Το ριψοκίνδυνο παιχνίδι στο Ελληνικό νηπιαγωγείο: Οπτικές και πρακτικές

Abstract

Researchers from diverse cultural contexts are increasingly examining the equilibrium between children's safety during play and children’s need to engage in risk-taking behaviors and test their capabilities at various levels. A recent search of the Greek literature revealed a paucity of research investigating children's risky play in Greek kindergarten settings. Within this context, the present study aimed to explore Greek kindergarten teachers' perceptions of the concept of risky play and their propensity to permit such play in kindergarten settings. Twenty teachers employed in public kindergartens participated in the study, and data collection was conducted through semi-structured interviews. The interviews were transcribed and analyzed using the thematic analysis method. Data analysis revealed, among other things, that participants defined risky play as children's behaviors perceived as posing a risk to their physical well-being, such as climbing on tables or classroom benches, congregating in yard games, or climbing trees and structures. While the majority of teachers appear to recognize children's enthusiasm when engaging in risky play and can discern the benefits derived from these actions, they simultaneously express apprehension regarding the 'extreme' enthusiasm of children of this age group and attempt to mitigate it through prohibitions, which are predominantly imposed in advance. The results of the research are discussed from the perspective of teachers' professional development.