Examining the relationship between preschool teachers' organisation of out-of-school learning and risky play assessments

Education is a process that begins at birth and continues throughout life. Education encompasses a wide range of activities that go beyond schools. Out-of-school environments are places that allow classroom activities to extend beyond the four walls of the classroom. Taking risks is also important in activities planned outdoors. The pre-school period, during which children spend most of their time playing, involves risk-taking and problem-solving due to the nature of play. Children, who are eager to experience their surroundings, test their limits and engage in risk-taking behaviour while doing so. Since teachers play a decisive role in education, it is important to examine their views and approaches to risky play and to observe their behaviour in a natural environment in order to gain a more accurate understanding of their practices. This study was conducted using a correlational survey model, one of the quantitative research methods, with the aim of examining the relationship between preschool teachers' organisation of out-of-school learning and their assessment of risky play. The sample group was determined using the convenience sampling method. A total of 260 teachers, including 228 women and 32 men, participated in the study. The data were collected using the 'Demographic Information Form' developed by the researcher, the 'Out-of-School Learning and Out-of-School Learning Organisation Scale' developed by Bolat and Köroğlu in 2020 and the 'Early Childhood Risky Play Assessment Tool for Preschool Teachers - Teacher Form' developed by Karaca and Uzun in 2020. The data were analysed using the SPSS-27 programme. A frequency table was created for sociodemographic questions. To determine differences in group means for variables, an independent samples t-test was applied for two-group variables, and a one-way ANOVA was applied for three or more groups. Pearson correlation analysis was applied to determine the direction and strength of the relationship between the scales. Linear regression analysis was applied to examine the effect of the independent variable on the dependent variable. As a result of the analyses, a positive and weakly significant relationship was found between the total scores of the Out-of-School Learning Regulation Scale and the Early Childhood Risky Play Assessment Tool-Teacher Form. This indicates that there is a limited but significant relationship between preschool teachers' perceptions of out-of-school learning regulation processes and children's risky play. Recommendations have been made for further research based on the findings obtained.