Glen Education Murrumbeena
Children’s safety at Murrumbeena Kindergarten
By Madhu Bandlamudi, Diploma Educator
This term we have focused on balancing children’s safety and risky play learning experiences.
The Early Years Learning Framework supports the inclusion of risk-taking in early childhood settings. “Outdoor learning spaces and natural environments provide open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature.”
The EYLF also recognises the benefits of social-emotional risk-taking, enabling children to become strong in their social and emotional well-being when they “make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected.”
When we look deeper into balancing children’s safety and risky play, it’s useful to consider indoor and outdoor environments separately. Each area has hazards which need to be identified and managed. When potential hazards have been identified and supervision takes place, it allows risky play to become part of the curriculum.
The Outdoor Environment
The outdoor environment probably has the greatest number of potential hazards which need to be identified and recorded prior to children attending kindergarten. All the outdoor equipment needs to be checked for wear and tear, gaps where children’s fingers can become trapped or whether it needs replacing. Environmental factors such as animal droppings and spiderwebs need to be removed and the sand pit raked to ensure that nothing hard is buried under the sand. These daily actions reduce the amount of harm to children and allow them to enjoy the outdoor space further.
What equipment/resources pose a hazard in the outdoor environment?
· The climbing frame
Risk-falls during climbing activities
· The flying fox (swing that moves across a metal line)
Risk- falls when children are getting out of the flying fox
· Water play
Risk- children slipping on the wet concrete, putting their face in the water
· Bucket stilts
Risk-children losing their balance and falling over
· Tree climbing
Risk -falls
· The swings
Risk-swinging too high and bumping a child nearby
All the equipment mentioned previously could be used for risky play. To ensure that children are safe while undertaking these activities, constant supervision is required.
Indoor Play and Safety
Just like outdoors, our indoor learning spaces are full of exciting opportunities for exploration and creativity. However, indoor environments also come with their own safety considerations.
Daily checks are carried out to ensure:
- Furniture and shelving are stable and not overloaded
- Toys and equipment are age-appropriate and in good condition
- Small objects that may present choking hazards are stored safely
- Floors are kept clear of spills to prevent slips and falls
Examples of indoor activities and associated risks:
Block building – risk of towers toppling over
Loose parts play – risk of small items being placed in mouths
Art and craft – risk of minor cuts from scissors or glue mishaps
Dramatic play (dress-ups, props) – risk of tripping over fabric or small furniture
Climbing on furniture – risk of falls if used in unintended ways
With careful supervision, clear rules, and encouragement, these activities help children learn responsibility and self-regulation while staying safe.
Educators work together to maintain safe, engaging play spaces by following educator-to-child ratios, Positioning staff across indoor and outdoor areas, actively supervising high-risk activities (e.g. climbing, water play, block towers), Communicating with each other to ensure children are supported and safe.
This teamwork allows children to enjoy both indoor and outdoor play while developing new skills in a safe, positive environment.
Therefore, constant supervision and communication between the educators in the outdoor and Indoor spaces makes the play experience more enjoyable and safer for the children.
Giving children agency in risky play can improve self-esteem and joy.
We must learn to trust a child’s instincts during play and give them agency in their decision-making. In this way, children are empowered to take risks and face challenges. Some children may feel frustrated when they are feeling powerless and without control, which can lead to feelings of anger—empowering children can improve feelings of joy, self-esteem and confidence.
When children feel capable and trusted, their play is not only safer it is also richer and more meaningful.
The benefits of expanding our notion of risky play-CELA cela.org.au