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ERKEN ÇOCUKLUK DÖNEMİNDE RİSKLİ OYUN

Year 2014, Volume: 22 Issue: 3, 943 - 960, 15.07.2016

Abstract

Riskli oyun, çocukların oynadıkları heyecan ve korku içeren, ayrıca fiziksel yaralanma riski taşıyan oyunları ifade etmektedir. Risk alma, çocuk oyunlarının doğal bir parçasıdır. Özellikle erken çocukluk döneminde çocuklar oyunlarında risk ve heyecan aramaktadırlar. Riskli oyun çocukların tüm gelişim alanlarını desteklemekte; yaratıcılık, problem çözme, mücadele etme, özgüven ve riskli durumları değerlendirme becerilerini geliştirmektedir. Bu açıdan, uygun ortamlar düzenleyerek çocukların riskli oyun fırsatlarını arttırmada erken çocukluk eğitimi çalışanlarının ve ebeveynlerin rolü önemlidir. Alanyazına bakıldığında, çocukların riskli oyununun özellikleri ile yetişkinlerin ve oyun ortamlarının rolü üzerine pek çok araştırma yapıldığı görülmektedir. Ancak Türkiye’de bu konunun araştırmacılar tarafından henüz ele alınmadığı dikkat çekmektedir. Bu çalışmada, çocukların riskli oyun ile ilgili yapılan çalışmalar incelenmiştir. Çalışmada riskli oyun, fiziksel risk kapsamında ele alınmıştır. Çalışmanın Türkiye’de çocukların riskli oyunlarını inceleyen ve riskli oyun fırsatlarını geliştirmeye yönelik önlemler alınmasına yönelik yapılan araştırmalara ışık tutması beklenmektedir. Böylece, Türkiye’de erken çocukluk eğitiminin kalitesinin arttırılması yönündeki çalışmalara katkı sağlanacağı düşünülmektedir.

