Risky Play
Solly (2014) suggests that if asked to define ‘risk and challenge’ some people may feel inclined to use negative description, giving the impression that harm may come to those who partake in risky play. On the other hand, suggesting children encounter challenges during play proposes positive strategies to test ability (Solly, 2014). Children in general like to test their ability and set their own challenges by pushing themselves that little bit further. For example, climbing a little higher, jumping further or even testing capabilities through trying something new. DfE (2014), states Characteristics of Effective Learning, playing and exploring, active learning and creating and thinking critically, which in theory may all link to children taking risks when faced with challenges during play. Reference List Department for Education (2014) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. [Online] Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 (Accessed: 25 September 2015). United Kingdom. Solly, K, S. (2014) Risk, Challenge and Adventure in the Early Years: A Practical Guide to Exploring and Extending Learning Outdoors. London: Routledge. As fellow practitioners do you think you allow children to take risks through providing challenge? Please share your experiences……. Historically, early pioneers of education who laid foundations giving clear understanding of the importance of allowing risk and challenge in the early years include John Comenius (1592-1670), who was said to be the instigator of natural education. Jean-Jacques Rousseau (1712-1778) who believed that education linked to nature. Robert Owen (1771-1858), emphasised the importance of physical activity. Fredrich Froebel (1782-1852), created the first Kindergarten, where he believed that children should be able to be ‘children’ and connect to nature. Rudolph Steiner (1861-1925) emphasised on free spirits, imagination and play. Finally, Maria Montessori (1870-1952) who allowed choice, freedom and exploration (Solly, 2014). Many pioneers have influenced todays practice, therefore, practitioners within early years settings may empower others to adapt practice in the realisation that allowing risk and challenge isn’t ‘new’ (Solly, 2014). Play Wales (2008) states that risky play is ‘providing opportunities for all children to encounter or create uncertainty, unpredictability, and potential hazards as part of play. We do not mean putting children in danger of serious harm’. Ball, Gill and Spiegal (2013), state that initial benefits of risk taking in play begins by ‘striking out the balance’. Research suggests that children need to take risks that are acceptable to individual ability. For example, what may appear to be a difficult task for one child may not necessarily deem risky to another (Somerset County Council, 2013)). Asthana (2008), reports findings from Play England revealing that children are more likely to fall out of bed compared to falling out of a tree. Furthermore, suggestions are made that less than 30% of children experience outdoor space in comparison to 70% of those who are now adults. Following on from this, Moss (2012), suggests through research within The Natural Childhood Report, that a vast amount of evidence proposes children are showing signs of ‘Nature Deficit Disorder’, a lack of connecting with the outside world. Consequently, this may result in children’s inability to assess their own risks in general, plus during play. Suggestions are made that ‘Zero risk’ health and safety policies may be limiting children’s freedom alongside parental fears and negative attitudes surrounding natural play (Moss, 2012). Gill (2007), suggests that childhood is becoming undermined by risk aversion, stating that previous generations experienced far more challenging risky situations as children than that of those growing up in today’s society. It could be said that influencing adult’s opinion with regard to the benefits of risky play may be the only way to ensure that children will not be faced with the long term effects of the decline in play (Bundy et al, 2009). Reference List Asthana, A. (2008) Kids need the adventure of ‘risky’ play. Available at: http://www.theguardian.com/education/2008/Aug/03/schools.children (Accessed: 19 September 2015). Ball, D., Gill, T. and Spiegal, B. (2013) Managing risk in play provision. Available at: www.playengland.org.uk/media/172644/managing-risk-in-play-provision.pdf (Accessed: 19 September 2015). Bundy, A. C., Luckett, T., Tranter, P. J., Naughton, G. A., Wyver, S. R., Ragen, J. and 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 Education, 17(1), 33-35. Gill, T. (2007) No fear: growing up in a risk averse society. London: Calouste Gulbenkian Foundation. Moss, S. (2012) Natural Childhood. Available at: http://www.nationaltrust.org.uk/document-1355766991839 (Accessed: 19 September 2015). Play Wales (2008) A play workers guide to risk. Available at:http://www.playwales.org.uk/login/uploaded/documents/INFORMATION%20SHEETS/playworkers%20guide%2020to%20risk.pdf(Accessed: 19 September 2015). Solly, K, S. (2014) Risk, Challenge and Adventure in the Early Years: A Practical Guide to Exploring and Extending Learning Outdoors. London: Routledge. Somerset County Council (2013) The benefits of risky play. Available at: www.somerset.gov.uk/EasySiteWeb/GatewayLink.aspx?alld=43985 (Accessed: 19 September 2015). It would be great to hear about reader’s childhood experiences, discussing whether they differ from today; is there anything you felt safe doing that you wouldn’t allow your child to do today? Wyver et al (2010), examined the restrictions on children’s play and how this may limit their life opportunities. Suggestions were made that children learn through making mistakes; challenges that are successful conclude positive self-esteem