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Full Description
This book provides K-8 educators with practical, research-based guidance for implementing—and advocating for!—risky play at school.
Children are naturally drawn to risky play—taking physical chances, seeking excitement, and satisfying curiosity—and are more physically active when playing outdoors. Embracing Risky Play at School introduces readers to outdoor play and learning (OPAL) in the kindergarten to middle school years, explains the difference between risks and hazards, presents the concept of "Yes" spaces, and describes how and why risky play supports academic development and student well-being. Zeni and Brussoni, two experts in the field with decades of experience, share research evidence alongside accessible strategies for overcoming common barriers to implementing risky play at school.
The Canadian Pediatric Society recommends risky play as a preventative measure for childhood obesity, anxiety, and behavioral issues, and schools have an important role to play in providing access to the unique benefits of risky outdoor play. This book addresses the collective responsibility of adults to support risky play when designing learning environments.
Book Features:
A clear understanding of what risky play is, and is not, particularly when supervising other people's children as a professional educator in group learning environments.
Guidance for creating conditions and building capacity for risky play in schools, which serves to support the physical, social, emotional, and cognitive growth of children.
Links to learning modules that extend chapter content through the authors' Outside Play website (www.outsideplay.org/).
Contents
Contents
Preface ix
Comments From Megan Zeni ix
Comments From Mariana Brussoni xi
How This Book Is Organized xiii
Part I: What Is Risky Play?
1. Why Is Outdoor Play Important for Children? 3
What Happened to Play? 4
What About Recess? From Theory to Practice 6
What Is Outdoor Play and Learning (OPAL)? 7
Systems Change Recommendation 7
Chapter Summary 8
2. Why Is Risky Play Important for Children? 9
Risks Are Different From Hazards: From Theory to Practice 12
Guidelines for All Staff 13
Chapter Summary 16
3. Why Are Outdoor Learning and Risky Play in Schools Important for Children? 17
Engagement With Learning 18
Five Pathways to Mental Health and Well-Being 19
Executive Function 21
Academic Achievement 22
Why Outdoor Risky Play at Home Is Not Enough 23
Risky Play in Schools: From Theory to Practice 24
Introducing Core Instructional Routines 25
Chapter Summary 29
4. Should Schools Worry About Injuries During Risky Play? 30
It's Safer Than You Think: From Research to Practice 31
Create Yes Spaces for Children's Risky Play 33
Chapter Summary 36
Part II: Planning for and Implementing Outdoor Risky Play
5. Risky Play and Academic Learning 39
Pedagogical Choices That Support Risky Play 40
Emergent Learning 46
Pedagogies of Place 47
Chapter Summary 48
6. Access to Risky Play in Schools 49
Planning for OPAL 49
Benefit-Risk Assessments 53
When Risks Become Hazards 54
Chapter Summary 55
7. Planning for Risky Play 56
Planning With Core Instructional Routines 56
Gathering Spaces: The Campfire 57
Spaces for Social Learning: The Watering Hole 62
Spaces for Quiet Reflection and Alone Time: The Cave 66
Growing Spaces: Life Spaces 71
Chapter Summary 76
8. School Gardens 77
Risky Play in School Gardens 78
Mud Kitchens 82
Chapter Summary 86
9. Risky Play and Loose Parts 87
Improving Affordances 88
Introducing Yes Spaces and Navigating Consent 93
Navigating Shared Resources 94
The Importance of Time 96
Chapter Summary 97
Part III: Risky Play Issues, Challenges, and Recommendations
10. Perceived and Real Barriers for Risky Play in Schools 101
Safety Is a Feeling 101
What the Research Says About OPAL Barriers 103
Perceived Barriers to Risky Play in Schools 105
Real Concerns to Navigate 110
Chapter Summary 112
11. The Importance of Mentorship 114
Guidelines to Get You Started 115
Chapter Summary 116
12. Risky Play FAQs 117
How Do I Make Time for OPAL? My Day Is Already So Full 117
How Do I Keep the Children on Task? They Think Being Outdoors Is Extra Recess! 118
How Can I Justify to Colleagues That Learning Is Happening When It Looks Like We Play All Day? 119
My Class Is Really Challenging This Year. How Can I Take Them Outdoors? 119
Final Thoughts 120
References 123
Index 137
About the Authors 143
