Children in today's modern world lack the element of risk in their play, this links to cotton wool theory. This theory outlines that modern day parents wrap there child up in cotton wool, not allowing them to take the risks they need to to develop. An example of this could be a parent keeping their child inside, this could be because of headlines in the media that are effecting a parents judgement, but doing so the child lacks the chance to take risks and explore the world around them. Forest school is an excellent way in which children have the chance to explore a natural environments, bring many risks with it but also this rich environment is used as a stimulus for there play. The Early Years Foundation Stage (DfES, 2012) states that being outdoors has a positive impact on children's sense of well-being and helps all aspects of children's development. The statutory guidance states that "Providers must ensure that there is a balance of adult-led and freely-chosen or child-initiated activities, delivered through indoor and outdoor play." (DfES, 2012). This ensures that childcare providers must provide access to a stimulating outside environment, hence the positive idea behind forest school. A forest school environment is a stimulating environment allowing risk, challenge and adventure.
Dan
Waite (2013) offers some perspective to the decline of the outside classroom. Waite paints the picture of a time when children gained most of their learning from being outdoors, although, she views the UK as one of the countries more recently known for restricting children's exposure to nature. A main reason is a change "in lifestyle and parental work patterns" (Fjortoft, 2004, cited in Waite, 2013, p. 21) Similarly, Waite believes that the use of buggies to speed up the journey, and plastic protective clothing to be detrimental to children's exposure to the natural environment. This is why practitioners roles in providing a challenging outdoor learning environment are so important. The learning which many children receive in Early Years Settings could be the only chance they have to experience nature, risk, and the learning and health benefits which the natural landscape can provide.
Waite believes that instilling children with the view that the outside world is dangerous and dirty could give them "negativistic views" (Wait, 2013, p.22) And this goes against their natural desires; as Worpole (2003) found that "94% of children would want to spend more time out of the house" (Lester & Maudsley, 2006, p. 23) On the other hand, A recent survey for Persil discovered that 64% of children voted watching television as their favourite activity, closely followed by playing computer games (Morton, 2014) The same survey found that two thirds of the 2,000 parents that took place actively discouraged their children from taking part in messy activities such as sport and baking. This clearly had a knock- on effect to their children, as one third felt that looking 'cool' was more important to them than having fun outdoors. (Morton, 2014) This survey highlights the effects of role- modelling, parental influence, and social status to modern day children.
Laura
Dan
Waite (2013) offers some perspective to the decline of the outside classroom. Waite paints the picture of a time when children gained most of their learning from being outdoors, although, she views the UK as one of the countries more recently known for restricting children's exposure to nature. A main reason is a change "in lifestyle and parental work patterns" (Fjortoft, 2004, cited in Waite, 2013, p. 21) Similarly, Waite believes that the use of buggies to speed up the journey, and plastic protective clothing to be detrimental to children's exposure to the natural environment. This is why practitioners roles in providing a challenging outdoor learning environment are so important. The learning which many children receive in Early Years Settings could be the only chance they have to experience nature, risk, and the learning and health benefits which the natural landscape can provide.
Waite believes that instilling children with the view that the outside world is dangerous and dirty could give them "negativistic views" (Wait, 2013, p.22) And this goes against their natural desires; as Worpole (2003) found that "94% of children would want to spend more time out of the house" (Lester & Maudsley, 2006, p. 23) On the other hand, A recent survey for Persil discovered that 64% of children voted watching television as their favourite activity, closely followed by playing computer games (Morton, 2014) The same survey found that two thirds of the 2,000 parents that took place actively discouraged their children from taking part in messy activities such as sport and baking. This clearly had a knock- on effect to their children, as one third felt that looking 'cool' was more important to them than having fun outdoors. (Morton, 2014) This survey highlights the effects of role- modelling, parental influence, and social status to modern day children.
Laura
According to Moyles (2010), 'rough and tumble' play, such as the play seen during Forest School sessions, can make a "significant contribution...to supporting social and emotional development" (Moyles, 2010, p. 174). Moyles makes links to the minimal "adult gaze" (Moyles, 2010, p. 175) used in Forest school; allowing child- initiated play to develop. This reduction of adult involvement, along with the freedom and confidence which it provides to children, may be one of the contributing factors of increased social development. Indeed, Moyles believes that rough and tumble play can support holistic development perfectly (Moyles, 2010) However at the time of writing her book, the EYFS (DCSF, 2008) did not include rough and tumble play, meaning that Practitioners often missed this area when planning activities for children. Recent changes to the EYFS (DfES, 2012) mean that risk is viewed as important for children's development, and now that it is in the Curriculum, it will be practised more. The EYFS (DfES, 2012) emphasises the importance of 'Enabling Environments' to a child's learning and development, and clearly states that we must offer "support for children to take risks and explore" (DfES, 2012, p. 2)
Laura
Laura
Similarly, Bilton (2005) states 'outside is a natural environment for children, there is a freedom associated with the space that cannot be replaced inside'. Societal trends are having a negative impact on children's health and well-being. It now common to hear parents not wanting their child out of their vision, therefore the child is not learning how to access and manage taking a risk. The child is then not equipped to play independently but looks to adult input to manage tasks. Friedmans (2006) report stated 'Nature is crucial for total development of the whole child, regardless of stage, ability or problem'.
What are your thoughts on risky play? Do you incorporate risky play at your setting?
Lisa
What are your thoughts on risky play? Do you incorporate risky play at your setting?
Lisa