Suchergebnisse

AbstractAdventurous play (play that is exciting and thrilling, where children take age‐appropriate risks, for example climbing trees and jumping from rocks) is increasingly being recognised as beneficial for child health and development. Despite this, children's opportunities for and engagement in this type of play have declined in recent decades. Break times in schools may provide an ideal opportunity to provide adventurous play opportunities for all children. Recent work has identified myriad factors that help and hinder schools in offering adventurous play opportunities, but parent perspectives have largely been absent. Through one‐to‐one semistructured qualitative interviews, this study aimed at capture parents' perspectives on adventurous play happening in schools and what they perceive as the key barriers to and facilitators of adventurous play in schools. The findings were analysed using reflective thematic analysis. Five themes were identified: Needs, Schools as Gatekeepers, Risks and Benefits, Societal Constraints and Individual Differences. Findings are discussed with reference to parental support for adventurous play, as well as parent and school level needs that should be addressed if barriers that may hinder adventurous play opportunities in school are to be overcome.

Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportunities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative synthesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults' perceptions of children; adults' attitudes and beliefs about adventurous play and concerns pertaining to health; and, safety and concerns about legislation. Based on the findings of the review, recommendations for policy and practice as provided to support adventurous play in schools.