Early Childhood Education and Care
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This paper discusses contemporary ideas, beliefs, and approaches to providing a challenging and authentic outdoor setting for preschoolers. It also justifies the value of risk-taking when promoting physical skills, health, and wellbeing for children.
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Running head: EARLY CHILDHOOD EDUCATION AND CARE 1
Early Childhood Education and Care
Student’s Name
Institution Affiliation
Early Childhood Education and Care
Student’s Name
Institution Affiliation
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EARLY CHILDHOOD EDUCATION AND CARE 2
Early Childhood Education and Care
Question one: contemporary ideas, beliefs, and approaches to providing a
challenging and authentic outdoor setting for preschoolers.
Play is significant for children growth and development during the early childhood years.
Developmental knowledge of different plays is, therefore crucial as it offers parents and
educators a basis for proper teaching approaches. Developmental theories of play are used as a
contest for assessment and instruction. Educators and early childhood practitioners comprehend
the significance of play in social, cognitive, emotional, physical, and motor domains of
development. Hence, having a strong background in academic in the study of play is very crucial
to assess challenges and give suitable solutions and support to children who experience
difficulties when playing. This paper will discuss issues related to the provision of a challenging
and reliable outdoor environment for preschoolers and toddlers.
A well-planned setting should improve preschoolers and toddler’s development through
play and learning. The background should facilitate and support the application of curricular
purposes (Howard & McInnes, 2013). The outdoor environment has a significant influence on
the way the children feel, behave, and act and allows the children to grow and develop through
materials and activities in a defined play environment. The environment arrangement for play
sessions is essential in a child’s social and language interactions (Howard & McInnes, 2013).
Play is vital to children, their parents, and teachers. The environment may be seen as
insignificant; however, to teachers, parents, and educators, hence it is a priority in children
learning and development.
Early Childhood Education and Care
Question one: contemporary ideas, beliefs, and approaches to providing a
challenging and authentic outdoor setting for preschoolers.
Play is significant for children growth and development during the early childhood years.
Developmental knowledge of different plays is, therefore crucial as it offers parents and
educators a basis for proper teaching approaches. Developmental theories of play are used as a
contest for assessment and instruction. Educators and early childhood practitioners comprehend
the significance of play in social, cognitive, emotional, physical, and motor domains of
development. Hence, having a strong background in academic in the study of play is very crucial
to assess challenges and give suitable solutions and support to children who experience
difficulties when playing. This paper will discuss issues related to the provision of a challenging
and reliable outdoor environment for preschoolers and toddlers.
A well-planned setting should improve preschoolers and toddler’s development through
play and learning. The background should facilitate and support the application of curricular
purposes (Howard & McInnes, 2013). The outdoor environment has a significant influence on
the way the children feel, behave, and act and allows the children to grow and develop through
materials and activities in a defined play environment. The environment arrangement for play
sessions is essential in a child’s social and language interactions (Howard & McInnes, 2013).
Play is vital to children, their parents, and teachers. The environment may be seen as
insignificant; however, to teachers, parents, and educators, hence it is a priority in children
learning and development.
EARLY CHILDHOOD EDUCATION AND CARE 3
A rich and diversified setting promotes a preschooler's learning and development. It
provides children with the self-assurance to discover and learn in a safe and secure yet
challenging outdoor space. Children learning experiences emanate from their contact and
engagements with their surroundings and people around their setting (Barber, Cohrssen &
Church, 2014). Children require trusting and warm relations in foreseeable, stimulating, safe, and
fostering environment. The setting established, utilization of space, the choice of play tools and
material all influence children learning engagement and outcomes within the teaching
curriculum.
Learning in the outdoors is meant to engage children in many different ways. The
educators and early years practitioners often act as implementors, by means of multi-sensory and
practical strategies (Barber et al., 2014). The relationship between the concerned people,
activities carried out, and the location where learning occurs needs consideration and thought to
exploit the learning opportunities to accomplish the aspirations and needs of the children (Barber
et al., 2014). The setting where children learn in addition supports them to develop influences
between their involvements and the world around them in an expressive way. The outdoor
environment offers a diversity of space and resources that is not possible to imitate in an indoor
setting.
