GEKA Murrumbeena
How do we balance risk with safety at kindergarten?
By Paula Sanders
As an early childhood educator and a parent, I often find myself in the conundrum of how to encourage children to engage in risky play while keeping them safe. The key to this is that with help and guidance children learn from their actions and develop the skills to keep themselves safe.
When I think of risky play at our kindergarten the outdoor environment comes to mind. For children, the outdoors is an opportunity for free play that is fun, enjoyable and thrilling. In our outdoor playground there are multiple opportunities for children to explore that element of risk in their play. The climbing frames and fort structure provide an opportunity for exploration with heights where children need to learn balance, coordination and body awareness as they navigate climbing ladders, planks and rails at various heights.
Small group games are played at high speed such as chase or hide and seek. Children need to navigate playground obstacles, including other children, as they run around exploring the environment whilst engaged in a team situation. This requires them to use their communication skills, but also practice spatial awareness.
Play with tools such as shovels, rakes and brooms in the sandpit and dirt patch area encourages children to develop strength, coordination skills and awareness of others.
Adding natural elements such as water, stones, small rocks, small branches and sticks to the play involves risk. Children need to learn how to incorporate these safely into their experiences. The temptation is sometimes there for a rock to be thrown or a stick to be used as a weapon. However, with supervision and guidance children can learn about consequences… “if I do this… then that will happen”.
A variety of swings and ropes encourage children to explore that risky speed instinct where they can experience being slightly out of control going too high or too fast and navigating how to manage that safely. Some children crave the independence and thrill of going faster and higher by themselves whilst others take a cautious approach and feel safer being pushed by an adult or child. Either way is allowing the children to use their own sense of agency in this experience.
Experiences with balls also add that element of risk because children need to show control with their kicking and throwing so that the ball doesn’t go over the fence or hit someone. Also the children playing around them need to show awareness and coordination to avoid the flying obstacles.
Accidents can and do happen in the kindergarten playground. But as educators we need to find that balance between encouraging children to take risks with their play, learn about the consequences of that play and at the same time prevent children from serious injury. The Early Years Learning Framework (2009) encourages learning environments that invite and encourage children to take risks. The following list outlines the key outcomes that risky play encourages:
1. Children develop autonomy, resilience and a sense of agency
2. Children become socially responsible and show respect for their natural environment
3. Children become strong in their emotional wellbeing
4. Children develop a range of skills and processes such as problem solving, experimentation and investigation
5. Children interact with others in both verbal and non-verbal situations
(EYLF, pg 19-44, 2009).
6 key factors to risky play
By Rachita Dikshit
1-Play with heights, such as climbing trees or structures
2-Play at high speeds, such as a fast game of tag or riding a bike really fast
3-Play with tools, such as building a fort or whittling a stick
4-Play near elements, such as playing near fire, water, a cliff or something that a child could fall into
5-Play with a chance of getting lost, such as wandering the neighbourhood with friends unsupervised, or simply hiding in the bushes for younger kids.
6-Rough-and-tumble play, such as play fighting”
(https://www.bu.edu/childrens-center/files/2020/07/Risky-Play.pdf)
“…the more risks you allow children to take, the better they learn to take care of themselves. If you never let them, take any risks, then I believe they become very prone to injury. Boys should be allowed to climb tall trees and walk along the tops of high walls and dive into the sea from high rocks… The same with girls. I like the type of child who takes risks. Better by far than the one who never does so.”
― Roald Dahl
