What's new

The study reports Croatian early childhood teachers' attitudes towards various examples of risky play, and how often they said they allowed it in their own settings. There was a statistically significant difference in attitudes depending on teachers' educational degree. The authors suggest that teacher education shapes attitudes but does not give teachers the ability to act against institutional limits, especially where those limits are reinforced by safety procedures.

Why it matters in Aotearoa

Early childhood teachers in Aotearoa may value risky play and still be held back by service policies. This study suggests that changing attitudes may not be enough without attention to institutional procedures.

Putting it into practice

Early childhood leaders could review their safety procedures alongside their teachers' views on risky play, to check whether the procedures stop teachers from offering play they value.

How strong is the evidence

The study is based on teachers' self-reported attitudes and practice in one country, and the abstract does not give the sample size. The link to education level is an association.

What to read

The discussion section on teacher education and institutional limits.

Who it's for