Il rischio come risorsa educativa: Pratiche di risky play nelle scuole dell’infanzia norvegesi tra regole, ambiente e cultura della fiducia
Parole chiave:
Risky play, Cultura della fiducia, Outdoor education, Sviluppo motorio e socio-emotivo, InclusioneAbstract
Lo studio, che rientra in un progetto di ricerca più ampio sul risky play nella prima infanzia, coinvolge quattro scuole dell’infanzia norvegesi ed esplora come questa forma di gioco sia promossa e valorizzata in quel contesto. L’approccio qualitativo è basato su interviste semi-strutturate, integrato da osservazioni strutturate. I risultati mostrano che insegnanti e dirigenti incoraggiano ordinariamente il risky play in quanto incardinato nel progetto educativo e coerente con un approccio culturale, condiviso dalle famiglie, che valorizza le attività in ambiente naturale come occasione per lo sviluppo delle competenze psicomotorie. Gli ambienti naturali funzionano come agenti pedagogici che invitano all’esplorazione, mentre gli educatori agiscono come facilitatori attivi del gioco. La crescente sensibilità verso gli aspetti legati alla sicurezza non scoraggia e non limita le attività proposte, ma induce a predisporre gli spazi in modo più ragionato e a curare la comunicazione con quei genitori che manifestano dubbi o paure. Nel complesso, il risky play emerge come una pratica intenzionale che favorisce resilienza, autostima e competenza corporea.
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