Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

scholarly journals Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway

2012 ◽  
Vol 13 (4) ◽  
pp. 300-316 ◽  
Author(s):  
Helen Little ◽  
Ellen Beate Hansen Sandseter ◽  
Shirley Wyver
Keyword(s):  
Early Childhood ◽  
Risk Taking ◽  
Teaching Practice ◽  
Well Being ◽  
Developed Countries ◽  
The United States ◽  
Outdoor Environment ◽  
Perceptions Of Risk ◽  
Optimal Health ◽  
Risky Play

Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

scholarly journals Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

2019 ◽  
Vol 44 (03) ◽  
pp. 126-135
Author(s):  
Jennifer Cartmel ◽  
Hyacinth Udah ◽  
Olivia San Gil ◽  
Amanda Prause
Keyword(s):  
Mixed Method ◽  
Emotional Development ◽  
Self Regulation ◽  
Well Being ◽  
Sense Of Agency ◽  
Social And Emotional Development ◽  
Mixed Method Approach ◽  
Social And Emotional ◽  
Method Approach

AbstractIn this article, an evaluation of the Journey to the Island of Calm programme in three sites in Queensland is presented. The evaluation examines the change in children’s sense of agency and capacity to manage their social and emotional well-being. Using a mixed method approach, the findings confirm that the Journey to the Island of Calm programme has accrued positive gains for children in their self-regulation and self-understanding. The findings are useful in developing intervention and learning programmes for children between 9 and 12 years of age in order to promote their sense of agency, capacity for self-regulation and self-independence, and contribute to children’s social and emotional development and skills from very early on in life.

Immigrant and Refugee Children's Social and Emotional Well-Being During the Transition to Preschool

2021 ◽  
pp. 1-20
Author(s):  
Christine Pajunar Li-Grining ◽  
Zahra Naqi ◽  
Kelsey Johnson-Davis ◽  
Maria Teresa Franco A.
Keyword(s):  
Well Being ◽  
Research Community ◽  
Refugee Children ◽  
Future Research ◽  
Social And Emotional Development ◽  
Childhood Experiences ◽  
Social And Emotional ◽  
Immigrant And Refugee ◽  
Advance Knowledge ◽  
Shed Light

Among the most vulnerable immigrants and refugees are young children, whose lack of maturity and autonomy leave them dependent on adult caregivers. With a focus on the transition from home to school, this chapter integrates developmental and school transition theories in order to shed light on risks among young immigrant and refugee children as well as opportunities to support their development. Guided by this combined framework, the authors examine linkages from parents' experiences with acculturation stress and microaggressions to children's social and emotional development. The chapter also discusses sources of resilience, such as parents' own positive childhood experiences. The authors then address the need for future research to utilize mixed methods designs to help advance knowledge on the adaptation of preschoolers from immigrant and refugee backgrounds. Lastly, the chapter discusses using such methods as part of research-community partnerships focused on the early education of immigrant and refugee children.

scholarly journals ACTIVIDADES MULTIAVENTURA PARA EL DESARROLLO SOCIAL Y EMOCIONAL EN POBLACIÓN INFANTO-JUVENIL

2017 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
M.P. Aparicio-Flores ◽  
María Vicent ◽  
Cándido J. Inglés ◽  
David Aparisi-Sierra ◽  
Mª Isabel Gómez-Núñez ◽  
...  
Keyword(s):  
Emotional Development ◽  
Qualitative Methodology ◽  
Educational Institution ◽  
Well Being ◽  
Structured Interview ◽  
Natural Setting ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Social ◽  
Mental Well Being

Abstract.ADVENTURE ACTIVITIES FOR SOCIAL AND EMOTIONAL DEVELOPMENT IN CHIL-YOUTH POPULATIONPhysical activity and sports reduce problems of obesity and hypokinetic diseases, at the same time, it increases mental well-being and social skills, in all types of population. However, with the advent of adolescence, this practice declines significantly, for several reasons among which are the lack of free time, laziness and perfectionist concerns. So, the educational institution should be alarmed of the problem and implement intervention programs. The key point is to design collaborative actions in the leisure time to intervene in a natural setting, where adventure activities have a great role. The aim of the research is to understand the perception of thirty monitors, a multisport camp located in the province of Alicante, on the social and emotional development they considered can benefit the students from the activities that promote educational not formal facilities where they work. We work from a qualitative methodology, with a semi-structured interview and from a narrative- biographical orientation. The results report a positive perception, in most cases, on all the subjects studied.Keywords: Multi-adventure activities, social development, emotional contribution, self-improvement, cooperation.Resumen.La actividad física y el deporte reduce problemas de obesidad y enfermedades hipocinéticas, además de aumentar el bienestar mental y las habilidades sociales, en todo tipo de población. Sin embargo, con la llegada de la adolescencia, esta práctica decae significativamente, por varias razones entre las que se encuentran la carencia de tiempo libre, la pereza y las preocupaciones perfeccionistas. Por lo que, la institución educativa debería tomar conciencia de dicha problemática y poner en práctica programas de intervención. El punto clave es diseñar acciones colaborativas en las que intervenga el ocio y tiempo libre en un escenario natural, donde las actividades multiaventura tienen un gran papel. El objetivo de esta investigación es conocer la percepción de treinta monitores, de un campamento multiaventura situado en la provincia de Alicante, sobre el desarrollo social y emocional que consideran beneficioso para el alumnado desde las actividades que promueven las instalaciones de educación no formal donde trabajan. Se empleó una metodología cualitativa, con una entrevista semiestructurada y desde una orientación narrativa-biográfica. Los resultados reportan una percepción positiva, en la mayoría de los casos, respecto a los temas estudiados.Palabras clave: Actividades multiaventura, desarrollo social, contribución emocional, superación personal, cooperación.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

Positive risk-taking: Mixed-methods validation of a self-report scale and evidence for genetic links to personality and negative risk-taking

2019 ◽  
Author(s):  
Megan Wales Patterson ◽  
Lilla Pivnick ◽  
Frank D Mann ◽  
Andrew D Grotzinger ◽  
Kathryn C Monahan ◽  
...  
Keyword(s):  
Youth Development ◽  
Risk Taking ◽  
Sensation Seeking ◽  
Empirical Work ◽  
Well Being ◽  
Population Based ◽  
Self Report ◽  
Personality Factors ◽  
Positive Behaviors ◽  
Adolescent Risk

Adolescents are more likely to take risks. Typically, research on adolescent risk-taking has focused on its negative health and societal consequences. However, some risk-taking behaviors might be positive, defined here as behavior that does not violate the rights of others and that might advance socially-valuable goals. Empirical work on positive risk-taking has been limited by measurement challenges. In this study, we elicited adolescents’ free responses (n = 75) about a time they took a risk. Based on thematic coding, we identified positive behaviors described as risks and selected items to form a self-report scale. The resulting positive risk-taking scale was quantitatively validated in a population-based sample of adolescent twins (n = 1249). Second, we evaluated associations between positive risk-taking, negative risk-taking, and potential personality and peer correlates using a genetically informed design. Sensation seeking predicted negative and positive risk-taking equally strongly, whereas extraversion differentiated forms of risk-taking. Additive genetic influences on personality accounted for the total heritability in positive risk-taking. Indirect pathways from personality through positive and negative peer environments were identified. These results provide promising evidence that personality factors of sensation seeking and extraversion can manifest as engagement in positive risks. Increased understanding of positive manifestations of adolescent risk-taking may yield targets for positive youth development strategies to bolster youth well-being.

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