References

  • Adams, J. (2001). Risk. London: Routledge.
  • Aksoy, Y. ve Akpınar, A. (2011). Yeşil alan kullanımı ve yeşil alan gereksinimi üzerine bir araştırma: İstanbul ili Fatih ilçesi örneği. İstanbul Ticaret Üniversitesi Fen Bilimleri Der- gisi, 10(20), 81-96.
  • Alat, Z., Akgümüş, Ö. ve Cavalı, D. (2012). Okul öncesi eğitimde açık hava etkinliklerine yönelik öğretmen görüş ve uygulamaları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 47-62.
  • Armitage, M. (2012). Risky play is not a category–it’s what children do. ChildLinks, 3, 11-14.
  • Boyer, T. W. (2006). The development of risk-taking: A multi-perspective review. Develop- mental Review, 26, 291-345.
  • Bundy, A.C., Luckett, T., Tranter, P.J., Naughton, G.A., Wyver, S.R., Ragen, J.ve Spies, G. (2009). The risk is that there is ‘no risk’: a simple, innovative intervention to increase children’s activity levels. International Journal of Early Years Education,17(1), 33-45.
  • Cevher-Kalburan, N. ve Yurt, Ö. (July 7-9, 2011). School playgrounds as learning environ- ments: Early childhood teachers’ beliefs and practices. Paper presented at the 7th Interna- tional Conference on Education. INEAG, Samos-Greece.
  • Edgington, M. (2007). Supporting young children to engage with risk and challenge. Early Years Update. Mayıs 2013 tarihinde http://www.teachingexpertise. com/articles/support- ing-young-children-to-engage-with-risk-and-challenge-2089 adresinden alınmıştır.
  • Erbay, F. ve Saltalı, N.D. (2012). Altı yaş çocuklarının günlük yaşantılarında oyunun yeri ve annelerin oyun algısı. KEFAD, 13(2), 249-264.
  • Fjortoft, I. (2001). The natural environment as a playground for children: The impact of out- door play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Gill, T. (2010). Putting risk in perspectives. Early Years Update. Mart 2013 tarihinde http://www.teachingexpertise.com/articles/putting-risk-perspective-10522 alınmıştır. adresinden
  • Hargreaves, D.J. ve Davies, G.M. (1996). The development of risk-taking in children. Current Psychology, 15(1). 14-30.
  • Kesicioğlu, O. S. ve Alisinanoğlu, F. (2009). Ebeveynlerin okul öncesi dönemdeki çocukla- rına (60-72 ay) yaşattıkları doğal çevre deneyimlerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 8(29), 1-14.
  • Knight, S. (2012). Why adventure and why risk in the early years?. ChildLinks, 3, 15-18.
  • Koçan, N. (2012). Çocuk oyun alanlarının yeterliliği üzerine bir araştırma: Uşak kenti Kemalöz mahallesi örneği. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 28(4), 315-321.
  • Little, H. (2010). Finding the balance: early childhood practitioners’ views on risk, challenge and safety in outdoor play settings. Australian Association for Research in Education Conference Proceedings, Australia: AARE. 1-12.
  • Little, H. ve Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playg- round design. European Early Childhood Education Research Journal, 18(4), 497-513.
  • Little, H. ve Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33–40.
  • Little, H., Wyver, S. ve Gibson, F. (2011). The influence of play context and adult attitudes on young children’s physical risk-taking during outdoor play. European Early Childhood Education Research Journal, 19(1), 113–131.
  • Maynard, T. (2007). Encounters with Forest School and Foucault: A risky business? Educati- on 3–13, 35(4), 379–91.
  • MEB 2012 Okul Öncesi Eğitim Programı.
  • Metin, P. (2003). The effects of traditional playground equipment design in children’s develop- mental needs. Yayınlanmamış Yükseklisans Tezi. Ankara: Orta Doğu Teknik Üniversitesi.
