In the cultural conversation about play and risk, adventure playgrounds – proper ones I mean, with timber structures, tools, junk materials and skilled workers – are very much on the radical side of the argument. But how dangerous are they, really?
One American school has conducted a natural experiment that helps to answer this question. And the results – set out in a report from the leading playwork group Pop-Up Adventure Play – cast doubt on standard approaches and thinking.
Parish school in Houston, Texas is a private school for children with a range of disabilities and conditions. It is highly unusual in that it has, on one site, two very different types of play space.
Parish School adventure playground. Photo: Alex Cote
Change is in the air at City Hall, as followers of my facebook page will have spotted. Last week Mayor Khan fleshed out his vision of ‘good growth’ for London in the draft London Plan. And the signs are that child-friendliness is part of the picture.
The Plan, with its bold statements about integrating play into neighbourhoods and improving children’s independent mobility, shows genuine progress (see Policy S4, pp 212-4). Here Holly Weir (former senior strategic planner for the Greater London Authority) gives her take on the story so far, and the challenges to come. As co-author of the original planning guidance on play, I agree that clear, effective guidance will be key to implementing the policy.
Does the new London Plan, published last week by Mayor Sadiq Khan, herald a renewal of the UK capital’s commitments to become a genuinely child friendly city? Holly Weir, who worked on the plan for two years at the Greater London Authority (GLA), believes it is a big improvement on its predecessor, but that the […]
Source: The London Plan is just the start | Child in the City
As a teacher or educator, the classroom is your domain. You are in charge. You set the rules and the learning goals. Your children are close at hand, and under a close watch.
Once you leave the classroom, things change. You have less control. Children have more space, literally and metaphorically. So there is a shift in responsibilities. And this can feel frightening.
So why would you consider taking learning outside? And why would you give any thought to what children learn through free play?
Adventure play is enjoying a moment. And at the centre of this is The Land, an adventure playground in Wrexham, North Wales. So it is great to see a 14-minute documentary feature on The Land – from US filmmaker Erin Davis – being made freely available online. Click on the image below to watch it.
It was Hanna Rosin’s 2014 Atlantic magazine cover story ‘The Overprotected Kid’ that thrust The Land into the public eye. It also features prominently in the new book Messy by Tim Harford, writer and self-styled ‘undercover economist’ (and front man for one of my favourite BBC Radio 4 shows, More or Less). Harford’s take is revealing: Continue reading
Posted in Education, Outdoor play, play, playground, Risk
Tagged Adventure playground, education, Lady Allen, outdoor education, outdoor learning, outdoor play, playwork, Risk, The Land, Tim Harford, video
Let’s say that, like me, you are signed up to the idea that we’ve become too overprotective and anxious about children in their play. What language should we use to make the case for a better approach? In particular, does the word ‘risk’ – for instance, in the term ‘risky play’ – help or not?
UK play advocate Adrian Voce – my successor at what became Play England – has questioned the use of the term ‘risk’. While recognising the progress that has been made on the place of risk in play, he says:
Although ‘risky’ and ‘adventurous’ are, in a sense, synonymous, the latter word has an unarguably more positive meaning. It also captures much better the essence of children at play – wanting to push the boundaries, test their limits and, sure, take some risks – but in the pursuit of fun and excitement, not the reckless endangerment that the term ‘risky play’ can evoke… ‘Risky’ cannot be the most appropriate word to describe the opportunities and environments we want to provide for them, or the practice we adopt in doing so.
This post explores how the real-time decisions of educators, playworkers and other staff who oversee children fit into the overall risk management process, and how they are held to account for those decisions. I have written it at the suggestion of the UK Play Safety Forum. The PSF would welcome comments on the position set out here – as would I.
Bayonne Nursery Forest School session
I will start with describing a real-life scenario from a Forest School session run by Bayonne Nursery a few years ago. (Those who have heard me talk on risk will recognise it from a video clip that I often show.) A group of four-year-old children are exploring an area of woodland. After clearing away fallen branches from around a large tree trunk that crosses over a dry ditch, three girls start to shimmy across. Two succeed, while the third becomes alarmed and gives up. Forest school-trained educators, present throughout, do not intervene at any point – not even to give encouragement or warnings. This is despite the fact that at points, things look like they might be getting challenging, uncomfortable or even slightly dangerous.
Posted in Education, Learning, play, Risk
Tagged Forest school, outdoor learning, Play Safety Forum, playwork, Risk, risk assessment, risk benefit assessment, risk management
I was lucky enough to visit Emdrup – the world’s first adventure playground – on a study visit to Copenhagen in 2003, and I still remember its relaxed, low-tech, quietly self-assured ambience. It would be tantamount to a crime against children’s culture to stand by and see its spirit die as a result of bureaucratic whim.
Emdrup, 2003. Photo credit: Ben Spencer
Please do what you can. You can support the campaign by writing to Dorthe Rasmussen Kjær at firstname.lastname@example.org. More details are in the reblogged post.
You may want to highlight why it matters for children and young people of widely differing ages to be given the chance to play together. US psychologist Peter Gray has good things to say on this [pdf link].
For more on the adventure playground model and the debt it owes to Emdrup, see this 2014 Guardian article.
Hats off to Play England for sharing news of this campaign. And a hat-tip to Alex Smith at Playgroundology for prompting me to include the contact details here.
Please note the title of the blog post that follows has a typo: the correct Danish word is ‘Skrammellegepladsen’ (translation: junk playground).
Source: Save Skrammelselegepladsen i Emdrup | Love Outdoor Play