Teachers’ Environmental Management Practices for Risk-Inclusive Play in Elementary Schools: A Systematic Review

Dewi Cahyani; Sehan Rifky Arfanaldy

doi:10.56741/IISTR.ijlree.001462

Authors

Dewi Cahyani
dewicahyani@syekhnurjati.ac.id
UIN Siber Syekh Nurjati Cirebon https://orcid.org/0000-0002-7648-0018
Sehan Rifky Arfanaldy UIN Siber Syekh Nurjati Cirebon https://orcid.org/0009-0006-4001-0088

DOI:

https://doi.org/10.56741/IISTR.ijlree.001462

Keywords:

Elementary School, Environmental Management, Risk-Inclusive Play, Systematic Review

Abstract

This study aims to explore teachers’ environmental management practices in supporting risk-inclusive play in elementary school settings through a systematic literature review. It examines how teachers manage play environments to balance children’s safety with meaningful developmental opportunities. By synthesizing selected studies, this research highlights the role of teachers as environmental managers who regulate risk through continuous assessment, spatial arrangement, and adaptive supervision. The findings indicate that flexible environmental management practices allow children to engage in manageable challenges that support physical, social, and emotional development. Teachers who move beyond risk avoidance toward risk management create learning environments that encourage autonomy while maintaining appropriate safeguards. The review also reveals that institutional policies, cultural norms, and parental expectations significantly influence how risk-inclusive play is implemented in schools. Supportive school policies and shared understanding among stakeholders strengthen teachers’ confidence in facilitating challenging play experiences. This study contributes to the field of elementary education by positioning environmental management as a pedagogical strategy rather than merely a safety mechanism, offering insights for teacher education and school policy development aimed at fostering balanced and developmentally supportive play environments.

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Author Biographies

Dewi Cahyani, UIN Siber Syekh Nurjati Cirebon

is a lecturer in the Biology Education Program at UIN Siber Syekh Nurjati Cirebon and Head of the master’s Program in Islamic Education Management and is actively engaged in research and scholarly publications. She earned her doctoral degree in Environmental Management from Universitas Negeri Jakarta, with research interests in Biology Education and Environmental Education. (email: dewicahyani@syekhnurjati.ac.id).

Sehan Rifky Arfanaldy, UIN Siber Syekh Nurjati Cirebon

is an educator and researcher who completed his undergraduate and master’s studies in Islamic Education Management, earning his master’s degree cumlaude from UIN Siber Syekh Nurjati Cirebon. He is a Social Studies (IPS) teacher at basic and secondary education levels and a graduate of the Teacher Professional Education Program (PPG) in Social Studies from Universitas Negeri Jakarta. His scholarly works include articles and books focusing on Islamic Educational Management, Leadership Studies, and Educational Innovation. (email: sehanrifky@gmail.com).

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