  • Morrongiello, B.A. ve Lasenby-Lessard, J. (2007). Psychological determinants of risk taking by children: An integrative model and implications for interventions. Injury Prevention, 13, 20–25.
  • New, R., S., Mardell, B., ve Robinson, D. (2005). Early childhood education as risky business: Going beyond what’s ‘safe’ to discovering what is possible. Early Childhood Research ve Practice, 7(2). Mayıs 2013 tarihinde ecrp.uiuc.edu/v7n2/new.html‎ adresinden alınmıştır.
  • Play Safety Forum. (2008). Managing Risk in Play Provision: A Position Statement. Tem- muz 2013 tarihinde http://www.playengland.o rg.uk/media/120462/managing-risk-play- safety-forum.pdf adresinden alınmıştır.
  • Pica, R. (2012). Take it Outside Nisan 2012 tarihinde http://www.earlychildhoodnews .com/ earlychildhood/article_view.aspx?ArticleID=275 adresinden alınmıştır.
  • Sandseter, E.B.H. (2007a). Categorising risky play—how can we identify risk-taking in chil- dren’s play? European Early Childhood Education Research Journal, 15(2), 237-252.
  • Sandseter, E. B. H. (2007b). Risky play among four- and five-year-old children in preschool. S. O’Brien, P. Cassidy, and H. Shonfeld (Editörler.), Vision into practice: Making quality a reality in the lives of young children (s. 248-256). Dublin: CECDE.
  • Sandseter, E.H.B. (2009a). Affordances for risky play in preschool: The importance of fea- tures in the play environment. Early Childhood Education Journal, 36, 439-446.
  • Sandseter, E.B.H. (2009b). Characteristics of risky play. Journal of Adventure Education ve Outdoor Learning, 9(1), 3-21.
  • Sandseter, E.B.H. (2010). ‘It tickles in my tummy ’-Understanding children’s risk-taking in play through Reversal Theory. Journal of Early Childhood Research, 8(1), 67–88.
  • Sandseter, E.B.H. (2012a). Children’s risky play in early childhood education and care. Child- links, 3, 2-6.
  • Sandseter, E.B.H. (2012b). Restrictive safety or unsafe freedom? Norwegian ECEC practi- tioners’ perceptions and practices concerning children’s risky play. Child Care in Prac- tice, 18(1), 83-101.
  • Sandseter, E.B.H. ve Kennair, L.E.O. (2011). Children’s risky play from an evolutionary perspec- tive: The anti-phobic effects of thrilling experiences. Evolutionary Psychology, 9(2), 257–284.
  • Sandseter, E.B.H., Little, H. ve Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education ve Outdoor Learning, 12(3), 167-182.
  • Stephenson, A. (2003). Physical risk-taking: Dangerous or endangered? Early Years, 23(1), 35-43.
  • Şişman, E.E. ve Özyavuz, M. (2010). Çocuk oyun alanlarının dağılımı ve kullanım yeterliliği: Tekirdağ örneği. Tekirdağ Ziraat Fakültesi Dergisi, 7(1), 13-22.
  • Tovey, H. (2007). Playing outdoors: Spaces and places, risk and challenge. Maidenhead: Open University Press.
  • Tranter, P. (2007). Strategies for building child friendly cities. Creating Child Friendly Environ- ments Forum. Temmuz 2013 tarihinde http://www.children.act.gov.au/ documents/PDF/Tran- ter%20Child%20Friendly%20Cities%20-%20%20Canberra%20.pdf adresinden alınmıştır.
  • Türk Dil Kurumu. www.tdk.gov.tr
  • Türkan, E.E: ve Önder, S. (2011). Balıkesir Kenti Çocuk Oyun Alanlarının İrdelenmesi. Tekir- dağ Ziraat Fakültesi Dergisi, 8(3), 69-80.
  • Warden, C. (2010) Risk it Exchange, Beginnings Workshop, Mart/Nisan.
  • Waters, J., ve Begley, S. (2007). Supporting the development of risk-taking behaviours in the early years: An exploratory study. Education 3–13, 35(4), 365-377
  • Willoughby, M. (2012). The value of providing for risky play in early childhood settings. Childlinks, 3, 7-10.

