Movement, Physical Development, and Risky Play

 

“Just like reading and writing, children have to learn how to move”.

 

After reflecting on the learning taking place this term at Mairtown, a big interest is in physical play and risky play. Our children have enjoyed testing their physical capabilities, pushing their limits in what their bodies are capable of, and learning new skills. With the different ages, abilities, and skill levels within our kindergarten, this is an interest that has been expressed by many of our children in a range of different ways.

A good way to look at/set up an environment is to consider the following, sensory, balance, intuition, power, coordination, and control. Having an environment that supports all these will help children develop different skills, (Gill Connell).

Physical play is an essential part of children's development as it is a vessel to acquire many different skills and abilities. This can be seen in many different forms from swinging on the monkey bars, jumping off the A-frames, hanging upside down on the flying fox, balancing on a tight rope, or running around playing tag. Our role as kaiako is to recognise what children can accomplish on their own and find ways to support children to extend what they can already do. “Kaiako appreciate the importance of children exploring and testing their physical abilities by engaging in adult-supported risk-taking play”, (Ministry of Education, 2017).

Physical play allows children to develop their gross motor and fine motor skills. The development of gross motor skills is bigger muscle movements. These are used for learning to crawl, stand, walk, run, jump, and climb. Developing gross motor skills is important for developing other skills such as balance and coordination. Once children have developed gross motor skills, they start developing fine motor skills, and smaller muscle movements. All this work supports them in learning to manipulate objects and develop hand-eye coordination. These skills help a child's ability to do more complex tasks such as writing or dressing themselves. An environment that supports physical play therefore enhances skills which will have lifelong benefits.

The increased motor competence and confidence that children gain through these experiences are likely to contribute to physical fitness and ongoing engagement in physical play, (Helen Little, 2019).

With physical play comes the element of risk. Risky play allows children to go beyond their limits and test and challenge what they can already do. They learn to use their bodies in new and challenging ways, but it is important to note that risky play for one child may be different for that of another child. It is important to know each child's individual physical capabilities in order to provide appropriate risk. This gives them opportunity to gain “Control over their bodies, including locomotor and movement skills, agility and balance, and the ability, coordination, and confidence to use their bodies to take risks and physical challenges”, (Ministry of Education, 2017).

Mairtown provides a beautiful outdoor environment that caters to a range of ages, abilities and interests, from our beginning children to those who are needing more challenge and risk. Slacklines are a great example of a resource that offers challenge for all ages. There are some children who are starting to engage in physical play who use the slackline to practice balance and coordination. Then there are children who are very confident in their physical capabilities who use the handles to hang upside down, do flips or balance with no hands.

A NO-RISK CHILDHOOD IS RISKY.

Risky play develops confidence, resilience, persistence, thinking, and reasoning skills. This will better equip children to manage challenging and risky situations both in childhood and later in life, but it is often tempting to limit access to risk-taking opportunities due to fear of potential injury, thus limiting experience in assessing and overcoming risks. Teachers' role in physical development and risky play is to provide opportunities that are challenging without being hazardous, allowing children the freedom to explore their own limits and test their own capabilities. Scaffolding the play experience supports children to achieve the goals they set for themselves.

Through conversations and decision making as a team, we have reflected on the physical abilities of the children in our kindergarten and have provided an environment that caters to all. This way we have evaluated any hazards and risks in our environments while ensuring it is challenging enough by supplying multiple resources to provide different challenges.

Ellen Beate Sandseter identifies six categories of risky play

-         Play with heights (where there is a risk of falling)

-         Play with high speed (situations of uncontrolled speed and pace potentially leading to a collision with people or objects)

-         Play with dangerous tools (Where there is a risk of injury)

-         Play near dangerous elements (involving the possibility of falling into or from something)

-         Rough and tumble play (where children can harm each other)

-         Play where children can hide or be out of sight of adults

Ministry of Education (2017) states that children will have, “knowledge about how to keep themselves safe from harm and the ability to take risks”.

John Marsden would argue that one of the best things we can do for our kids is to raise them to love the adventure of life. And by doing that, we will set them up to be successful adults - able to face problems head-on, find solutions, and show resilience in adversity.

Engaging in risky play allows children to explore limits, try new experiences and develop their capabilities, allowing children to push themselves to the limits of their capabilities. Taking an ‘I can do it’ attitude is an important characteristic for effective learners.

There are many benefits of physical and risky play and knowing what these benefits are can support kaiako to provide an environment that is challenging, extends learning, and encourages children to be more active while supporting children’s learning and development. Activities that allow them to come out of their comfort zone and try things, pushing the boundaries of what they are already able to do. 

 

“The more risks you allow children to take, the better they learn to take care of themselves”. - Roald Dahl

 

Nga mihi

Emily Dunn