Outdoor learning comprises of the complete variety of learning practices carried out in
the outdoors. Curriculum developers and administrators should identify a location that meets the
whole range of outdoor learning experience and should construe the support of the utilization of
school fields and local surrounding as an option to outdoor residential experience but as part of a
range learning opportunity (Howard & McInnes, 2013). Every outdoor experience should
consequently accompany each other and should create a coherent and progressive variety of
A rich and diversified setting promotes a preschooler's learning and development. It
provides children with the self-assurance to discover and learn in a safe and secure yet
challenging outdoor space. Children learning experiences emanate from their contact and
engagements with their surroundings and people around their setting (Barber, Cohrssen &
Church, 2014). Children require trusting and warm relations in foreseeable, stimulating, safe, and
fostering environment. The setting established, utilization of space, the choice of play tools and
material all influence children learning engagement and outcomes within the teaching
curriculum.
Learning in the outdoors is meant to engage children in many different ways. The
educators and early years practitioners often act as implementors, by means of multi-sensory and
practical strategies (Barber et al., 2014). The relationship between the concerned people,
activities carried out, and the location where learning occurs needs consideration and thought to
exploit the learning opportunities to accomplish the aspirations and needs of the children (Barber
et al., 2014). The setting where children learn in addition supports them to develop influences
between their involvements and the world around them in an expressive way. The outdoor
environment offers a diversity of space and resources that is not possible to imitate in an indoor
setting.
Outdoor learning comprises of the complete variety of learning practices carried out in
the outdoors. Curriculum developers and administrators should identify a location that meets the
whole range of outdoor learning experience and should construe the support of the utilization of
school fields and local surrounding as an option to outdoor residential experience but as part of a
range learning opportunity (Howard & McInnes, 2013). Every outdoor experience should
consequently accompany each other and should create a coherent and progressive variety of
EARLY CHILDHOOD EDUCATION AND CARE 4
experiences for preschoolers (Wickett, 2014). The educators need to recognize how the
experience is of advantages to the children. The quality of teaching and learning is of paramount
importance regardless of the location it takes place. Therefore, learning needs to be supported by
both outdoor and class activities leading to the structuring of knowledge and skills.
The use of Outdoor setting has been found to have numerous advantages to the children
as it offers preschoolers with enough environment to move around. Movement and play are
identified as a significant potent and natural methods of learning for preschoolers. Preschoolers
in an outside environment can develop on a grander scale, discover the world on their own, and
explore natural phenomena, for instance, the weather, shadows, and varying seasons (Wickett,
2014). When in the outside setting, preschoolers have a chance and space to develop and take
part in more realistic fantasy games. The outdoor environment is especially important in the case
of boys who are drawn in fantasy games that involve heroes that significantly include chasing
and running (Waite, Huggins & Wickett, 2014). In their interactions with their peers,
preschoolers can easily evade confrontation; hence, they are not likely to experience signs of
lack of collaboration and frustrations (Wickett, 2014).
Additionally, adults tend to relate distinctively with children in the outdoor setting. In an
indoor environment, a child is expected to be quiet and sit still; however, outside they are
expected to make noise and run around as they play (Waite et al., 2014). Therefore, in the
outdoors, children can explore beyond their limits without fear of being reprimanded for being
too rowdy, messy, or loud.
Even as outdoor plays are being encouraged, EYLF guidelines recommend that there are
various limits to a highly controlled, risk-free play setting that is often seen in the school
playgrounds. According to the NQS guidelines and the general principles of physical
experiences for preschoolers (Wickett, 2014). The educators need to recognize how the
experience is of advantages to the children. The quality of teaching and learning is of paramount
importance regardless of the location it takes place. Therefore, learning needs to be supported by
both outdoor and class activities leading to the structuring of knowledge and skills.