RISKY PLAY DURING EARLY YEARS

Year 2014, Volume: 22 Issue: 3, 943 - 960, 15.07.2016

Abstract

Risky play is a thrilling and exciting form of children’s play that involves a risk of physical injury. Risk-taking is a natural characteristic of children’s play. Young children seek excitement and risks in their play. Risky play contributes to children’s all development areas including creativity, problem-solving abilities, challenge, self-confidence, risk management skills. In this regard, early childhood practitioners and parents have an important role in providing children with risky play provisions. There are various research studies in literature regarding characteristics of children’s risky play, and adults’ and environments’ role in children’s risky play. However, this subject has not been studied by researchers in Turkey. In this study, research studies about children’s risky play have been reviewed. The “risky play” term in this study signifies physical risks in play. This study is intended to set light to further studies in terms of examining children’s risky play and providing children with risk-taking opportunities, and so increasing quality of early childhood education in Turkey.

References

  • Adams, J. (2001). Risk. London: Routledge.
  • Aksoy, Y. ve Akpınar, A. (2011). Yeşil alan kullanımı ve yeşil alan gereksinimi üzerine bir araştırma: İstanbul ili Fatih ilçesi örneği. İstanbul Ticaret Üniversitesi Fen Bilimleri Der- gisi, 10(20), 81-96.
  • Alat, Z., Akgümüş, Ö. ve Cavalı, D. (2012). Okul öncesi eğitimde açık hava etkinliklerine yönelik öğretmen görüş ve uygulamaları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 47-62.
  • Armitage, M. (2012). Risky play is not a category–it’s what children do. ChildLinks, 3, 11-14.
  • Boyer, T. W. (2006). The development of risk-taking: A multi-perspective review. Develop- mental Review, 26, 291-345.
  • Bundy, A.C., Luckett, T., Tranter, P.J., Naughton, G.A., Wyver, S.R., Ragen, J.ve Spies, G. (2009). The risk is that there is ‘no risk’: a simple, innovative intervention to increase children’s activity levels. International Journal of Early Years Education,17(1), 33-45.
  • Cevher-Kalburan, N. ve Yurt, Ö. (July 7-9, 2011). School playgrounds as learning environ- ments: Early childhood teachers’ beliefs and practices. Paper presented at the 7th Interna- tional Conference on Education. INEAG, Samos-Greece.
  • Edgington, M. (2007). Supporting young children to engage with risk and challenge. Early Years Update. Mayıs 2013 tarihinde http://www.teachingexpertise. com/articles/support- ing-young-children-to-engage-with-risk-and-challenge-2089 adresinden alınmıştır.
  • Erbay, F. ve Saltalı, N.D. (2012). Altı yaş çocuklarının günlük yaşantılarında oyunun yeri ve annelerin oyun algısı. KEFAD, 13(2), 249-264.
  • Fjortoft, I. (2001). The natural environment as a playground for children: The impact of out- door play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Gill, T. (2010). Putting risk in perspectives. Early Years Update. Mart 2013 tarihinde http://www.teachingexpertise.com/articles/putting-risk-perspective-10522 alınmıştır. adresinden
  • Hargreaves, D.J. ve Davies, G.M. (1996). The development of risk-taking in children. Current Psychology, 15(1). 14-30.
  • Kesicioğlu, O. S. ve Alisinanoğlu, F. (2009). Ebeveynlerin okul öncesi dönemdeki çocukla- rına (60-72 ay) yaşattıkları doğal çevre deneyimlerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 8(29), 1-14.
  • Knight, S. (2012). Why adventure and why risk in the early years?. ChildLinks, 3, 15-18.
  • Koçan, N. (2012). Çocuk oyun alanlarının yeterliliği üzerine bir araştırma: Uşak kenti Kemalöz mahallesi örneği. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 28(4), 315-321.
  • Little, H. (2010). Finding the balance: early childhood practitioners’ views on risk, challenge and safety in outdoor play settings. Australian Association for Research in Education Conference Proceedings, Australia: AARE. 1-12.
  • Little, H. ve Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playg- round design. European Early Childhood Education Research Journal, 18(4), 497-513.
  • Little, H. ve Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33–40.
  • Little, H., Wyver, S. ve Gibson, F. (2011). The influence of play context and adult attitudes on young children’s physical risk-taking during outdoor play. European Early Childhood Education Research Journal, 19(1), 113–131.
