Summary of "Green Schoolyard Lecture Series #3 - Risky Schoolyard Play for Exploration, Learning, and Growth"
Summary of “Green Schoolyard Lecture Series #3 - Risky Schoolyard Play for Exploration, Learning, and Growth”
This lecture, presented by Dr. Mariana Brousone and hosted by Green Schoolyards America, explores the critical role of risky play in children’s exploration, learning, growth, and well-being, especially within the context of green schoolyards. The talk covers research evidence, practical strategies, and policy considerations for increasing opportunities for beneficial risky play in schools.
Main Ideas and Concepts
1. Definition and Importance of Risky Play
- Risky play is defined (based on Ellen Sandseter’s research) as thrilling and exciting play involving uncertainty and the possibility of physical injury.
- Key elements include thrill/excitement, uncertainty, and potential for injury.
- Risky play is essential for children to develop risk management skills, resilience, and confidence.
- It supports mental health by helping children build tolerance to uncertainty, which is crucial in an unpredictable world.
2. Types of Risky Play
Examples include:
- Play at heights (e.g., climbing trees)
- Play with speed (e.g., sledding, biking)
- Play with tools (e.g., scissors, sticks)
- Play near dangerous elements (fire, water, cliffs)
- Rough and tumble play (e.g., snowball fights, physical games)
- Play with impact (e.g., hitting objects or the ground)
- Hiding or play involving a chance of getting lost (e.g., unsupervised wandering)
3. Benefits of Risky Play
- Enhances cognitive skills such as creative problem-solving, executive function (working memory, attention, self-regulation), and complex sequencing.
- Promotes social-emotional learning: cooperation, conflict resolution, generosity, and pro-social behavior.
- Increases physical activity, which is linked to better mental health and cognitive functioning.
- Provides routine exposure to nature, which supports academic performance and well-being.
- Helps reduce anxiety and phobias by allowing children to experience and manage manageable risks.
4. Adult Biases and Fears Around Risky Play
- Adults often overestimate dangers due to fears about injuries, liability, kidnapping, and social judgment.
- Actual data shows injuries from risky play are minor and rare compared to other common activities (e.g., car travel is far more dangerous).
- Kidnapping by strangers is extremely rare (1 in 14 million in Canada).
- Adults’ tendency to “engineer out” uncertainty deprives children of important developmental experiences.
5. Distinguishing Hazards vs. Risks
- Hazards are dangers children cannot cognitively manage and must be mitigated by adults.
- Risks are manageable challenges children can engage with voluntarily to learn and grow.
- The goal is to keep children “as safe as necessary,” not “as safe as possible.”
6. Three Key Ingredients for Supporting Risky Play
- Time: Prioritize daily opportunities for outdoor risky play.
- Space: Provide stimulating, accessible environments with diverse affordances for play.
- Freedom: Allow children autonomy to choose how they play, minimizing adult over-control.
7. Design and Affordances in Play Spaces
- Flexible, natural, and loose parts (sticks, mud, rocks, crates, tarps) offer more play possibilities than fixed equipment.
- Affordances depend on children’s abilities and imagination; design should consider diverse needs (e.g., accessibility).
- Nature-based play spaces reduce gender stereotyping and encourage diverse play styles.
8. Policy and Institutional Support
- Play policies or charters help schools articulate goals for play (e.g., learning balance, social skills, risk management).
- Such policies serve as a “north star” to guide decisions and address liability concerns.
- Liability fears often exceed actual risk and can be managed through risk-benefit assessments.
- Collaboration with insurance companies and legal experts can create frameworks supporting risky play.
- Schools play a key role in addressing inequities by providing all children access to risky play opportunities.
9. Resources and Tools
- Outdoor Playbook based on place-based design principles.
- Teacher training modules with practical advice on outdoor teaching and play.
- Risk-benefit assessment toolkits (e.g., from Canada).
- Upcoming book by Mariana Brousone and Megan Zeni focused on outdoor risky play in schools.
- Online presence and support via outsideplay.org and social media.
10. Age and Developmental Considerations
- Risky play starts from infancy (e.g., learning to walk).
- Affordances should accommodate different developmental stages, abilities, and comfort levels.
- School culture supporting risky play can integrate outdoor play into recess and curriculum activities.
Methodology / Instructions for Supporting Risky Play in Schools
- Prioritize daily time for outdoor risky play, treating it as essential as eating or sleeping.
- Create flexible, stimulating spaces with natural elements and loose parts that children can manipulate.
- Allow freedom for children to choose how they play, resisting adult impulses to over-control or overly restrict.
- Separate hazards from risks:
- Adults identify and mitigate hazards (unmanageable dangers).
- Children engage with risks voluntarily to develop skills.
- Develop and adopt play policies or charters that clearly state the educational and developmental goals of play.
- Engage with insurance companies and legal advisors to create risk-benefit frameworks that balance safety and play opportunities.
- Use affordance theory to design inclusive play environments that meet diverse children’s needs.
- Incorporate nature exposure regularly to enhance mental health and executive functioning.
- Provide teacher training and resources to build school cultures supportive of risky play.
- Start small: implement one simple change to increase play opportunities and build momentum.
Speakers / Sources Featured
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Dr. Mariana Brousone Founder and head of Outside Play Lab, professor at University of British Columbia Faculty of Medicine, director of Human Early Learning Partnership, investigator at BC Children’s Hospital Research Institute, expert on risky play and child development.
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Sharon Diggs CEO and founder of Green Schoolyards America, host and introducer of the lecture.
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Lauren Moderator/host who welcomed participants and facilitated the session.
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Megan Zeni Colleague of Mariana, teacher, PhD researcher, expert on outdoor teaching and play policies (mentioned and referenced).
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Ellen Sandseter Researcher from Norway who defined risky play (referenced).
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Helen Dodd Clinical psychologist in the UK working on using risky play to manage childhood anxiety (referenced).
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Sue Humphreys Early pioneer of green schoolyards in England (mentioned in anecdote).
This lecture emphasizes the importance of rethinking adult perceptions of risk and safety to better support children’s natural development through outdoor, risky play, particularly in green schoolyards. It provides evidence, practical guidance, and policy frameworks to help educators, parents, and communities create environments where children can safely engage with risk, build resilience, and thrive.
Category
Educational
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