El riesgo como recurso educativo: Prácticas de juego arriesgado en las escuelas infantiles noruegas entre normas, entorno y cultura de la confianza
Palabras clave:
Juego arriesgado, Cultura de la confianza, Educación al aire libre, Desarrollo motor y socioemocional, Diferenciación para la inclusiónResumen
El estudio, que forma parte de un proyecto de investigación más amplio sobre el juego arriesgado en la primera infancia, incluye cuatro escuelas infantiles noruegas y explora cómo se promueve y valora esta forma de juego en ese contexto. El enfoque cualitativo se basa en entrevistas semiestructuradas, complementadas con observaciones estructuradas. Los resultados muestran que docentes y directores fomentan habitualmente el juego arriesgado, ya que está integrado en el proyecto educativo y es coherente con un enfoque cultural, compartido por las familias, que valora las actividades en entornos naturales como oportunidades para el desarrollo de competencias psicomotoras. Los entornos naturales funcionan como agentes pedagógicos que invitan a la exploración, mientras que los educadores actúan como facilitadores activos del juego. La creciente sensibilidad hacia las cuestiones relacionadas con la seguridad no desalienta ni limita las actividades propuestas, sino que conduce a una disposición más reflexiva de los espacios y a cuidar la comunicación con los progenitores que expresan dudas o temores. En conjunto, el juego arriesgado emerge como una práctica intencional que favorece la resiliencia, la autoestima y la competencia corporal.
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Derechos de autor 2026 Milena Masseretti, Ellen Beate Hansen Sandseter, Michela Schenetti
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