"We Don't Allow Children to Climb Trees": How a Focus on Safety Affects Norwegian Children's Play in Early-Childhood Education and Care Settings

Autor/inn/en	Sandseter, Ellen Beate Hansen; Sando, Ole Johan
Titel	"We Don't Allow Children to Climb Trees": How a Focus on Safety Affects Norwegian Children's Play in Early-Childhood Education and Care Settings
Quelle	In: American Journal of Play, 8 (2016) 2, S.178-200 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Foreign Countries; Play; Children; Child Safety; Early Childhood Education; Child Care Centers; Risk Management; Attitude Change; Educational Environment; Cultural Influences; Accident Prevention; Injuries; Questionnaires; Administrators; Comparative Analysis; Recess Breaks; Playgrounds; Water; Field Trips; Weather; Barriers; Physical Activities; Norway + Suchen Sie Ihr Suchwort? Ausland; Spiel; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Risikomanagement; Attitudinal change; Einstellungsänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Accident statistics; Unfall; Statistik; Unfallstatistik; Fragebogen; Aktive Pause; Playground; Spielplatz; Wasser; Exkursion; Wetter; Norwegen
Abstract	The authors point out a basic contradiction: On one hand, we want to keep children as safe as possible; On the other, they suggest, learning to take risks is a normal part of childhood and child development. In Norway, research has shown that early-childhood education and care (ECEC) practitioners have, in the past, taken a permissive approach to children's risk taking. In this article, the authors surveys ECEC managers to explore how the increasing focus on safety in Norwegian society affects ECEC programs. They find the previously more relaxed attitudes regarding risky play among children to be changing in such settings. They describe restrictions recently introduced into everyday program activities, and they discuss the implications both for ECEC pedagogy and for children's play, learning, and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01