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Importance of risky play in playgrounds
Importance of risky play in playgrounds
Importance of risky play in playgrounds
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Risky play is an important part of children’s play and children have shown a natural desire of outdoor risky play in the early years of ages (Brussoni, Olsen, Pike & Sleet, 2012). Risky play refers to play that allows children to feel excited and may lead to physical injury (Sandseter, 2007). In the video Adventurous play-Developing a culture of risky play, the interviewer Neville had discussed risky play with five educators. By consulting from this video, this report will provide rationales which are for creating opportunities for risky play in the child care centres, explain how to achieve the outcomes of the Early Years Learning Framework through planning for risky play. It then attempts to analyse the observational learning in Bandura’s …show more content…
To compare against the educators’ childhood experiences, the world of children today turns to have less opportunities to free play with risks (Early Childhood Australia, 2013). Risk is generally viewed from two domains: positive for children development and negative for children’s physical health (Early Childhood Australia, 2013). Educators’ thoughtfully plan activities and environments in the centres can facilitate children to achieve the outcomes of the EYLF effectively. According to XXX, she suggests that educators can discuss risks with children, the potential risks of the activities and the risky play (Dwyer, 2016) for the purpose of building children’s senses of …show more content…
In modern Western countries, adults take the responsibility of managing children’ behaviours, activities and the environment as protecting children from significant injuries. Also, parents are likely to pay more attention to protect their children from external injuries such as traffic accidents, stranger’s dangerous, personal accidents and other factors (Wyver et al., 2010, p.264). Under these kinds of protections, children lose many opportunities for free play and lead to the increase of childhood obesity as well as inactivity health issues (Wyver et al., 2010, p. 263). Beside the protection from parents, the features in the childhood environment are less risky for children to play with. For example, some Western countries such as the United Kingdom uses the rubber playground to reduce the rates of children injuries (Wyver et al., 2010, p. 265). The surplus safety from both parents and environment minimises children’s chances and experiences of encountering risks. In some way, the surplus safety infringes children’s right of play and silences their voices on their lives. Wyver et al. (2010, p. 263) argue that the surplus safety is negative to children from both legitimate anger and child development anger. Surplus safety may not substantially build the child-friendly
In article one, Tear Down the Swing Sets, Nicholas Day has given us reasons why playground designs have changed over time. One reason is child safety. Days research shows on lines 35, he has stated," But there's this sense that if you talk about it that's enough. There's this very real reluctance to get involved in anything that might at least potentially cause an injury." This example shows that playgrounds
Interestingly it was through this process of sharing our professional experiences that we established the central idea of our exhibition. We had determined that the importance of play in the Early Years was a theme that was often debated by parents, colleagues and policy makers. By choosing this as our topic we hoped to have an enhanced understanding of the historical implications of play in Early Years Education, resulting in professional competence and the ability to guide and mentor others on the significance of play. Rodd (1996) endorses this importance of Early Years Professionals having the skills to build, establish and maintain credibility in the fast-changing sector of Early Years.
