Open Access“We Enjoyed Our Childhood to The Fullest”: Early Childhood Teachers’ Risky Play Memories and Risky Play Managements
Author(s) -
Sadiye Keleş,
Özlem Yurt
Publication year - 2020
Publication title -
yaşadıkça eğitim
Language(s) - English
Resource type - Journals
eISSN - 2667-4874
pISSN - 1300-1272
DOI - 10.33308/26674874.2020342197
Subject(s) - early childhood , affect (linguistics) , psychology , climbing , developmental psychology , early childhood education , data collection , engineering , communication , sociology , social science , structural engineering
The aim of the study is to evaluate the relationship between early childhood teachers’ risky play experiences, their injury histories in their childhood and risky play management strategies they used as a teacher. 190 early childhood teachers participated in this study. Data were collected through a semi- structured interview form. Only play with great heights (climbing up a tree) and play with high speed (swinging on playground swings) were included in the semi-structured interview form. Scenario-based, black and white drawings were used as a data collection tool. Results showed that teachers’ risky play histories, injury histories and their management strategies at play with great heights are independent of each other. However, a different pattern was identified for play with high speed (swinging on playground swings). This result provides an opportunity to discuss whether teachers’ injury histories at specific risky play categories, may affect their risky play management strategies.