  • Maynard, T. (2007). Encounters with Forest School and Foucault: A risky business? Educati- on 3–13, 35(4), 379–91.
  • MEB 2012 Okul Öncesi Eğitim Programı.
  • Metin, P. (2003). The effects of traditional playground equipment design in children’s develop- mental needs. Yayınlanmamış Yükseklisans Tezi. Ankara: Orta Doğu Teknik Üniversitesi.
  • Morrongiello, B.A. ve Lasenby-Lessard, J. (2007). Psychological determinants of risk taking by children: An integrative model and implications for interventions. Injury Prevention, 13, 20–25.
  • New, R., S., Mardell, B., ve Robinson, D. (2005). Early childhood education as risky business: Going beyond what’s ‘safe’ to discovering what is possible. Early Childhood Research ve Practice, 7(2). Mayıs 2013 tarihinde ecrp.uiuc.edu/v7n2/new.html‎ adresinden alınmıştır.
  • Play Safety Forum. (2008). Managing Risk in Play Provision: A Position Statement. Tem- muz 2013 tarihinde http://www.playengland.o rg.uk/media/120462/managing-risk-play- safety-forum.pdf adresinden alınmıştır.
  • Pica, R. (2012). Take it Outside Nisan 2012 tarihinde http://www.earlychildhoodnews .com/ earlychildhood/article_view.aspx?ArticleID=275 adresinden alınmıştır.
  • Sandseter, E.B.H. (2007a). Categorising risky play—how can we identify risk-taking in chil- dren’s play? European Early Childhood Education Research Journal, 15(2), 237-252.
  • Sandseter, E. B. H. (2007b). Risky play among four- and five-year-old children in preschool. S. O’Brien, P. Cassidy, and H. Shonfeld (Editörler.), Vision into practice: Making quality a reality in the lives of young children (s. 248-256). Dublin: CECDE.
  • Sandseter, E.H.B. (2009a). Affordances for risky play in preschool: The importance of fea- tures in the play environment. Early Childhood Education Journal, 36, 439-446.
  • Sandseter, E.B.H. (2009b). Characteristics of risky play. Journal of Adventure Education ve Outdoor Learning, 9(1), 3-21.
  • Sandseter, E.B.H. (2010). ‘It tickles in my tummy ’-Understanding children’s risk-taking in play through Reversal Theory. Journal of Early Childhood Research, 8(1), 67–88.
  • Sandseter, E.B.H. (2012a). Children’s risky play in early childhood education and care. Child- links, 3, 2-6.
  • Sandseter, E.B.H. (2012b). Restrictive safety or unsafe freedom? Norwegian ECEC practi- tioners’ perceptions and practices concerning children’s risky play. Child Care in Prac- tice, 18(1), 83-101.
  • Sandseter, E.B.H. ve Kennair, L.E.O. (2011). Children’s risky play from an evolutionary perspec- tive: The anti-phobic effects of thrilling experiences. Evolutionary Psychology, 9(2), 257–284.
  • Sandseter, E.B.H., Little, H. ve Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education ve Outdoor Learning, 12(3), 167-182.
  • Stephenson, A. (2003). Physical risk-taking: Dangerous or endangered? Early Years, 23(1), 35-43.
  • Şişman, E.E. ve Özyavuz, M. (2010). Çocuk oyun alanlarının dağılımı ve kullanım yeterliliği: Tekirdağ örneği. Tekirdağ Ziraat Fakültesi Dergisi, 7(1), 13-22.
  • Tovey, H. (2007). Playing outdoors: Spaces and places, risk and challenge. Maidenhead: Open University Press.
  • Tranter, P. (2007). Strategies for building child friendly cities. Creating Child Friendly Environ- ments Forum. Temmuz 2013 tarihinde http://www.children.act.gov.au/ documents/PDF/Tran- ter%20Child%20Friendly%20Cities%20-%20%20Canberra%20.pdf adresinden alınmıştır.
  • Türk Dil Kurumu. www.tdk.gov.tr
  • Türkan, E.E: ve Önder, S. (2011). Balıkesir Kenti Çocuk Oyun Alanlarının İrdelenmesi. Tekir- dağ Ziraat Fakültesi Dergisi, 8(3), 69-80.
  • Warden, C. (2010) Risk it Exchange, Beginnings Workshop, Mart/Nisan.
  • Waters, J., ve Begley, S. (2007). Supporting the development of risk-taking behaviours in the early years: An exploratory study. Education 3–13, 35(4), 365-377
  • Willoughby, M. (2012). The value of providing for risky play in early childhood settings. Childlinks, 3, 7-10.
There are 44 citations in total.

Details

Other ID JA43GK39JG
Journal Section Review Article
Authors

Nilgün Cevher Kalburan This is me

Publication Date July 15, 2016
Published in Issue Year 2014 Volume: 22 Issue: 3

Cite

APA Cevher Kalburan, N. (2016). RISKY PLAY DURING EARLY YEARS. Kastamonu Education Journal, 22(3), 943-960.

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