Adventurous (Risky) Play Policy
POLICY CONTENT
‘Being adventurous is about creating opportunities for children (and adults) to explore and test their own capacities, to manage risk and to grow as capable, resourceful and resilient children and adults.’ National Quality Standard, Professional Learning Program, 2013.
We acknowledge that it is sometimes difficult to find the right balance between allowing children to engage in adventurous play in our physical environment whilst preventing serious injuries. Company is committed to supporting families to understand the importance and benefits of risk-taking through adventurous play for their children. We believe that for children to learn effectively and prepare for life-long skills, it’s important for them to experience challenging situations in our physical environment that are managed effectively to minimise negative outcomes, not eliminate risk.
NATIONAL QUALITY STANDARD (NQS)
| QUALITY AREA 2: Children's Health and Safety | ||
|---|---|---|
| 2.1.2 | Health practices and procedures | Effective illness and injury management and hygiene practices are promoted and implemented. |
| 2.1.3 | Healthy Lifestyle | Healthy eating and physical activity are promoted and appropriate for each child. |
| 2.2 | Safety | Each child is protected. |
| 2.2.1 | Supervision | At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard. |
| QUALITY AREA 3: Physical Environment | ||
|---|---|---|
| 3.1.2 | Upkeep | Furniture and equipment are safe, clean, and well-maintained. |
| 3.2 | Use | The school environment is inclusive, promotes competence, and supports exploration and play-based learning. |
| 3.2.1 | Inclusive environment | Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments. |
| 3.2.2 | Resources support play-based learning | Resources, materials, and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning. |
PURPOSE
We acknowledge the important developmental benefits of adventurous and risky play, such as psychological, perceptual, physical/motor skills, and social development (Sandseter, 2010). We encourage educators to support children’s curiosity by providing them with opportunities to assess risks and manage situations appropriately. We aim to support and respond to children’s physical development by offering an environment that provides open-ended, dynamic, stimulating, and challenging learning opportunities for all children.
SCOPE
This policy applies to children, families, staff, management, and visitors of Company.
WHAT IS ADVENTUROUS PLAY?
Adventurous play, sometimes referred to as ‘risky play,’ is a natural part of children’s play and can often be described as a thrilling and exciting activity, involving a risk of physical injury and play that provides opportunities for challenge, testing limits, exploring boundaries, and learning about injury risk (Sandseter, 2007; Little & Wyver, 2008). Involvement in adventurous play provides children with opportunities to explore and test their own capacity, assess risks and manage situations, master new skills, extend their limits, and learn life skills. Research shows that success and failure in adventurous play motivates children to try again and work out different ways of doing things, increases their physical and motor skills, and teaches them about their own limits (Sandseter, 2011; Tovey, 2010).
In our endeavour to create a physical environment that is safe for all children at all times, we may be creating a physical environment that inadvertently limits adventure and risk-taking. The National Quality Standard (2.1.3) aims to encourage “the educational leader and educators to foster physical and psychological development in children by encouraging physical activity that is challenging, extends thinking, and offers opportunities to take manageable risks.” (2018, p: 68).
Adventurous play encourages children to:
- Problem-solve
- Develop skills in negotiating (including risks)
- Build resilience, perseverance, and persistence
- Extend their balance, orientation skills, and coordination
- Become aware of their own capabilities and limits
- Make appropriate risk decisions
- Develop self-regulation
- Take acceptable risks
- Make decisions
- Learn about the consequences (positive and negative) of risk-taking
- Gain confidence and independence
- Become creative and curious
- Learn how to use equipment safely
IMPLEMENTATION
Company will continually determine whether a learning environment is dangerous or a potential learning opportunity that may actually encourage risk-taking.
Children are faced with risks every day. Rather than trying to eliminate all risks from children’s play, Company will identify the possible risks and make informed decisions about whether the benefit for children’s development and learning outweighs the risks, protecting children from any potential harm.
We will ensure that every reasonable precaution is taken to protect children from harm and from any hazard likely to cause injury (Section 167 National Law).
In addition, educators will conduct daily safety checks to identify potential risks and hazards. According to Curtis (2010), a