An investigation of children's social-emotional skills in risky play used in nature-based education in disadvantaged areas

This study aims to examine the social-emotional skills of children during risky play activities employed in nature-based education in a socioeconomically disadvantaged region. To explore social-emotional skills in depth and provide a contextual understanding of real-life situations, the research was designed as a qualitative study. Accordingly, the study follows a case study methodology. To investigate real-life experiences, children participated in risky play activities involving exposure to risk-laden materials within a nature-based education framework. Data were collected through observation notes, interviews with children, children's drawings, photographs, and audio-visual recordings. Thematic analysis was employed to enable in-depth interpretation of the data. The study group consisted of 11 children aged between 60 and 72 months, enrolled during the 2024–2025 academic year in a village primary school located in the Diyadin district of Ağrı Province, Turkey. The findings were examined in detail and categorised into themes by the relevant literature. The children's social-emotional skills observed through risky play were classified under the "social-emotional skills" category as outlined in the Ministry of National Education Maarif Model (2024). The results of the study indicate that risky play activities and risk-involving materials used in nature-based education have a positive impact on the development of children's social-emotional skills.