In conclusion, the author has given a common issue in our society, which is safety for children. Although the debate tends to replace all traditional equipment on children's playgrounds, it still causes us to think more about how to develop children in the perfect way. Do we need to keep children too safe? And this point is the success of the writer because his article is viable and very comprehensive to the intended audience, providing balance as well. By expressing the opposing ideas of two sides in the argument, the readers actually have the chance to give their own
People who say “Rockwell’s playground is still an adventure playground—a construction site with all the splintery edges sanded down. It’s what an adventure playground looks like in a risk-averse culture. And it promotes the kind of play we think children should be doing now: not with just their bodies, but with their minds. The Imagination Playground is a much more cognitive vision of the playground. No one would confuse it with a jungle gym.” (Day 2) This shows that children to Mr.Day should be using their heads more and playgrounds should be safer, but Commissioner of parks in New York Henry Stern has a different idea. He says “His philosophy seemed reactionary at the time, but today it’s shared by some researchers who question the value of safety-first playgrounds. Even if children do suffer fewer physical injuries — and the evidence for that is debatable — the critics say that these playgrounds may stunt emotional development, leaving children with anxieties and fears that are ultimately worse than a broken bone.” (Tierney 1) Showing that kids should be doing physical activities at parks and using their imagination somewhere else. Not only-but also David Ball says “There is no clear evidence that playground safety measures have lowered the average risk on playgrounds,” said David Ball, a professor of risk management at Middlesex University in London. He noted that the risk of some injuries, like long
Basing their study across different sources, one being the influence of a film, a model (male and female). The children that participated in the study were those who attended the university nursery, it is vital to the study that the environment was an everyday place to the children this is what makes it ecologically valid. Continuing the study Bandura separated the children into groups of twenty - four. Making up a total of four groups. Each group observed different interaction group one saw a live model behaving aggressively to a blown up doll named bob, group two observed a film that showed the live model behaving aggressively towards Bobo, group three observed a film of a made up model behaving aggressively towards the doll and finally group four did not observe any aggressive behaviour towards the doll. The results showed the exposure to violent model did increase the amount of aggression shown by the children, however, the children that viewed the model on film, whether it be human or fantasy it made no difference to the levels of aggression showed by the children. Through the results it was also uncovered that the boys had shown more aggression that the girls. (Brace and Byford
Ginsburg, K. R. (2006). "The Species of the World. " The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent–Child Bonds. USA: American Academy of Pediatrics.
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
Dr. Seuss wrote, “You’re off to great places. Today is your day. Your mountain is waiting. So get on your Way”. The role of the early childhood educator, while rewarding, can sometimes feel as is you are climbing a mountain. Educators have to consider how to implement curriculum, instruction, management, and technology in the classroom. Educators also have to provide an environment where all children feel safe and nurtured. When creating a course of action, educators have to consider their role as well as the role of the student, parent, and community.
This framework is used by ECE to guide and develop quality education programs. Upon planning a learning experience, small group or whole class experience, I have effectively incorporated one or more of the learning outcomes. The EYLF is made up of principles, practices and five outcomes which enhance and develop a child’s learning through play-based experiences (EYLF, 2009, p.9). Each outcome contains sub-strands which guide your experience and focus on the child’s social and emotional development, as well as language, numeracy and literacy skills (Commonwealth of Australia, 2017). Using the EYLF as a curriculum framework allowed me to develop and create skilled appropriate lessons, experiences which challenged and captivated the children’s attention, and I gained appropriate information to assess the children’s individual abilities (Australian Government: Department of Education and Training,
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
What is play? Although there is no one consensus on the definition of play, it is undeniable that “play is the work of childhood” (Diamant-Cohen, 2012). If play is the work of childhood, then why is play being taken away? The answer lies in the “schoolification of the early years” (Kane, 2016). This means that many preschools are turning away from play and towards academics. Early childhood educators need to turn their focus away from thinking about academics and play as separate. Play should encompass all areas for a child’s well-being; social-emotional and academic alike.
The role of teachers in employing these theories in their work is to design and plan their curriculum to stimulate children’s learning and cognitive development through play. Educators are acting as the stage manager. They are required to schedule some time for children to participate in open-ended, self-initiated free play. They need to set up environments for play, planning schedules with enough space, materials and time for children to play. For instance, an early childhood teacher has decided to let children play with sand in a day. She /He needs to set up the sand center in a safe area and supervises children fully to make sure that children are playing safely. She /He needs to provide sufficient supply of tools and materials to use in sand so that every child have adequate choices to choose the tools they want. Rather than divide the tools for children, the educator make children do their own choices and therefore children can gain some sense of control. When children are playing with sand, the educator should observe each child carefully, encouraging them to solve the problems themselves and consider their feelings (Crosser, n.d.). Moreover, the educator should interactive with children responsively and positively. She /He can ask questions including “What do you think/ feel about playing with
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
The Play Strategy for Scotland is a national initiative that is very much relevant to my topic. The main aim is to create the best place for children to grow up in Scotland. It also aims to achieve making children able to play safely in their environment. The initiative links to my topic as it identifies the importance of play being a life-enhancing daily experience and its contribution to a happy, healthy childhood. The Play Strategy also protects children’s ability to play. (The Scottish Government, 2013)