Educators' Risk-Taking in High Quality Early Childhood Education
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| Title: | Educators' Risk-Taking in High Quality Early Childhood Education |
|---|---|
| Language: | English |
| Authors: | Mandy Cooke (ORCID |
| Source: | International Journal of Early Years Education. 2025 33(2):244-260. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Early Childhood Teachers, Risk, Teacher Attitudes, Teacher Behavior, Teaching Methods, Educational Quality, Foreign Countries, Trust (Psychology), Controversial Issues (Course Content), Beliefs, Novelty (Stimulus Dimension) |
| Geographic Terms: | Australia |
| DOI: | 10.1080/09669760.2020.1848531 |
| ISSN: | 0966-9760 1469-8463 |
| Abstract: | There is little research to show how early childhood educators perceive risk-taking and whether, in the pursuit of high quality early childhood education, educators might take risks in their professional practice. We conducted a qualitative case study to explore early childhood educators' views on, and engagement with, risk-taking in professional practice. Through thematic analysis of interviews with 55 educators in three high quality early childhood education services, we show that, for the educators in the study, risk-taking was a valuable aspect of professional practice driven by three main motivations: professional growth and development; developing children as competent and empowered individuals; and advocacy and activism. We also show that educators' risk-taking was enacted under five broad themes: providing opportunities for children to take risks; trusting children; doing things that are new; expressing ideas and beliefs; and including curriculum content that may be considered controversial, complex and inappropriate for children. We conclude that for educators in the study, risk-taking was enacted as courageous, ethically and morally driven praxis in pursuit of high quality ECE for the benefit of both individuals and society. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473825 |
| Database: | ERIC |
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| Abstract: | There is little research to show how early childhood educators perceive risk-taking and whether, in the pursuit of high quality early childhood education, educators might take risks in their professional practice. We conducted a qualitative case study to explore early childhood educators' views on, and engagement with, risk-taking in professional practice. Through thematic analysis of interviews with 55 educators in three high quality early childhood education services, we show that, for the educators in the study, risk-taking was a valuable aspect of professional practice driven by three main motivations: professional growth and development; developing children as competent and empowered individuals; and advocacy and activism. We also show that educators' risk-taking was enacted under five broad themes: providing opportunities for children to take risks; trusting children; doing things that are new; expressing ideas and beliefs; and including curriculum content that may be considered controversial, complex and inappropriate for children. We conclude that for educators in the study, risk-taking was enacted as courageous, ethically and morally driven praxis in pursuit of high quality ECE for the benefit of both individuals and society. |
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| ISSN: | 0966-9760 1469-8463 |
| DOI: | 10.1080/09669760.2020.1848531 |