The use of Outdoor setting has been found to have numerous advantages to the children
as it offers preschoolers with enough environment to move around. Movement and play are
identified as a significant potent and natural methods of learning for preschoolers. Preschoolers
in an outside environment can develop on a grander scale, discover the world on their own, and
explore natural phenomena, for instance, the weather, shadows, and varying seasons (Wickett,
2014). When in the outside setting, preschoolers have a chance and space to develop and take
part in more realistic fantasy games. The outdoor environment is especially important in the case
of boys who are drawn in fantasy games that involve heroes that significantly include chasing
and running (Waite, Huggins & Wickett, 2014). In their interactions with their peers,
preschoolers can easily evade confrontation; hence, they are not likely to experience signs of
lack of collaboration and frustrations (Wickett, 2014).
Additionally, adults tend to relate distinctively with children in the outdoor setting. In an
indoor environment, a child is expected to be quiet and sit still; however, outside they are
expected to make noise and run around as they play (Waite et al., 2014). Therefore, in the
outdoors, children can explore beyond their limits without fear of being reprimanded for being
too rowdy, messy, or loud.
Even as outdoor plays are being encouraged, EYLF guidelines recommend that there are
various limits to a highly controlled, risk-free play setting that is often seen in the school
playgrounds. According to the NQS guidelines and the general principles of physical
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EARLY CHILDHOOD EDUCATION AND CARE 5
development, there is an added advantage of children playing in a natural outdoor environment
(Fitzhenry et al., 2017). Based on the EYLF guidelines, preschoolers, and toddlers risk-taking in
the outdoor setting offers them the potential to establish disposition and self-assurance to manage
risk effectively (Zosh et al., 2017). Risk-taking in the natural environment has been associated
with the growth of the learning path and disposition for children.
Toddlers and preschoolers who play in the natural, flexible environment seem to be
healthier, have enhanced motor fitness, and balance and consequently demonstrated more
imagination in their activities and play. The natural environment has potentials that meet the
needs of the preschoolers. During their play, toddlers interpreted the affordances of different
setting features in diverse periods and affected the functions of the preschooler's play (Zosh et
al., 2017). Studies have demonstrated that toddlers who played in the outdoor setting expressed
better motor skills compared to those who played in the conventional playgrounds (Fitzhenry,
Murphy & Margetts, 2017). Experiences in the natural environment are also crucial to effective
environmental education. The rising awareness in ecological subjects has elevated the profiles of
toddlers use of the outdoors setting concerning the potentiality for them to establish caring and
positive insolences to the surrounding (Zosh et al., 2017). Studies have, however, suggested that
access to outdoor space is not sufficient to stimulate such attitudes (Black et al., 2017). The
natural setting not only promotes children’s investigations but also offers an ideal context for
group functions whereby the development of skills, knowledge, and ideas from across the
program are entrenched within dependable, determined and factual activities for instance
construction of dens and growing of foods.
Question two: Current research on risk to reach effective physical development results for
children.
development, there is an added advantage of children playing in a natural outdoor environment
(Fitzhenry et al., 2017). Based on the EYLF guidelines, preschoolers, and toddlers risk-taking in
the outdoor setting offers them the potential to establish disposition and self-assurance to manage
risk effectively (Zosh et al., 2017). Risk-taking in the natural environment has been associated
with the growth of the learning path and disposition for children.
Toddlers and preschoolers who play in the natural, flexible environment seem to be
healthier, have enhanced motor fitness, and balance and consequently demonstrated more
imagination in their activities and play. The natural environment has potentials that meet the
needs of the preschoolers. During their play, toddlers interpreted the affordances of different
setting features in diverse periods and affected the functions of the preschooler's play (Zosh et
al., 2017). Studies have demonstrated that toddlers who played in the outdoor setting expressed
better motor skills compared to those who played in the conventional playgrounds (Fitzhenry,
Murphy & Margetts, 2017). Experiences in the natural environment are also crucial to effective
environmental education. The rising awareness in ecological subjects has elevated the profiles of
toddlers use of the outdoors setting concerning the potentiality for them to establish caring and
positive insolences to the surrounding (Zosh et al., 2017). Studies have, however, suggested that
access to outdoor space is not sufficient to stimulate such attitudes (Black et al., 2017). The
natural setting not only promotes children’s investigations but also offers an ideal context for
group functions whereby the development of skills, knowledge, and ideas from across the
program are entrenched within dependable, determined and factual activities for instance
construction of dens and growing of foods.
Question two: Current research on risk to reach effective physical development results for
children.
