Early Childhood Educators’ Fear of Injury Risks Limits Movement and Physical Activity for Children—A Risk in Itself
Bibliographic Data
| ID | 22047701 |
|---|---|
| Authors | Ann‐christin Sollerhed (0000-0003-2320-1326, Kristianstad University, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 7 |
| Pages | 755 |
| Publication date | 2024-07-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14070755 |
| OpenAlex | W4400583276 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
Many children spend a large proportion of their waking hours in early childhood education and care (ECEC). Movement and physical activity (PA) are crucial for children’s development and sustainable health. The competence to manage and assess risks starts early in life and can be improved through opportunities for challenging PA. The aim of this study was to investigate ECEC educators’ experiences and perceptions of injury risks in ECEC and examine their reasoning about teaching movement and PA, and experiences of any restrictions and prohibitions of movement and PA. Eighteen ECEC educators were interviewed. The qualitative content analysis revealed three themes with adherent sub-themes: Responsibility for the children (Caretaking and Empathy); Fear of being accused (Fear of being exposed and Fear of being irresponsible in the work team); Low competence in movement (Low expectations of children and Perceived poor personal movement skills). The study concluded that educators’ fear of injury risks limits the children’s movement and PA occasions. The educators’ perceived poor personal motor skills and low fitness combined with their perceived low competence to teach movement limit the possibility for the children to develop their motor skills, which in turn might affect the children’s physical literacy for sustainable health
Developmental psychology · Injury prevention · Medical emergency · Pedagogy · Physical activity · Physical education · Physical medicine and rehabilitation · Poison control · Children's Physical and Motor Development · Human Factors and Ergonomics · Inclusion and Disability in Education and Sport · Infant Development and Preterm Care · Medicine · Psychology
Visible Learning and the Science of How We Learn
Correlates of Gross Motor Competence in Children and Adolescents
The physical activity, fitness and health of children
Categorising risky play—how can we identify risk‐taking in children's play?
The Concept of Physical Literacy
A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity
Fundamental Movement Skills in Children and Adolescents
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
Qualitative content analysis in nursing research
The Feeling of Risk
Physical Literacy
Saturation in qualitative research
The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers
Teacher-report of where preschool-aged children play and are physically active in indoor and outdoor learning centers
Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care
Three Approaches to Qualitative Content Analysis
Thematic Analysis
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |