This study aimed to examine (a) whether preschool teachers’ risky play
attitudes differed in relation to school type, number of children, presence
of teachers’ aides, professional experience, age groups, and/or duration of
time outdoors, and (b) preschool teachers’ self-reported practices regarding
risky play outdoors. An explanatory sequential mixed method design
was utilized. 484 preschool teachers were completed the Scale for the
Attitudes Towards Risky Play at Early Childhood-Teacher Form. Semi-
structured interviews were conducted with 21 preschool teachers.
Quantitative results unveiled significant differences in teachers’ risky
play attitudes regarding preschool type, presence of teachers’ aides, and
daily time spent outdoors. Qualitative results shed light on the way
parents and administrators perceived risky play impacted teachers’ practices
for allowing or prohibiting children’s risky play outdoors. This study
underscores a need for professional training and continuous collaboration
among teachers, parents, and administrators to support risky play in
educational settings.