“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”
This week’s subject is: Risky and open-ended play.
Element 3.2.2: Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
How do educators use their knowledge of children’s individual development to plan the environment, resources, materials, and equipment to support and encourage children of all ages to engage in safe and appropriately measured risky play to support and challenge their development and confidence?
Educators can support children to take measured risks by using their knowledge of individual children’s level of development when planning and setting up the learning environment. Educators use their knowledge of children’s interests and capabilities to support them to explore, challenge their boundaries and in turn, develop new skills and build confidence in a safe and secure environment. When educators provide an environment and resources that support children to engage in open-ended, risky play they support children in their overall development and the development of a range of fundamental skills including:
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- identifying and managing risks
- building confidence and self-esteem whilst fostering a growth mindset
- enhance physical development
- problem-solving skills
- building resilience and perseverance
- support creativity, imagination and resourcefulness
- develop motor skills
- develop visuospatial skills
- opportunities for connection with the natural environment
- support their social-emotional development
- use motor planning and sequencing skills to execute complex movements
- develop an understanding of “cause and effect”
- awareness of their own individual capabilities
Educators support play based learning by using the cycle of planning to gain a deep understanding of each child’s developmental profile. For example:
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- Observation and assessment: An educator notices a preschooler’s interest in climbing but hesitation at heights. They introduce a low rope ladder, observing how the child navigates it.
- Planning and implementation: Based on this, the educator might add a slightly higher climbing frame with soft landings, encouraging gradual risk-taking.
- Evaluation and reflection: The educator reflects on the child’s progress, adjusting resources to maintain challenge without overwhelming them.
As always, educators must ensure that safety remains paramount. By conducting thorough risk assessments, which include risk-benefit analysis to weigh developmental benefits against potential risks, ensuring environments are safe yet stimulating. Engaging families is also key, educators share the benefits of risky play to address concerns, fostering trust and collaboration.
By harnessing their knowledge of each child’s interests, capabilities and developmental needs, educators create environments that bring risky and open-ended play to life. These thoughtfully designed spaces empower and support children to take calculated risks, solve problems, and build confidence, laying a foundation for lifelong learning. Through careful planning, inclusive resources, and a commitment to safety, educators support children to be confident and involved learners, ready to embrace the next challenge, transferring their developing knowledge and skills from one context to another.
Resources:
Guide to the NQF: Resources support play-based learning
The How and Why of In-Nature Programs
Amplify: The benefits of expanding our notion of risky play
The Sector: Practising essential risky play safely in ECEC settings
The Environment as the “Third Teacher”
Within System7 go to Quality Area 3/Modules 9 and 10 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.
The Childcare Centre Desktop has a range of resources to assist services with play-based learning. These include Educational Program Policy, Assessment and Planning Cycle Guide and Procedure, Physical Activity Policy, Physical Environment Policy, Risk Assessment Templates, Risk Assessment Guide and Procedure, Safety Checklists, Adventurous (Risky and Nature) Play Policy and much more.
Resources, NQS Element, Regulation and System7 links:
Childcare Centre Desktop – Childcare Centre Desktop
National Quality Standard – QA 3/ 3.2.2- Resources support play-based learning
National Regulations – 73, 105, 113
System7 Module – QA 3/Modules 9 and 10
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