ABSTRACT

Existing research indicates that risky play plays a significant role in children’s learning and development. Children’s access to risky play is, however, culturally and institutionally mediated. The cultural values associated with a good childhood and the values and attitudes of people who are ‘in charge’ of children’s activities have a significant role in the creation of institutional conditions for the activities. In this paper, we report on the attitudes of Croatian Early Childhood Education (ECE) teachers towards various examples of risky play and their declared frequency of allowing it in their own work settings. A statistically significant difference is revealed between the ECE teachers’ educational degree and their attitudes towards risky play. The discussion section indicates that teacher education shapes attitudes, but it does not shape the ability to take action in respect of institutional limitations, particularly where these are reinforced by an array of safety procedures.

摘要

现有研究表明，冒险游戏在儿童的学习和发展中发挥着重要作用。然而，儿童参与冒险游戏是受文化和制度中介的影响。与美好童年相关的文化价值观以及“负责”儿童活动的人的价值观和态度在为活动创造制度条件方面发挥着重要作用。在本文中，我们报告了克罗地亚幼儿教育 (ECE) 教师对各种冒险游戏示例的态度，以及他们在自己的工作环境中宣布的允许风险游戏的频率。ECE教师的教育程度和他们对冒险游戏的态度之间存在统计学上的显着差异。讨论部分表明，教师教育塑造态度，