Work

Risky play in early learning centres: Insights from parents’ and teachers’ perspectives

Year: 2025

Type: article

Abstract: Risky play (RP) is a critical component to develop children’s capacity to function optimally throughout their lives. Children’s development depends on parents’ and teachers’ willingness to inculcate opportunities to engage in RP. Discouraging RP negatively impacts a child’s development, inhibiting their ability to function well in school and the future. In this study we examined parents’ and teachers’ views of RP and how the home and early learning centre (ELC) environments provide opportunities for RP. The qualitative multiple-case study included teachers and parents from 3 ELCs, utilising semi structured teacher group interviews, observations of children’s outdoor play, field notes, and document analysis to generate data at ELCs. Electronic semi-structured individual interview schedules were used to generate comprehensive information from parents. Observations indicate that opportunities for RP were provided in ELCs, although only 4 of 6 RP categories were visible at the ELCs during outdoor play. The interviews indicate that parents acquiesced and teachers were in favour of RP within certain conditions. Various influencing factors seemed to be partly shaped by teachers’ and parents’ own childhood experiences, their knowledge of the perceived benefits of RP, as well as the perceived risks of engaging children in RP.

Source: South African Journal of Education

DOI: 10.15700/saje.v45n2a2500

Authors: Lorette Pretorius, Tessa De Wet

Institutions: Akademie Reformatoriese Opleiding en Studies, North-West University

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $298