Risky play preferences of 36-72 months old children and examination of open areas of preschool educational institutions in terms of risk situations

This study examined the role of risky play, which has an important place in the developmental processes of children in early childhood, children's perception of the "concept of risk", and the extent to which school yards provide opportunities for these games. The aim of the study is to evaluate the extent to which the play areas offered to children in the yards of preschool education institutions provide opportunities for risky play and to reveal how these environments contribute to children's development. Qualitative research methods were used in the study and data were collected by observing the yards of three schools in Istanbul. In order to examine the "risk perception" of children, 12 children (7 boys-5 girls) attending preschool education institutions in the 4-5 age group were examined using the semi-structured interview form developed by Sicim and Bapoğlu (2020) and the children's drawings. As a result of the research, it was seen that restructured school yards provide important opportunities for risky plays that will contribute to children's development. The research reveals that school yards should be made more functional and that risky games should find more place in education policies. It was determined that children did not know the literal meaning of the concept of "risk" but expressed risky situations in their games and preferred to play these games. Since risky games (such as high speed, climbing areas, balance courses, push-and-pull games) included in children's expressions and drawings are natural components of their games, it is thought that including these games in school yards will increase their opportunities to experience by doing and living and has an important place in terms of observing positive developmental results.