"Risky literacy" in preschool children: a conceptual model of forming safe behavior in play activities
Keywords:
risky literacy, risky play, preschool age, self-regulation, safe behavior, pedagogical conditions, game activityAbstract
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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References
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