Cara Zukewich, Child Injury Prevention Program Coordinator at the Saskatchewan Prevention Institute, talks about risky play with Dr. Mariana Brussoni, Investigator at the BC Children’s Hospital and Academic Scientist at the BC Injury Research and Prevention Unit. Dr. Brussoni discusses the importance of outdoor risky play for children, what risky play looks like, and ideas for parents on how to support risky play.
Cara Zukewich, Child Injury Prevention Program Coordinator at the Saskatchewan Prevention Institute, talks about risky play with Angela Hanscom, Pediatric Occupational Therapist and TimberNook Founder. Angela discusses the importance of outdoor risky play for healthy child development and why it is vital to provide more movement and outdoor play experiences for children.
A risk is the challenge or uncertainty in the environment that the child can recognize and learn to manage by setting their own limits and building their skills. An example of risk during play is a child climbing one branch higher on the tree.
A hazard is a danger in the environment that could seriously injure a child and is beyond the child’s ability to recognize. An example of a hazard is a tree branch that is rotted.
During play, children should be managing the risk or challenges while caregivers are responsible for managing the hazards. Children can be involved in identifying the hazards as this can be an important learning opportunity for them. For example, an adult and child can work together to identify trees that are safe for climbing, with the adult asking directed questions (e.g., do you see any rotten or broken branches?).
Children are naturally curious and need play that comes with challenges. Children do not easily recognize and avoid hazards and need guidance to avoid serious injury. In an effort to prevent injuries, play is often controlled by caregivers and children have been restricted in the ways they play. Play should be child-led and parent-supported. It is important to keep children as safe as necessary, not as safe as possible. This is done by giving them time, space, and freedom.
Time
Space
Freedom
Risky play is thrilling, exciting play that includes the possibility of injury. This kind of play most often happens outdoors and during children’s free play.
Ellen Sandseter is a Norwegian early childhood physical activity researcher. Her research has identified eight categories of risky play: height, speed, dangerous tools, dangerous elements, rough and tumble, getting lost, impact, and vicarious play.
Note: Height, speed, danger, and other elements of risky play are all relative to the child’s size, strength, and skill. Parents know their children best and should be prepared to intervene if a child believes he is capable of playing in a manner that is likely to cause danger to himself or others.
What does this type of play look like? Below is a list of what risky play in each category might look like.
Risky play can also be thought of as adventure play. During adventure play children explore with their senses, are in control of what is right for them, and figure out what is risky for them. This builds their independence, creativity, confidence, and resiliency, and helps them problem-solve. They learn cause and effect and spatial awareness. Risky play positively impacts children’s social skills, mental health, physical activity, and cognitive development.
Adults must step in when a child is doing something that is not safe (e.g., swinging a hammer toward another child).
Taking child-determined risks during play can lead to positive outcomes for the child.
Example: A child climbs a steep hill. The child figures out how to navigate their way down. At the bottom, the child is beaming with pride and has reduced their fear of falling.
As a parent, caregiver, or educator, are you concerned about stranger danger, bullying, and children being hurt or lost while they play? The occurrence of these events happening during play is rare. Saskatchewan children are hospitalized more often from:
The risk of a child being seriously injured at play is low, even less than during organized sports.
While there are playground-related injuries, the majority are not life-altering. Life-altering injuries include head and spinal cord injuries, among others. It is normal for children to get bumps, bruises, scrapes, cuts, and maybe even a broken bone. These injuries, while not pleasant, heal. For more information, strategies to help caregivers to gain confidence, and ideas for change, visit www.outsideplay.ca.
When children are playing, parents and caregivers can:
It is important to understand that risk does not mean danger. Parents and caregivers can use positive language to promote and encourage risky play. It is also important to talk with neighbours, family, friends, and the school community to find ways to keep children as safe as necessary, not as safe as possible. Being supportive of children engaging in risky play, being active and adventurous will help children view the world as a place of possibility rather than danger.
Ball, D., Gill, T., & Spiegal, B. (2015). Managing risk in play provision: Implementation guide. Play Safety Forum. Retrieved from www.dera.ioe.ac.uk/8625/1/00942-2008DOM-EN.pdf
Brussoni, M., Olsen, L., Pike, I., & Sleet, D. A. (2012). Risky play and children’s safety: Balancing Priorities for optimal child development. International Journal of Environmental Research and Public Health. Retrieved from www.researchgate.net/publication/233828988_Risky_Play_and_Children’s_Safety_Balancing_Priorities_for_Optial_Child_Development
Sandseter, E. B. H. (20 m 07). Categorising risky play: How can we identify risk-taking in children’s play? European Early Childhood Education Journal, 15, 237-252. doi: 10.1080/13502930701321733
Sandseter, E. B. H., & Kennair, L. E. O. (2011). Children’s risky play from an evolutionary perspective: The anti-phobic effects of thrilling experiences. Evolutionary Psychology, 9, 257-284.
