Affiliation:
1. Department of Early Childhood, Faculty of Education, Monash University, Frankston, Australia
Abstract
Safe learning spaces allow children to explore their environment in an open and inquiring way, whereas unsafe spaces constrain, frustrate and disengage children from experiencing the fullness of their learning spaces. This study explores how children make sense of safe and unsafe learning spaces, and how this understanding affects the ways they engage with their learning spaces. Using a qualitative research method that employed auto-driven visual and observation approaches, this research conducted at one centre in the Mornington Peninsula in Victoria, Australia, examined children's movement and interaction within their learning spaces. The results suggest that the children felt safe in spaces that offered them the best opportunities for play. These are the spaces where they behaved well, laughed freely, reacted positively, and played without too much restriction and intimidation, keeping in mind the restrictions imposed on them by their teachers at other spaces. The implications for constructing and managing safe learning spaces for children are discussed.
Subject
Developmental and Educational Psychology,Education
Cited by
6 articles.
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1. Child safety;Health and Wellbeing in Childhood;2024-03-31
2. Child-Friendliness of Urban Space in the Example of Łabędy;Architecture, Civil Engineering, Environment;2023-09-01
3. Rural Children’s Well-Being in the Context of the COVID-19 Pandemic: Perspectives from Children in the Midwestern United States;International Journal on Child Maltreatment: Research, Policy and Practice;2022-11-24
4. Child safety;Health and Wellbeing in Childhood;2020-06-16
5. A child-centred evaluation model: gaining the children’s perspective in evaluation studies in China;European Early Childhood Education Research Journal;2016-04-21