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
Last week the Lawson Foundation, a Canadian family foundation, launched an ambitious outdoor play strategy with the announcement of $2.7 million (£1.3 million; $US 1.9 million) in funding for 14 projects.
The strategy has an explicit and exclusive focus on unstructured outdoor play. Tackling risk aversion is a prominent theme, building on the Foundation’s recent support for a groundbreaking consensus position statement [pdf link] whose key message is that the biggest risk is keeping kids indoors.
Could the USA be turning a corner in the global fight to defend children’s right to play? A remarkable pair of legal moves certainly makes it look this way. They add further support for the view that the tide is turning fast in a country with a poor reputation for upholding children’s everyday freedoms.