Le risque comme ressource éducative : Pratiques de jeu risqué dans les écoles maternelles norvégiennes entre règles, environnement et culture de la confiance
Mots-clés :
Jeu risqué, Culture de la confiance, Éducation en plein air, Développement moteur et socioémotionnel, InclusionRésumé
L'étude, qui s'inscrit dans un projet de recherche plus large sur le jeu risqué dans la petite enfance, concerne quatre écoles maternelles norvégiennes et explore la manière dont cette forme de jeu est promue et valorisée dans ce contexte. L'approche qualitative repose sur des entretiens semi-structurés, complétés par des observations structurées. Les résultats montrent que les enseignants et les directeurs encouragent couramment le jeu risqué, car il est inscrit dans le projet éducatif et cohérent avec une approche culturelle, partagée par les familles, qui valorise les activités en milieu naturel comme occasions de développement des compétences psychomotrices. Les environnements naturels fonctionnent comme des agents pédagogiques qui invitent à l'exploration, tandis que les éducateurs agissent comme facilitateurs actifs du jeu. La sensibilité croissante aux questions de sécurité ne décourage ni ne limite les activités proposées, mais conduit à un aménagement plus réfléchi des espaces et à une attention particulière à la communication avec les parents qui expriment des doutes ou des craintes. Dans l'ensemble, le jeu risqué apparaît comme une pratique intentionnelle qui favorise la résilience, l'estime de soi et la compétence corporelle.
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