Facilitating risk perception and competence in young children

The project 'Riscki' examined how risk competence in young children between 3 and 8 years can be observed and measured. An intensive package of risky-play activities was administered over a 3-months period within the classroom and school context aiming to improve risk competence. Recent research focuses on the individual experience of risky play (Sandseter 2010; Adams 2001). Vetter (2008) indicates that a learning environment can make a difference and that it is possible to measure a growth in risk competence and perception. The last few decades Europe has an increasing or even exaggerated attention to safety in game situations for young children. Critical reactions address the downsizing of play and experiment area and raise the warning that overprotection of this young generation is a much bigger risk because it impacts negatively on their health and their ability to cope with the unpredictability of daily functioning (Gill 2007). The risky interventions were administered to two classes (4-6yrs old) and two classes served as controls. Before and after the intervention period, quantitative and qualitative aspects of risk competence were evaluated in all children by 1) a change detection paradigm, 2) teachers ratings and 3) independent observer’s qualitative ratings. The results showed that risk perception and competence in young children can be improved through an intensive offer of risky-play activities. Moreover, the risk detection test and observational questionnaires are promising instruments to measure risk competencestatus: publishe