Published
June 21, 2026
| Pages: 651-666 | Views: 102
Abstract
The study was aimed at determining the main mechanisms of formation and pedagogical conditions for the development of risky literacy in preschool children. In the article, risky literacy was interpreted as an integrated competence aimed at recognizing, assessing and regulating risk in the process of play. 269 children aged 4–6 years participated in the study. A mixed design was used: assessment of 8 behavioral indicators of risky literacy, observation protocols in natural situations. Special tasks for the development of executive functions were also used. Data analysis consisted of descriptive statistics, correlations, ANOVA/Kruskal–Wallis, regression modeling, exploratory factor analysis and k-means clustering.
The results indicated that risky literacy consists of cognitive, emotional-volitional, behavioral-regulatory and social-communicative. It was established that different types of game activities are differently aimed at the development of these components. Pedagogical conditions emerged as important predictors of risk literacy: adult scaffolding (β = 0.28), dialogical discussion of risk (β = 0.22), and collaborative rule-making (β = 0.17). Cluster analysis revealed 3 typical profiles of children: cautious observers, emerging regulators, and competent risk navigators.
Thus, the study contributed to the development of a theoretically sound and psychometrically valid model of risk literacy.
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Keywords
risky literacy, risky play, preschool age, self-regulation, safe behavior, pedagogical conditions, game activity
Affiliations
Iryna Desnova
Mariupol State University
Liubov Tokar
Vinnytsia Humanitarian and Pedagogical College
Olha Reipolska
Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine
Kateryna Kruty
Mariupol State University
Yuliia Shevchenko
Bogdan Khmelnytsky Melitopol State Pedagogical University
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How to Cite
Desnova, I., Tokar, L., Reipolska, O., Kruty, K., & Shevchenko, Y. (2026). "Risky literacy" in preschool children: a conceptual model of forming safe behavior in play activities. International Electronic Journal of Elementary Education, 18(4), 651–666. Retrieved from https://iejee.com/index.php/IEJEE/article/view/2710
Author Biography
Iryna Desnova
Head of the Department of Practical Psychology
Liubov Tokar
Head of the Department of Theory, Professional Methods and Technologies of Preschool Education, Faculty of Preschool Education and Musical Arts
Olha Reipolska
Head of the Department of Preschool Education
Kateryna Kruty
Department of Preschool Education
Yuliia Shevchenko
Department of Primary and Special Education, Faculty of Social, Pedagogical and Artistic Education