Sandseter, E. B. H., & Kleppe, R. (2019). Outdoor risky play. Encyclopedia on Early Childhood Development. Retrieved from www.child-encyclopedia.com/outdoor-play/according-experts/outdoor-risky-play
Reviewed by: Marianna Brussoni, Investigator, BC Children’s Hospital Academic Scientist, BC Injury Research & Prevention Unit | Date reviewed: March 2020
A risk is the challenge or uncertainty in the environment that the child can recognize and learn to manage by setting their own limits and building their skills. An example of risk during play is a child climbing one branch higher on the tree.
A hazard is a danger in the environment that could seriously injure a child and is beyond the child’s ability to recognize. An example of a hazard is a tree branch that is rotted.
During play, children should be managing the risk or challenges while caregivers are responsible for managing the hazards. Children can be involved in identifying the hazards as this can be an important learning opportunity for them. For example, an adult and child can work together to identify trees that are safe for climbing, with the adult asking directed questions (e.g., do you see any rotten or broken branches?).
Children are naturally curious and need play that comes with challenges. Children do not easily recognize and avoid hazards and need guidance to avoid serious injury. In an effort to prevent injuries, play is often controlled by caregivers and children have been restricted in the ways they play. Play should be child-led and parent-supported. It is important to keep children as safe as necessary, not as safe as possible. This is done by giving them time, space, and freedom.
Time
Space
Freedom
Risky play is thrilling, exciting play that includes the possibility of injury. This kind of play most often happens outdoors and during children’s free play.
Ellen Sandseter is a Norwegian early childhood physical activity researcher. Her research has identified eight categories of risky play: height, speed, dangerous tools, dangerous elements, rough and tumble, getting lost, impact, and vicarious play.
Note: Height, speed, danger, and other elements of risky play are all relative to the child’s size, strength, and skill. Parents know their children best and should be prepared to intervene if a child believes he is capable of playing in a manner that is likely to cause danger to himself or others.
What does this type of play look like? Below is a list of what risky play in each category might look like.
Risky play can also be thought of as adventure play. During adventure play children explore with their senses, are in control of what is right for them, and figure out what is risky for them. This builds their independence, creativity, confidence, and resiliency, and helps them problem-solve. They learn cause and effect and spatial awareness. Risky play positively impacts children’s social skills, mental health, physical activity, and cognitive development.
Adults must step in when a child is doing something that is not safe (e.g., swinging a hammer toward another child).
Taking child-determined risks during play can lead to positive outcomes for the child.
Example: A child climbs a steep hill. The child figures out how to navigate their way down. At the bottom, the child is beaming with pride and has reduced their fear of falling.
As a parent, caregiver, or educator, are you concerned about stranger danger, bullying, and children being hurt or lost while they play? The occurrence of these events happening during play is rare. Saskatchewan children are hospitalized more often from:
The risk of a child being seriously injured at play is low, even less than during organized sports.
While there are playground-related injuries, the majority are not life-altering. Life-altering injuries include head and spinal cord injuries, among others. It is normal for children to get bumps, bruises, scrapes, cuts, and maybe even a broken bone. These injuries, while not pleasant, heal. For more information, strategies to help caregivers to gain confidence, and ideas for change, visit www.outsideplay.ca.
When children are playing, parents and caregivers can:
It is important to understand that risk does not mean danger. Parents and caregivers can use positive language to promote and encourage risky play. It is also important to talk with neighbours, family, friends, and the school community to find ways to keep children as safe as necessary, not as safe as possible. Being supportive of children engaging in risky play, being active and adventurous will help children view the world as a place of possibility rather than danger.
Ball, D., Gill, T., & Spiegal, B. (2015). Managing risk in play provision: Implementation guide. Play Safety Forum. Retrieved from www.dera.ioe.ac.uk/8625/1/00942-2008DOM-EN.pdf
Brussoni, M., Olsen, L., Pike, I., & Sleet, D. A. (2012). Risky play and children’s safety: Balancing Priorities for optimal child development. International Journal of Environmental Research and Public Health. Retrieved from www.researchgate.net/publication/233828988_Risky_Play_and_Children’s_Safety_Balancing_Priorities_for_Optial_Child_Development
Sandseter, E. B. H. (20 m 07). Categorising risky play: How can we identify risk-taking in children’s play? European Early Childhood Education Journal, 15, 237-252. doi: 10.1080/13502930701321733
Sandseter, E. B. H., & Kennair, L. E. O. (2011). Children’s risky play from an evolutionary perspective: The anti-phobic effects of thrilling experiences. Evolutionary Psychology, 9, 257-284.
Sandseter, E. B. H., & Kleppe, R. (2019). Outdoor risky play. Encyclopedia on Early Childhood Development. Retrieved from www.child-encyclopedia.com/outdoor-play/according-experts/outdoor-risky-play
Reviewed by: Marianna Brussoni, Investigator, BC Children’s Hospital Academic Scientist, BC Injury Research & Prevention Unit | Date reviewed: March 2020
