Peer-reviewed research2017–2026 update
‘You can’t totally avoid accidents. So how hard should you try?’
Oral histories from NZ early childhood leaders show how ideas of 'safety' have shifted over time and carry paradoxes for teachers who must also support risky play.
What's new
This paper draws on oral history interviews with historic leaders of the early childhood sector in Aotearoa New Zealand. It explores how ideas about safety shifted as more very young children came into institutional settings. These shifts show up in regulation and in what is seen as 'normal' activity for children, parents and teachers. The author suggests three overlapping discourses of safety, reflecting the sociocultural context, the professional status of early childhood teachers, and existential concerns.
Why it matters in Aotearoa
Early childhood teachers in Aotearoa are expected to keep children safe and also let them take risks through active play. Seeing safety as socially constructed can help teachers think through these competing demands.
Putting it into practice
Teaching teams can discuss which of the three safety discourses shape their own decisions about risky play.
How strong is the evidence
This is a historical, qualitative analysis of oral history interviews. The abstract does not state the number of interviews.
What to read
The section setting out the three discourses of safety.