“Risky Literacy” in Preschool Children: A Conceptual Model of Forming Safe Behavior in Play Activities

The study was aimed at determining the main mechanisms of formation and pedagogical conditions for the development of risk literacy in preschool children. In the article, risk 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 risk literacy and 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. The results indicated that risk literacy consists of cognitive, emotional-volitional, behavioral-regulatory and social-communicative components. 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 three typical profiles of children: cautious observers, emerging regulators, and competent risk navigators. The results obtained had practical significance for preschool teachers, as they allowed us to consider play as a tool for forming safe behavior through managed risk.