NAAEE

While it is generally understood that taking risks as a component of outdoor play offers many benefits, culture in the United States often seeks to reduce the risks that young children are exposed to. Additionally, little is known about the processes of risk-taking play during late infancy and toddlerhood. This study explores the role that parental attitudes about risk have in the development of risk-taking skills in young children by focusing on the degree of risk parents attribute to different forms of play.

The study occurred at a child care center located at a university in New England and data collection was conducted by an educator at the center. Nine children, 18–27 months in age, and their parents, who tended to be highly educated, participated in the study. Eight of the children were female. Parents (N=17) completed a survey designed to assess their attitudes towards risky behavior. Surveys used four hypothetical scenarios describing a child: (1) playing at height, (2) playing in the elements (water), (3) playing with sharp objects (trowels), and (4) engaging in rough and tumble play. Parents rated how dangerous they felt each behavior would be on a 10-point scale and commented on each scenario and how they would want an educator to react. Parents also rated their perceived value of risk-taking in child development in general, as well as their own experience with physical risks on a 10-point scale. Additionally, each child was observed playing in unstructured, nature-based settings for a total of 90 minutes.

Findings show that mothers’ and fathers’ views of risk-taking on child development differ, with mothers viewing risk-taking more favorably than fathers. Most parents reported that they had engaged in a moderate amount of physical risk-taking themselves and ratings were consistent between mothers and fathers. Responses to the four hypothetical scenarios demonstrated a wide variety of perceptions, even within families. Parents considered rough and tumble play the least dangerous activity, while play at heights was considered most risky. Element or water play had the widest range of responses in terms of its riskiness; one parent commented a “lovely play experience and a chance to explore” while another stated “any and all standing and moving water poses risk for drowning.” Fifty-five parent comments in response to the four scenarios focused more on the potential for physical harm (27.3%) than the potential benefits of risky play (14.5%); potential cognitive benefits were not mentioned at all. Observations revealed that each child interacted with the outdoor environment in a unique way, and generally took more risks than they avoided. Children most frequently engaged in play at heights—the activity parents viewed as most risky, and least frequently in rough and tumble play—the activity parents viewed as least risky. “In general, children who took many risks had parents who gave hypothetical scenarios a lower risk rating, while children who took fewer risks had parents who gave hypothetical scenarios a higher rating,” although fathers tended to rate the same activity as riskier than mothers of the same children. Parent comments, too, demonstrated differences between mothers’ and fathers’ perceptions of how educators should respond to risky play. For the most part, “mothers focused on educators working with their child to support them while taking the risk” and “fathers were more focused on educator’s role in helping to avoid or protect them from risk.”

Findings from this study suggest a relationship between parents’ views of risk and their toddlers’ play behavior in an outdoor setting. Parents who rated hypothetical scenarios as riskier tended to have children who engaged in fewer risk-taking play behaviors. Addressing parents’ concerns about risk-taking activities is key to helping them understand what constitutes beneficial and safe risk in outdoor play. Reframing risk, which often has negative connotations in the United States, “as motoric problem-solving, self-discovery, and scaffolded challenges may be helpful in opening the conversation between parents and educators.”