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Outdoor play

Preschool Cycle Program Training Series

Session 5 – March 2023

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�Ana Ardelean��Teacher/trainer, play consultant, playworker, project manager, researcher, lecturer, with over 16 years of experience leading play and playwork initiatives for children of all ages, backgrounds and abilities, in a range of settings and countries. ���‘Children are living messages we send to a time we will not see.’ – Neil Postman (1982)

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Why is outdoor play essential for children?

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Biophilia �(Wilson,1984) �

  • Hypothesis: the existence of a fundamental, genetically based, human need and propensity to affiliate with life and lifelike processes.

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  • Encouraging outdoor nature play 🡪 promote children’s lifelong love of nature & protection of the environment

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10min �Group Discussion

In breakout rooms, discuss:

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  • how long do your children spend outdoors every day?
  • what kinds of opportunities can children experience in your outdoor space?
  • how do you feel about your outdoor space – would you change/improve/remove anything?

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Quality in outdoor play & learning environments

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Affordance

What an object or an environment offers an individual

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Affordances in play are multiplied through open-endedness…

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Affordance

…and through variety + permissions

Play with different…

  • Textures
  • Sounds
  • Imagery
  • Plants
  • Elements (air/wind, water, soil, fire?)
  • Types of movement
  • Materials (loose and fixed)
  • Topographical elements
  • Levels of challenge

Play with…

  • Identity (dressing up – not just costumes)
  • Scale (big and small things)
  • Concepts and ideas

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Play in…

  • Different social spaces of various sizes and with different uses

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Play…

  • FREELY!

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The Seven Cs Quality Framework

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The Seven Cs Quality Framework

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The Seven Cs Quality Framework

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What is risk?

RISK = Challenges and uncertainties within the environment that an individual can recognize and learn to manage by choosing to encounter them while determining their own limits.

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HAZARD = a danger in the environment that could seriously injure or endanger a child and is beyond the child’s capacity to recognize

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(Canadian Public Health Association, 2019)

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Benefits of risk & challenge in play

  • Reduce risk of obesity
  • Improve physical health and development, gross and fine motor skills
  • Develop resilience and capacity to manage own risks
  • Develop social skills
  • Promote feelings of achievement, development of self-esteem, sense of self & confidence
  • Can be accessed in education settings through inclusion of loose parts & training for teachers + a supportive whole school culture that adopts an evidence based policy

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(Ardelean, Smith & Russell, 2021; Lester & Russell, 2004)

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Risk-benefit assessment

An approach to risk assessment in which risks and benefits are considered alongside each other

allows providers to satisfy their legal obligations, while promoting a reasonable, balanced approach

practical process and tool for making judgements about the risks and benefits associated with an activity and play space. This includes the control measures that are required to manage risks while securing benefits.

it assumes that caregivers in the place of play are trained and entrusted with the capacity to make judgements.

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Dynamic risk management

The real-time decisions and actions practitioners take during play

Dynamic risk-benefit assessment - an approach to dynamic risk management that emphasizes the need for balance and a sense of proportion.

This form of assessment relies on communication and dialogue with the individual, intuition, skill, experience, and training on behalf of the practitioners or caregivers.

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Questions to guide your thinking when starting to practice dynamic risk-benefit assessment:

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• How can I incorporate a thoughtful pause into my practice to give children time to navigate their way through risk?

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• How can I support children’s intentions and goals in their play while addressing risks (e.g., share my concerns, avoid unclear and non-specific advice)?

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• How can I help children better identify and manage risks themselves (e.g., encourage reflection and discussions amongst children)?

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• How can I gain control of a potentially dangerous situation (e.g., pausing techniques, gathering signals)?

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Carrying out a risk-benefit assessment & dynamically assessing risk – group exercise

  • Think about something risky that you do not allow in your setting
  • or choose from:

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  • Play fighting / rough & tumble play
  • Playing with tires
  • Climbing a tree
  • Throwing rocks/pebbles
  • Running around with a large stick

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Conclusions

  • ‘’Teachers’ perceptions, experiences, values, knowledge, and attitudes influence children’s outdoor play experiences.’’ (Dietze & Kashin, 2019 p.101)

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  • Children’s capability is dictated by what we allow them to do.

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  • Generally, children are competent risk assessors, especially when allowed and supported to take safe risks.

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  • Do you have any concerns around outdoor play?

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  • How could you promote more risk-taking in play in your outdoor space?

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Outdoor play webinar – 30 March @ 20:00 GMT

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Evaluation form

https://docs.google.com/forms/d/e/1FAIpQLSejbZQdowXMlH6Pe6Be1potb2p6oB0Tznn1Wk1WPvHxKpERow/viewform

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1. How do you think you might develop your practice around outdoor play after today?

 

2. What piece of information did you find most helpful?

 

3. What aspect of outdoor play do you feel you need to develop further?

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Thank you!�Questions?

You can contact me directly via

https://www.linkedin.com/in/ana-ardelean/ or Twitter @AnaArdelean13

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ccolley@learnquebec.ca

opal.anaardelean@gmail.com