Research Information System
Journal of Adventure Education and Outdoor Learning, 2024 (ESCI)
This study aimed to examine (a) whether preschool teachers’ risky play attitudes differed in relation to school type, number of children, presence of teachers’ aides, professional experience, age groups, and/or duration of time outdoors, and (b) preschool teachers’ self-reported practices regarding risky play outdoors. An explanatory sequential mixed method design was utilized. 484 preschool teachers were completed the Scale for the Attitudes Towards Risky Play at Early Childhood-Teacher Form. Semi-structured interviews were conducted with 21 preschool teachers. Quantitative results unveiled significant differences in teachers’ risky play attitudes regarding preschool type, presence of teachers’ aides, and daily time spent outdoors. Qualitative results shed light on the way parents and administrators perceived risky play impacted teachers’ practices for allowing or prohibiting children’s risky play outdoors. This study underscores a need for professional training and continuous collaboration among teachers, parents, and administrators to support risky play in educational settings.