EARLY CHILDHOOD EDUCATION AND CARE 6
Risky plays are a normal part of a toddler’s play, and on many occasions, toddlers often
pursue opportunities for taking part in risky and challenging plays. Risky plays are thrilling and
an exciting venture that encompasses a risk of bodily injury. Different activities, for instance,
sliding, climbing, jumping heights and balancing are considered risky, parents and educators
should be conscious of the benefits of risky plays and that safety regulations and policies should
not prevent risky playing ( Brussoni, Olsen, Pike & Sleet, 2012) Indulgence in risky plays offer
toddlers and preschoolers the opportunity to take risks and control circumstances, as they engage
in the risky activities they learn new experiences including running, riding climbing and many
more. Each of the events that the children learn involves risks; however, the risk is important for
the development of children. Failure and success offer children the chance to broaden their limits
and learn different life skills (Brussoni, Olsen, Pike & Sleet, 2012). Failure and success offer the
toddler's motivation to attempt again and find another approach to solving the challenges they
face. The incentive to conceptualize a new encounter, and the enthusiasm felt during engagement
promotes children to carry out risk play. Toddlers who do not take part in risk play are more
likely to be clumsy, have lower balance, and are uncomfortable with their bodies, and have
movement fears (White, 2013). Therefore, teachers have a significant role in creating a play
setting where the preschoolers can take part in activities that satisfy their sensory requirements.
Children safety play in the environment has been a subject of debate in the past century,
which has seen increased regulation, management, and to some extent, all together removal of
risk-taking play. Assumptions regarding the issue are that by removing risks, the children will
have an opportunity of playing in a safe, well-regulated environment (Kohl & Cook, 2013). The
strategy, however, does not recognize risk-taking positive attributed to children play and
learning. Researchers have argued that the existence of a safety obsessed society will result in
Risky plays are a normal part of a toddler’s play, and on many occasions, toddlers often
pursue opportunities for taking part in risky and challenging plays. Risky plays are thrilling and
an exciting venture that encompasses a risk of bodily injury. Different activities, for instance,
sliding, climbing, jumping heights and balancing are considered risky, parents and educators
should be conscious of the benefits of risky plays and that safety regulations and policies should
not prevent risky playing ( Brussoni, Olsen, Pike & Sleet, 2012) Indulgence in risky plays offer
toddlers and preschoolers the opportunity to take risks and control circumstances, as they engage
in the risky activities they learn new experiences including running, riding climbing and many
more. Each of the events that the children learn involves risks; however, the risk is important for
the development of children. Failure and success offer children the chance to broaden their limits
and learn different life skills (Brussoni, Olsen, Pike & Sleet, 2012). Failure and success offer the
toddler's motivation to attempt again and find another approach to solving the challenges they
face. The incentive to conceptualize a new encounter, and the enthusiasm felt during engagement
promotes children to carry out risk play. Toddlers who do not take part in risk play are more
likely to be clumsy, have lower balance, and are uncomfortable with their bodies, and have
movement fears (White, 2013). Therefore, teachers have a significant role in creating a play
setting where the preschoolers can take part in activities that satisfy their sensory requirements.
Children safety play in the environment has been a subject of debate in the past century,
which has seen increased regulation, management, and to some extent, all together removal of
risk-taking play. Assumptions regarding the issue are that by removing risks, the children will
have an opportunity of playing in a safe, well-regulated environment (Kohl & Cook, 2013). The
strategy, however, does not recognize risk-taking positive attributed to children play and
learning. Researchers have argued that the existence of a safety obsessed society will result in
EARLY CHILDHOOD EDUCATION AND CARE 7
children who have limited motor skills, less physical fitness, and lack risk management
knowledge.
Ecological and societal influences also impact preschoolers’ opportunities for
participating in risky outdoor activities. Children in the contemporary day spend a lot of time
watching televisions, playing indoor games more than they do being physically active outdoors
((Yıldırım & Akamca, 2017). Modern-day parents are troubled with the wellbeing of their
children when taking part in outdoor activities. The threat of kidnap, traffic, among other
dangers, have also contributed significantly to the decline in children outdoor play (Yıldırım &
Akamca, 2017). Children are limited to playing in the local parks and back gardens.
