Lessons Learned from Norway on Risky Play in Early Childhood Education and Care (ECEC)

Abstract

Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to developmental and health benefits for children in the early years. Currently, in Western contexts, children’s opportunities for risky play is decreasing. Social factors such as practitioner and parental attitudes and beliefs have been found to impact children’s opportunities to engage in risky play. In risky play research and literature, Norway is regarded as a less risk-adverse Western country. Therefore, this research aimed to understand the impact of social factors on children’s affordances for risky play in a Norwegian Early Childhood Education and Care (ECEC) context. Research was conducted at a Norwegian ECEC institution and participants included 28 children, aged 3 to 4 years, and 4 ECEC practitioners and 5 parents. The study employed participant observation field notes and semi-structured interviews with parents and practitioners. This research identified themes in social factors that may contribute to children’s affordances in risky play in ECEC, including assumptions about childhood, parents and practitioner attitudes, and pedagogical practices.