The Relationship between Risky Play and Social Competencies: A scoping review
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Notice bibliographique
Résumé
Project Description Title: The Relationship Between Risky Play and Social Competencies in Early Childhood: A Scoping Review Overview: This research project aims to systematically map and synthesize the existing evidence on the relationship between risky play and social competencies in early childhood. Risky play-defined as thrilling and exciting play that involves a risk of physical injury-includes activities such as play at great heights, high speeds, with dangerous tools, near dangerous elements, rough-and-tumble play, and play where children can disappear or get lost. While the developmental benefits of play are widely acknowledged, opportunities for risky play have declined due to heightened parental concerns and risk-averse societal attitudes. This reduction is notable given emerging evidence that risky play may foster key social competencies such as cooperation, communication, emotional regulation, and perspective-taking, all of which are crucial for school readiness and long-term success. Purpose: The purpose of this scoping review is to address the current gap in empirical research linking risky play to social competence in early childhood, with particular attention to the Canadian context. By mapping the available evidence, the review seeks to inform educational practice and policy, supporting environments that balance safety with opportunities for developmental growth. Objectives: Identify and evaluate studies examining the relationship between risky play and social competence in children aged 2–12 years. Highlight research gaps and provide recommendations for practice and policy. Methods: The review will include empirical studies (quantitative, qualitative, or mixed methods) focusing on children aged 2–12 years and measuring social competence outcomes related to risky play. Studies must be peer-reviewed and published in English. Exclusion criteria include studies not addressing social skills, those outside the specified age range, or those not specifically focused on risky play. A comprehensive search will be conducted in Education Source, Web of Science, and Psych Info. The study selection process will involve independent screening by two reviewers, with discrepancies resolved through discussion. Data will be extracted using a standardized form and synthesized narratively, with meta-analysis considered if data are sufficiently homogeneous. Expected Outcomes: A comprehensive synthesis of the literature on how risky play influences social competencies in early childhood. Identification of gaps in the current evidence base. Actionable recommendations for educators, policymakers, and stakeholders to support balanced approaches to play in early childhood settings.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,003 |
| Études des sciences et des technologies | 0,004 | 0,003 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,006 | 0,003 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle