Outdoor Learning and Risky Play at Thameside Primary

Outdoor Learning and Risky Play at Thameside Primary School

Why outside? Being outside promotes… • freedom and space to move, and inspires different movement from that indoors. This is vital for young children to develop their coordination, build muscle mass and experiment with moving their bodies. • opportunities to learn about the world around them: seasons, weather, plants, creatures, how things change and grow. • exploration of physical boundaries, taking risks and discovering the real world with all their senses. This can have huge positive effects on a child’s self esteem and confidence. • increasing self confidence, and this confidence can then be carried into other areas of their lives. Children often behave very differently outside: some children who struggle to work within an indoor classroom excel in the outdoor classroom and forest. We go outside whatever the weather! Whether it be rain or shine, snow or winds, the children will be outside making the most of the experience. This is especially fun for children who don’t have much experience of bad weather as they are given the chance to get mucky and wet!

Why risky play? Young children are hardwired for risky play. Avoiding it, preventing it, or prohibiting it can stunt a child’s development as they don’t learn to manage and assess risks themselves which could lead to dangerous behaviour at a later age. We all want our children to grow into independent, resilient adults. Risky play promotes… • concentration and immersion in play; • Using all of their senses, physical skills and mental power; • brain structures to grow; • a desire to learn because uncertainty triggers the motivation and reward portion of the brain; • resilience in children as they encounter challenges, fail, try again, and succeed; • children developing physically, cognitively, and emotionally. • Handout

How? • • • Progression between Nursery and Reception. Benefit/ Risky Assessments carried out with children – discussion and rules set together. Risky Play: – Building and climbing on wooden blocks – Balancing equipment – Woodwork and tools – tinkering tables, golf tees into polystyrene, mallets, hammers, nails into wood, adding other items, peeling vegetables and whittling sticks • Forest: – Nursery in a small group, once a week, block of sessions – Reception in half class, once a week, every week • Outdoor Classrooms: – Bigger, messier opportunities for play which is different to what is offer inside

Ideas!

The Adult’s Role Instead of saying… Be careful! Get down, it’s too high. You’re going to hurt yourself. You can’t do that, you’re too small. You’re going to get too dirty. Try these instead! How safe do you feel? Why do you think I’m worried about that? What could we do to make it safer? Have a go! You can’t do it yet, so let’s keep trying… Let’s try again another way…

The Adult’s Role • Stepping back, supporting risk taking without stopping it. • Trusting children to look, listen and think alongside you. • Giving opportunities for children to take risks and learn for themselves. • Handouts (from Learning Through Landscapes website, www. ltl. org. uk)

The Adult’s Role Embrace the mess! • Children need to know that you value their learning experiences and not feel worried about getting involved in case they get messy. • Have a look at our messy clothes boards to see what each stain means your child has been learning today! • Dirty clothes are a sign of an exciting experience and great learning. Clothes can be washed!

Now to the forest! • • • Foundation Stage staff will be on hand to help with activities. Please see Miss Gray if you do not have a visitor sticker. Please read the safety information at each station. Please stay in the forest/ playground area until 10 am when we will all come in together. If your child needs to go to the toilet please send them with a member of staff. Be aware that some children may be without parents! We hope you enjoy the morning, learning and exploring outside together! Thank you for coming!