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Prevalence of risky play and educators influence on risky play -…
Prevalence of risky play and educators influence on risky play - Qualitative research
research methods
Observation 2
children's risky play and the teachers' interaction/reaction to it
based on the observational tool on Frost (1992) (Sage Handbook, p.270)
including educators influence on uncertain/risky situations (Bundy et al., 2016)
Filming interventions
Interview 1
individual teachers' backgrounds (for later reference)
teacher education
teaching experience (curricular, approaches)
years of teaching experience
attitude towards risky play
TRiPS adapted version
elicitation technique (video of adventure playground)
Interview 3
specific questions for less and more aligned teachers (What do you need to align your conviction and your practice? How did you reach the point of alignment?)
TRiPS?
Document study 5
to which degree do the different teacher educations/curricular address risky play
Questionnaire 4
generalization of situation in Monza; understanding of teachers' risky play; similar age range of students as in Monza
research focus (recommendation for the school)
How might
educators
be able to
reach an alignment
of their
conviction of risky play
with their
actual behaviour in practice?
What are the teachers' perceptions of risky play?
Interview 1
How might teachers' conviction of risky play align with their practice?
Observation 2
What factors might influence teachers' reaction to and interaction with children in uncertain situations?
Interview 3
Document study 5
Interview 1
Areas
teacher education/experience
reggio
IB
national ? (italian, Austrian)
Forest school ? - Italy or Austria
risky play
benefits
health aspect (motor development)
resilience
risk-assessment, safety
creativity
cooperation
definition
categories by Sandseter
risky play categories
risky play characteristics
risk vs hazard
comparison nowadays and former days
affordance of landscape theory
possible other influences on risky play
socio-cultural factors e.g. Norwegian ECE institutions
policies (SAGE handbook)
e.g. curricular or risk-benefit analysis
gender differences?
affordances of landscapes
urban, suburban
natural, equipment based
teachers' own play experiences
role of minimization factors (Sage Handbook
Risk and Safety in outdoor play)
focused case study