Daniela Frison, Marta Pellegrini


Recently, there has been a lot of attention on risky-play, with an agreement, common to the international scientific community, on the role of risky-play in children development and learning processes and the ability to take risks and cope with risky situations. Deep attention was given to the observation of risky play conducted by children, while an extremely small number of studies focused on teachers’ and parents’ perception. The study aims to investigate teachers’ perspectives regarding risky-play, focusing on categories of play allowed in children’s free play at school and the perceived level of risk for each of them. Below we present the first results collected from a self-compiled questionnaire administered to a voluntary sample of 155 educators and teachers from the Tuscany region employed from kindergarten to primary school


Risky-play, sicurezza, gioco libero, outdoor education

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DOI: https://doi.org/10.32043/gsd.v5i3.436


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