Risky and outdoor play

Play is essential to positive physical, mental and social well-being for children

(Brussoni et al., 2012). In recent decades, social trends around play have increasingly

prioritized the supervision and protection of children; this has seen unscheduled free

play outdoors steadily giving way to planned, structured activities (Yogman et al.,

2018). As a result, children tend to spend more of their recreational time indoors,

often on screens, than playing outside with minimal supervision. A more recent shift

in thinking, in response to this trend, has suggested children’s play should be “as safe

as necessary”, not “as safe as possible” (Tremblay et al., 2015), giving rise to the

concept of ‘risky play’.

Risky play is defined as a physical, expressive and exciting activity that provides

opportunities for children to learn about challenge, test limits, explore boundaries and

learn about risk of possible injury.25 Risky play can be broadly grouped into six

categories: rough and tumble play, disappearing / getting lost, playing at height,

playing at speed, playing with tools and playing with natural elements (such as water

and fire). Given the nature of risky play, it is most often associated with outdoor

activities; the natural world provides rich opportunities for children to engage in risky

play.

Engaging in these categories of risky play has many perceived benefits for children –

increased decision-making skills, a sense of achievement, and the ability to assess risk,

problem-solve, and both cope with and overcome challenges (Beaulieu & Beno, 2024.

Without exposure to risky play children can potentially develop fearful or reckless

dispositions and may have limited ability/opportunity to develop skills associated

with risk-assessment and problem-solving (Sandseter & Kennair, 2011). As a result,

the development of these skills associated with risky play is central to positive socio-

emotional and physical well-being.

There was consensus amongst consultation experts that information relating to risky

play should be gathered at the forthcoming wave of data collection for Cohort 24 at

age 3. Researchers suggested information should be gathered about the following:

25https://www.aistearsiolta.ie/en/play/resources-for-sharing/risky-play-birth-six-years-.pdf

•Regularity of engagement on risky play

•Where it takes place, and who starts it?

•Whether it’s organised and unorganised?

•How early learning centres feel about risky play; is it encouraged or frowned upon?

Recommendation for Cohort 24 at age 3:

•Ask the primary caregiver, how often does engage in risky play (this includes rough and tumble play, disappearing / getting lost, playing at height, playing at speed, playing with tools, and playing with natural elements such as water)?

Communication with childcare provider