Influencing Factors on Professional Attitudes towards Risk-Taking in Children's Play: A Narrative Review

Autor/inn/en	van Rooijen, Martin; Newstead, Shelly
Titel	Influencing Factors on Professional Attitudes towards Risk-Taking in Children's Play: A Narrative Review
Quelle	In: Early Child Development and Care, 187 (2017) 5-6, S.946-957 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Rooijen, Martin) ORCID (Newstead, Shelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1204607
Schlagwörter	Risk; Performance Factors; Play; Developmental Studies Programs; Risk Assessment; Literature Reviews; Caregiver Attitudes; Educational Benefits; Parent Caregiver Relationship; School Law; Cultural Influences; Alternative Assessment; Early Childhood Education + Suchen Sie Ihr Suchwort? Risiko; Leistungsindikator; Spiel; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Risikoabschätzung; Bildungsertrag; Law concerning schools; Schulrecht; Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	There is a growing concern that adults who supervise children's play may restrict opportunities for children to engage in risky activities. Risk-benefit assessment is commonly advocated as a way of allowing children to take managed risks within settings. However "risk-benefit" adopts a limited strategy of convincing professionals of the developmental benefits of risk, disregarding other factors which may also influence professionals when making risk assessments in their settings. This paper proposes an alternative approach to supporting practitioners in allowing risk by exploring the complexity of these influencing factors. A narrative literature review identifies five inter-related factors which affect professionals' attitudes to risk. The relationships between these factors are discussed and presented as a model which illustrates the complexity faced by practitioners when carrying out risk assessments. The authors argue that children's opportunities to benefit from risk in play may increase if these influencing factors could be explored within professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01