Exploration And Comparison Of Risky Play In Kindergartens

In kindergartens,safety is the primary concern of teachers.Avoiding risks and focusing on protection are routine guarantees,and the whole early childhood education industry minimizes potential safety hazards.‘Risky play' are rarely mentioned in our practice or even in the discourse system of the preschool education.But Anji Preschool,featuring play,has tried.Looking at the world,the early education in other countries have practice,theory and research of ‘risky play' with a long history.This study will explore the roots,current conditions and germination of risky play in China,and on this basis,compare and reflect on the practical strategies of carrying out risky play in domestic kindergartens.Through the cross-cultural and cross-regional comparative study,this paper starts from the practice of risky play in Chinese and Norwegian kindergartens,and explores the current conditions of the practice of risky play in the three kindergartens with the method of observation and case analysis.Interviews were conducted to understand the views of teachers and children from different cultural backgrounds on risky play.Through comparison,it is found that the ‘risky play' practice of the three kindergartens has its own characteristics,and the outdoor environment creation,material supply and types of risky play are interwoven.Under different cultural backgrounds,teachers have different understandings of risky play,and children's feelings and participation in risky play are varied.Norwegian children freely participate in risky play in the natural environment,children in Anji kindergarten construct risky play independently,while children in the Shanghai kindergarten germinate risky play in the gap.In view of this,I have put forward suggestions for gradually trying to practice risky play in kindergartens in China,among which the most important is the creation of outdoor environment and the improvement and change of teachers' and parents' ideas: 1.provide an open environment with high and low terrain,high and low structured play materials;2.help teachers and parents approach risky play through multiple channels,the innovation and reform of outdoor courses in the university and the renewal of principal's concept,use the risk ‘thermostat' model to guide children's risky play.