify some of the social factors and environmental features that may provide children with greater opportunity for risky play. Alongside researching affordances for children’s risky play, this research also inquired into children’s emotional and behavioural expressions during risky play, and how children’s engagement in risky play impacts PA. Methodology: Research was conducted with children ages 3 to 4 years, at a kindergarten in Levanger Norway. A mixed-methods approach was employed. Methods of data collection and analysis consisted of coding and statistical analysis of focused-video observations, as well as thematic analysis of field notes and semi-structured interviews. Findings/conclusions: Findings include the identification of themes pertaining to social factors that may influence children’s opportunity for risky play, including childhood assumptions, practitioner and parent attitudes towards risk, and pedagogical practice. This research generated a taxonomy of environmental features affording risky play, as well as findings that suggest risky play is positively correlated with levels of PA and outdoor settings. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject risky play en_US
dc.subject ECE en_US
dc.subject physical activity en_US
dc.subject play en_US
dc.subject Norway en_US
dc.subject risk en_US
dc.subject ECEC en_US
dc.subject affordances en_US
dc.subject physical environments en_US
dc.title Risky play in early childhood education and care in Norway en_US
dc.type Thesis en_US
dc.contributor.supervisor Harper, Nevin J.
dc.degree.department School of Child and Youth Care en_US
dc.degree.level Master of Arts M.A. en_US
dc.description.scholarlevel Graduate en_US


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