This study examined the effects of increased opportunities for nature play and risky play in the outdoor environments of two childcare centres. Researchers used the ‘Seven Cs’ play space design criteria, and added natural materials.  They measured changes in play, social behaviour, psychological wellbeing, and physical activity in 45 children aged 2 to 5. Findings showed significant decreases in depressed affect, antisocial behaviour and moderate to vigorous physical activity, and increases in play with natural materials, independent play, and prosocial behaviours. Early Childhood Educators observed improved socialisation, problem-solving, focus, self-regulation, creativity and self-confidence. Educators also noted a reduction in children’s stress, boredom and injuries, concluding that outdoor play spaces are important for promoting children’s wellbeing and development.

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Year Level: Early Years

Subject Area: Risk

Risky play is necessary for children to develop risk-taking skills and learn how to cope with risky situations. In this way, children obtain risk competence. Age adequate risk deprivation can hinder normal child development and is linked to an increase in anxieties and disconnection to environment. Risky play can be put into six categories: play at great heights, play with high speed, play with harmful tools, play near dangerous elements, rough-and-tumble play and play where children can ‘disappear’/get lost.  This study demonstrated that risk perception and competence in young children can be improved with an intensive offer of risky play activities in their outdoor learning environments.

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Subject Area: Risk

The Mclaren Vale township is home to Madge Sexton Kindergarten, one of the first five sites to be built as part of the Preschool Outdoor Learning Project, during 2014/15. Teachers and community liaison officers share how this has enriched their local area and enabled unexpected variations in their children’s’ play.

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Length: 10m : 05s

Wilderness educator and Assistant Professor of Emergency Medicine Judy Klein, discusses risk deficit disorder and the epidemic of anxiety in today’s adolescents. She explains why extreme risk taking in teens may also be related to the decline of risky outdoor play in early childhood. Highly recommended and informative talk.

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Length: 14m : 27s

Six early childhood teachers inspired by the Reggio Emilia approach collaborate on this blog full of beautiful images and ideas for incorporating the beauty and wonder of the Reggio approach in early childhood settings. These educators believe their job is to support the wonder and magic of early childhood and that children have the right to play, to be collaborators in learning, and to dream. Includes free quality resources for teachers.

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This Canadian day-care facility has a strong Reggio Emilia approach and the belief that every day in every moment they, as teachers, follow the directions of the children and adapt themselves. Always observing, documenting, listening and interpreting their goals, theories and strategies to gain insight into children’s thinking; ready to make changes to support the children in their discoveries.  Full of reflective practice and beautiful photographs of loose parts creations.

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