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dc.contributor.authorLiu, Junjie
dc.contributor.authorBirkeland, Åsta
dc.date.accessioned2022-09-22T10:47:59Z
dc.date.available2022-09-22T10:47:59Z
dc.date.created2022-01-23T21:37:42Z
dc.date.issued2022
dc.identifier.citationLiu, J., & Birkeland, Å. (2022). Perceptions of risky play among kindergarten teachers in norway and china. International Journal of Early Childhood.en_US
dc.identifier.issn0020-7187
dc.identifier.urihttps://hdl.handle.net/11250/3020646
dc.description.abstractRisky play provides multiple benefits for children’s development. This study compared teachers’ perceptions of risky play in one kindergarten in Norway and one in China, including the concept of risky play, the roles of teachers, the protective strategies adopted, and the factors limiting the practice of risky play. The aim of the article is to identify how teachers perceive risky play in different cultures and broaden our knowledge of what risky play is. The research question is: How do teachers from different cultures perceive different aspects of risky play? The study employs a risk “thermostat” model (Adams, 2001), drawing on teachers’ perceptions of individual propensity to risks, perceived danger, potential rewards, and accidents in children’s risky play. Semi-structured interviews with ten employees revealed that teachers in the two participating kindergartens had different perceptions of risky play. Findings indicated that teachers in the Norwegian kindergarten have theoretical and practical experience of understanding risky play within their cultural background. Guided by the kindergarten philosophy (rules or guidelines that kindergartens should follow, such as letting go of children and encouraging risky play), kindergarten teachers in Anji (a county in China) have learned a little about risky play and are gradually developing their views on it in practice. Teachers in both kindergartens support children’s risky play, although in different ways and with different perceptions. This study contributes information on the differences in risky play across countries with diverse cultures.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectrisky playen_US
dc.subjectNorway and Chinaen_US
dc.subjectteachers’ rolesen_US
dc.subjectrisk and safetyen_US
dc.subjectearly childhood educationen_US
dc.titlePerceptions of Risky Play among Kindergarten Teachers in Norway and China.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2022en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalInternational Journal of Early Childhooden_US
dc.identifier.doi10.1007/s13158-021-00313-8
dc.identifier.cristin1988164
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal