Pedagogiek
in praktijk

Literatuur bij Martin van Rooijen en Lisette van der Poel (2019). Met oude rommel is het veel leuker spelen. Durven we het aan om onze kinderen risicovol spel te laten spelen? Pedagogiek in Praktijk 24 (109), 28-32


Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E.B.H., Bienenstock, A., & Tremblay, M.S. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International Journal of Environmental Research and Public Health12(6), 6423-6454.

Bundy, A.C., Luckett, T., Tranter, P.J., Naughton, G.A., Wyver, S.R., Ragen, J., & Spies, G. (2009). The risk is that there is ‘no risk’: a simple, innovative intervention to increase children’s activity levels. International Journal of Early Years Education17(1), 33-45.

Csikszentmihalyi, M. (1990). Flow. The psychology of optimal experience. New York: Harper & Row.

Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton-Mifflin.

Kleppe, R. (2018). Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care. Early Child Development and Care188(10), 1487-1501.

Lanphen, E. (2018). Samenspel op de BSO. De bijdrage van de interventie Loose Parts op het samenspel van kinderen. Afstudeeronderzoek, Bachelor Pedagogiek voltijd Hogeschool Utrecht.

Poel, L. van der & Blokhuis, A. (2010). Wat je speelt ben je zelf. Houten: Bohn Stafleu Van Loghum.

Rooijen, M. van, Lensvelt-Mulders, G., Wyver, S., & Duyndam, J. (2019). Professional attitudes towards children’s risk-taking in play: insights into influencing factors in Dutch contexts. Journal of Adventure Education and Outdoor Learning, 1-17.

Sandseter, E.B.H. (2007). Categorising risky play—how can we identify risk‐taking in children’s play?. European Early Childhood Education Research Journal15(2), 237-252.

Sandseter, E.B.H. (2009). Characteristics of risky play. Journal of Adventure Education & Outdoor Learning9(1), 3-21.



Naar homepage