Topic: Risky Play
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Twenty children aged 3-5 participated in interviews, observations, and child-led tours to share their perspectives on what makes outdoor spaces at early learning and child care centres good for play. Findings identified four affordance themes - physical, social, imaginative, and nature play - underscoring the value of varied, sensory-rich outdoor environments.
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2026/05/27 | ||
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Children's independent mobility (CIM) represents their freedom to travel in their neighborhood without adult supervision. Secular declines in CIM coincided with a major increase in mental health problems among children. We investigated relationships between two indicators of CIM and parent-perceived child distress in a national longitudinal study...
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2024/12/20 | ||
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Risk-taking in play has received increased focus in research over the last three decades through the use of quantitative, qualitative, and mixed methods. The purpose of this meta-study was to review the qualitative literature specifically to better understand how children (5–16 years of age) understand the concepts of risk, risky play, and injury in relation to their play experiences.
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2024/12/20 | ||
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Risk-taking in play has received increased focus in research over the last three decades through the use of quantitative, qualitative, and mixed methods. The purpose of this meta-study was to review the qualitative literature specifically to better understand how children (5–16 years of age) understand the concepts of risk, risky play, and injury in relation to their play experiences. Twenty-two studies were identified for inclusion in the meta-study.
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2024/12/20 | ||
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See the extensive list of new articles released this month from HELP Faculty, Research Associates and Affiliate Faculty, Aboriginal Steering Committee members, and Trainees.
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2026/05/26 | ||
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This research article details a critical participatory action research (CPAR) project examining outdoor play and learning (OPAL) in British Columbia elementary schools. The study highlights the benefits of CPAR in addressing teacher isolation and building capacity for OPAL. Limitations and contributions of the research are discussed.
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2024/12/20 | ||
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This UBC doctoral thesis examines how social-emotional learning (SEL) classes and risky play co-exist in kindergarten, using a person-centred approach to identify different child profiles. It explores how children engage with both structured SEL programming and unstructured risky play in early learning settings.
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2026/05/27 | ||
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Using immersive VR, researchers found that children who willingly engage with physical risks show more efficient real‑world risk assessment without added danger. Discover how these findings reshape our understanding of risky play and child development.
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2026/05/11 |