The risk of risk avoidance in play

PDF (ελληνικά)
Published: Dec 13, 2016
DOI: https://doi.org/10.12681/dial.10512
Keywords:
risk play risky play child
Melanthia Kontopoulou
Associate Professor, Aristotle University of Thessaloniki
Abstract

Risk is an important and highly appealing dimension of play. At the same time, it is considered as a means to learn, familiarize oneself with the environment and promote the motor, cognitive and social development of children. With their gradual involvement in risky activities, in the context of play, children learn to deal with difficulties, to become autonomous and function safely.

Scholars and researchers ascertain a restriction of risky play in contemporary western societies, due to an overprotective attitude towards children. The reasons are associated with environmental and institutional parameters, the views about childhood and the role of adults. In addition, the uncertainty experienced by adults themselves and their difficulty to become familiar with the conditions of contemporary reality and the new dangers, discourages risk acceptance, even in the context of play. However risk avoidance entails more risks for healthy development than its possible consequences. When children do not have opportunities for developmentally appropriate risks and they do not learn how to manage them, they become insecure and vulnerable to adversities. It is necessary therefore to explore ways of reintegrating the risk in play.

The balance between protection and encouragement of risk taking is a fundamental requirement for children’s education. To offer the risky activities without exposing children to serious dangers, appropriate material conditions are necessary. However adults’ attitudes towards risky play are more important than the material environment. Basic premise is their own resilience and ability to support children in acquiring the necessary skills for the management of risk. The role of society and educational policy is also important. The State must have a supportive attitude towards adults who have the responsibility of children. In addition, the educational context could become a space where children’s disposition and ability to take risks are encouraged. Teachers’ responsibility should not be focused exclusively on child protection but mainly on shaping capable and resilient people who can handle danger in all its forms.

Although there are many scientific references on risky play, many issues are still open to investigation. There is a need to clarify the term "developmentally appropriate risk" as well as to examine the possibilities of integrating risky play in the respective cultural reality. In addition, while risk is associated mainly with physical safety and health, it could be extended to risky conditions concerning overall healthy development and psychosocial wellbeing.

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Author Biography
Melanthia Kontopoulou, Associate Professor, Aristotle University of Thessaloniki
http://www.nured.auth.gr/dp7nured/?q=en/user/77
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