Annie LeMasters

Risky play occurs when play is accompanied by thrilling feelings with a real or perceived level of risk (Brussoni et al., 2015). Research has demonstrated cognitive, social, and physical benefits of engaging in risky play for children’s development (Sandseter, 2009). However, risky play opportunities are declining as children are spending less time outdoors as compared with previous generations. Elements of the sociocultural context, such as playground quality, and teachers’ and parents’ attitudes about risk, influence outdoor play opportunities. This study explored the connections between outdoor play environment quality and teacher perceptions of play in 10 federally funded preschools in two neighboring counties. The quality of the 10 preschools’ outdoor play environments was assessed using The Seven Cs Scale, an environmental rating scale of the character, context, connectivity, clarity, chance, change, and challenge of outdoor playgrounds (Herrington, Lesmeister, Nicholls, & Stefiuk, 2007). Playgrounds scored lowest in challenge, demonstrating a lack of risky play opportunities such as play at great heights and high speeds. Playgrounds scored higher in context scores, demonstrating appropriate safety measures and clear boundaries, and higher in connectivity scores, illustrating appropriate entrances, exits and ample pathways. Playgrounds could be improved by incorporating more diverse opportunities for risky play into their design. The Tolerance for Risk in Play Scale (Hill & Bundy, 2012) was used to assess 58 teachers’ perceptions of risky play. On a scale of 0 (lowest risk tolerance) to 100 (highest risk tolerance), the average risk tolerance score was 29. Although a minority of respondents reported tolerance for risky play, most teachers were unaccepting of risk. Across the categories of risky play, teachers were most accepting of rough and tumble play and least accepting of play with dangerous elements and tools. During a focus group, teachers reinforced these findings and also expressed concerns regarding safety regulations that restrict play. Findings highlighted the importance of the sociocultural context for risky play opportunities and the need for further teacher education on the importance of risky play.