Developmental Benefits of Risky Play:
An Analysis of Children’s Flourishing in Nature through the Social Ecological Model.
Jennifer Fortin - for Why Play Matters: The Psychology of Children’s Play, Universidad de Córdoba.
An adventurous derivative of children's development, “risky play” considers dynamic aspects of play which evoke excitement and a sense of danger, often occurring in natural or outdoor settings. Provoking positive emotions such as enjoyment and self-efficacy, risky play also generates negative emotions such as uncertainty and fear. Indeed, risky play is often fun and scary at the same time (Coster & Gleeve, 2008). It grants children the freedom to actively pursue challenging situations and develop their capacity to face failures throughout life. Sharing other developmental benefits of typical play, risky play claims more evident growth of skills such as: creative problem solving, motivation, persistence, and confidence. In studying the physical, emotional, and social benefits of risky play through the social ecological model, the importance of reframing societal apprehension and hindrance of risky play participation is apparent.
To define risky play, it is essential to distinguish between risks and hazards. A risk is something that can be negotiated and may be appropriate for particular situations and children; however, a hazard is inherently dangerous and must be avoided or removed (Curtis, 2010). A “safe” risk implies that the potential benefits outweigh the chance of possible harm, or may simply involve minor consequences (Kennedy, 2009). Sandseter (2007) has gone so far as to classify risky play involving perils such as: great heights, high speed, dangerous tools or elements, rough-and-tumble, and disappearing or getting lost. Ultimately, risky play offers children a unique opportunity to challenge themselves, test their limits, explore physical and emotional boundaries, learn to make decisions about injury, and assess risk in an increasingly safe world (McFarland & Laird, 2018).
Risky play is commonly encouraged in outdoor educational settings, where physical development naturally flourishes. A majority of relevant studies arose as the result of forest schools which originated in Scandinavia and are common throughout the United Kingdom. O’Brien (2009) reported that students display enhanced self-esteem and confidence as a result of their forest school experiences. Outdoor educators also note social skills improve along with students’ motivation and concentration, amongst inspirational moments which spontaneously arise in the natural world (Obee, 2017). Additionally, large and fine motor movements that are practiced in risky play contribute to the development of balance, coordination, and body awareness (Greenland, 2010). In this growth, children also learn to expand decision-making skills in measuring what risks they are capable of taking. In doing so, they learn to assess risks in particular situations, extend their personal limits and improve physical ability (Tovey, 2010). In certain play situations involving risk, children will regularly succeed and fail. Tovey (2010) points out that failures provide valuable learning opportunities which allow children to work out different ways of doing things in future situations. Murray and Williams (2019) conclude that a lack of opportunities for experimentation, failure, and exploration hinders children’s knowledge of their tolerances, autonomy, initiative, and resiliency in the face of challenges. Furthermore, children with limited opportunities for risky play may lack confidence in their physical abilities, have poor balance, and may even develop a fear of movement (Greenland, 2010).
The benefits of risky play go beyond the apparent physical development however, as social and emotional growth are additionally bolstered. Children who engage in outdoor risky play encounter more open-ended activities, allowing for greater independent mobility and opportunities to decipher and explore; developing problem-solving skills (Dowdell et al., 2011). As a result of their trials and errors, emotional development is cultivated as children’s motivation grows to accomplish goals and master new challenges (Stephenson, 2003). Along with improved judgment and proficiency with risk, studies show those engaged in risky play experience decreased conflict sensitivity (Lavrysen et al., 2015). In group settings, players are forced to express their opinions and make joint decisions rapidly. Children are required to compromise as they encounter and mediate risks together, leading to clear communication and more positive social interactions.
Although there are abundant benefits of risky play, many factors hinder children’s access to it in their young, protected environments. The macro-system, or dominant beliefs of one's culture and micro-system, or relationships with close members such as parents and educators, each directly impact children’s impressions of, and access to, risky play opportunities (Bronfenbrenner, 1979). As coined by Urie Bronfenbrenner, the social ecological model emphasizes the way social systems and environmental elements influence children’s development. It must be noted that children evolve as members of these overarching systems and are as influenced by them as they themselves influence their surrounding environments. This interrelationship between child and environment can be positive and negative. For instance, an inflated level of fear created by media may influence parents to restrict their children’s play only to their backyards, which drastically hinders or eliminates nature-based risky play opportunities (McFarland & Laird, 2018). Contrarily, when educators’ enjoy being outdoors themselves, they are more likely to value and support children’s risky play (Stephenson, 2003). This dichotomy outlines the magnitudinous role educators and parents play in reframing society's outlook on risky play as beneficial instead of bubble wrapping the next generation.
To promote opportunities for risky play, parents and educators must become aware of how developmentally capable children are. Only once they do, can they scaffold experiences for risky play and witness the benefits. Caregivers facilitation can counteract the media's ambush to children’s macro-systems of safety concerns and fearful misrepresentation of risk. The significance of the micro-system and meso-system connections amongst ECE professionals and parents cannot be underestimated. Numerous barriers to outdoor risky play lie at the macro-system and ecosystem levels of the ecosystem model, presenting a greater complexity to address. However, educational facilities have high visibility and engagement with parents at the meso-system level, enabling their influence on the lives of children by “engaging parents in meaningful discussion and even illustration of the importance of appropriate risk, especially in the form of outdoor risky play” (McFarland & Laird, 2018, p. 19). Above all, children should have access to the outdoors as nature is one of the greatest scaffolders for risk, exploration, and growth.
Evidently, there are critics of risky play: ranging from timid parents to indignant researchers who argue that the dominant discourse is void of contextual factors. Undeniably, each child's unique experience impacts their ecological models through their historical, socio-cultural, political, and economic influences (Obee, 2017). Additionally, benefits and barriers are often generalized to all children and have been demonstrated in very limited environments: mainly Scandinavian and U.K. nature schools. Therefore, further research is necessary to examine overlooked populations such as lower-socioeconomic classes, those lacking access due to metropolitan living conditions, and culturally marginalized populations. Although research is still expanding and the critics are apprehensive, the benefits of risky play are evident and deserve further expansion opportunities to help children blossom.
The social ecological model shows the impact of a child’s unique environment on their development, furthering the necessity to reframe societal apprehension and hindrance of risky play. The boundless benefits of risky play have been proven to cultivate social, physical, and emotional traits in young players. From testing their limits, to increasing self esteem and self efficacy, risky play is worthy of endorsement. Children, educators and parents, and society as a whole stand to benefit in reframing societal conventions of risk. Indeed, we can all thrive in the thrills of risky outdoor play.
References:
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