in realising that something may be achievable even if risks are taken. Furthermore, learning from taking risks that result in falls, cuts and grazes should be considered part of normal development meaning that children learn from experiences and therefore may move forward to make better judgement of any risk taken (RoSPA, 2015). Womack (2007), also reports that The Royal Society for The Prevention of Accidents implies that parents are too risk averse which influences choice alongside lack of exploration for their children. Moreover, Dillner (2015), asks ‘Should I let my child take more risks?’, signifying that risk taking contributes to higher self-esteem and the possibility of taking less risks as they become adolescents. Tremblay et al (2015), likewise implies that children need risky play, including falling from a height, getting lost and even playing with knives. Reasoning behind this insinuates that children may therefore detect risk and similarly may be less likely to take more serious risk related to drugs or sex as adolescents. Focusing on development of children and the risks they may need to take to enhance their development, research suggests that giving children tasks that challenge them physically may result in developing further skills required to assess risk (Knight, 2011). Furthermore, physical skills are important, thus, may have an impact on lesser childhood obesity and improved healthier living (Knight, 2011). Cognitive benefits may also be heightened through taking risks. Improving concentration, team work skills, not to mention determination to achieve a goal (Knight, 2011). Solly (2014), suggests that children require time to be free, run around in open spaces making noises, get dirty and learning about their natural world as they do so. Likewise, Early Education (2012), states that children should take a risk, engage in new experiences and learn by trial and error. Davy (2012), acknowledges that adults who work alongside children require confidence and competence together with essential knowledge of both child development and the natural environment. A willingness to learn outdoors, through all seasons whatever the weather. Furthermore, as a practitioner, risk assessment; a method used to assess hazards, would be part of daily routines. Adults should understand the risks and assess the likelihood of harm alongside the age and stage of the children present (Solly, 2014). Response to an accident or possible risk should be dealt with through discussion, revisiting, and appropriate risk assessment put in place (Lindon, 2012). If play is diminished due to being deemed unsafe without reflection this may result in children feeling punished which may further result in breaking rules. This could be dealt with in a positive manner by using problem-solving and compromise (Lindon, 2012). Overall, the accountability of the practitioner is to make sure that the environment is safe, secure, inviting and that the correct opportunities are on offer for the age and stage of the children cared for. Importance lies within taking the time to share the experiences of the children around you and all that they encounter in their natural world (Knight, 2011). Reference List Davy, A. (2012) Resurgence & Ecologist. Available at: http://www.resurgence.org/magazine/author1506-annie-davy.html (Accessed: 19 September 2015). Dillner, L. (2015) Should I let my child take more risks? Available at: http://www.theguardian.comlifeandstyle/2015/Jun/14/should-I-let-my-child-take-more-risks (Accessed: 19 September 2015). Guldberg, H. (2009) Reclaiming childhood: freedom and play in a age of fear. New York, NY: Taylor & Francis. Knight, S. (ed.) (2011) Forest School for All. London: SAGE Publications. Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play: Learning from Forest Schools. 1st edn. Los Angeles: Sage Publications. Lindon, J. (2012) Understanding Child Development: 0-8 Years, 3E (Linking Theory and Practice). 3rd edn. London: Hodder Arnold Publishers. Louv, R. (2008) ‘Last Child in the Woods’, New York: Workman. Available at:www.outdoorfoundation.org/pdf/LastChild.pdf (Accessed: 11 October 2015). Mooney, C. G. (2013) Theories of Childhood an Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. 2nd edn. Red Leaf Press. Robertson, J., Fardtad, A., (2008) I UR OCH SKUR. Available at: http://creativestarlearning.co.uk/wp-content/upload/2013/06/Mulle-borg-Forest-School.pdf (Accessed: 10 October 2015) RoSPA (2015) Why educate children and young people about risk? Available at: http://www.rospa.com/school-college-safety/teaching-safety/why-safety-and-risk-education (Accessed: 19 September 2015). Solly, K, S. (2014) Risk, Challenge and Adventure in the Early Years: A Practical Guide to Exploring and Extending Learning Outdoors. London: Routledge. Tremblay, M., Gray, C., Babcock, S., Barnes, J., Bradstreet, C., Carr, D., Cahoot, G., Choquette, L., Chorney, D., Collyer, C., Herrington, S., Janson, K., Janssen, I., Larouche, R., Pickett, W., Power, M., Sandseter, E., Simon, B., and Brussoni, M. (2015) ‘Positon Statement on Active Outdoor Play’, IJERPH. MDPIAG, 12(6), pp.6475-6505. Doi: 10.3390/ijerph120606475. Womack, S. (2007) Let children learn by taking risks says RoSPA. Available at:http://www.telegraph.co.uk/news/newstopics/madelinemccann/1554262/let-children-learn-by-taking-risks-says-RoSPA(Accessed: 19 September 2015). Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. and Bundy, A. (2010) ‘Ten ways to restrict childrens freedom to play: The problem of surplus safety.’ 11(3), pp. 263–277. We would love to hear your thoughts on learning outdoors through all seasons, whatever the weather; Consider the statement ‘There is no such thing as bad weather, just bad clothing’ – how does this make you feel?
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