Consequently, scholars argue that traditional local parks do not have risk opportunities that
children can use in their learning (Lavrysen, Bertrands, Leyssen, Smets, Vanderspikken & De
Graef, 2017). Other scholars, for instance, Sandseter (2014) however counter this argument
claiming that preschoolers and toddlers can identify risky play opportunities in any given play
setting.
In the contemporary day, preschool teachers have challenges finding the accurate balance
between permitting the children to experience risks and encounters in the outdoor and still
averting injuries. The challenge to strike a balance is attributed to the increased worries and high
rules in the wellbeing of the children (Sandseter & Sando, 2016). Some preschool teachers allow
the preschoolers to take part in risky plays; however, they still make other decisions for the
toddlers, which consequently ends up stopping the children from taking part in a given risky
activity. Research indicates that teachers control outdoor plays and events that are viewed as
risky (Sandseter, & Kennair, 2011). With the control, children are disempowered and are unable
to know how to handle risky circumstances. According to Wickett (2014), teachers promote and
children who have limited motor skills, less physical fitness, and lack risk management
knowledge.
Ecological and societal influences also impact preschoolers’ opportunities for
participating in risky outdoor activities. Children in the contemporary day spend a lot of time
watching televisions, playing indoor games more than they do being physically active outdoors
((Yıldırım & Akamca, 2017). Modern-day parents are troubled with the wellbeing of their
children when taking part in outdoor activities. The threat of kidnap, traffic, among other
dangers, have also contributed significantly to the decline in children outdoor play (Yıldırım &
Akamca, 2017). Children are limited to playing in the local parks and back gardens.
Consequently, scholars argue that traditional local parks do not have risk opportunities that
children can use in their learning (Lavrysen, Bertrands, Leyssen, Smets, Vanderspikken & De
Graef, 2017). Other scholars, for instance, Sandseter (2014) however counter this argument
claiming that preschoolers and toddlers can identify risky play opportunities in any given play
setting.
In the contemporary day, preschool teachers have challenges finding the accurate balance
between permitting the children to experience risks and encounters in the outdoor and still
averting injuries. The challenge to strike a balance is attributed to the increased worries and high
rules in the wellbeing of the children (Sandseter & Sando, 2016). Some preschool teachers allow
the preschoolers to take part in risky plays; however, they still make other decisions for the
toddlers, which consequently ends up stopping the children from taking part in a given risky
activity. Research indicates that teachers control outdoor plays and events that are viewed as
risky (Sandseter, & Kennair, 2011). With the control, children are disempowered and are unable
to know how to handle risky circumstances. According to Wickett (2014), teachers promote and
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EARLY CHILDHOOD EDUCATION AND CARE 8
encourage risky activities; however, they feel concerned and unwilling to permit the children to
take part in the events with the anxiety of getting an accident. Worries over injury and concerns
for getting the blame in case of any incidents have an effect on the preschool teacher’s capability
to offer valuable skills through risky activities. Wickett (2014) argues that in many instances,
teachers discourage or supervise the children risky activities. The restrictions put on
preschooler’s play are often centered on the adults' view of what is risky or dangerous to the
children instead of personal capabilities to children and the liberty to judge situations on their
own.
Question three: Justify the value (or otherwise) of risk-taking when promoting physical
skills, health, and wellbeing for children.
Many scholars have recommended that preschool activities should promote wellbeing
and health in a surrounding that influences healthy lifestyles and enhances motor abilities.
Outdoor risky play is significant to children capabilities; however, the main concern with risky
play is the safety of the children (Berk, 2013). Many parents want the safety of their children
while the educators do not want to be at fault for the preschoolers in their care getting into injury.
Absence of risky play involvements can contribute to complications in health, development, and
wellbeing of the children (Miller, Tichota & White, 2013). It is therefore essential for preschools
to offer children an outdoor setting where they can take part in constructive risky plays and risky
taking excitement (Berk, 2013). The staffs that are unformattable with permitting children to
undertake risky activities can benefit from learning on how to manage risk and the significance
of risky play to toddlers and preschoolers (Miller et al., 2013). Also, scholars have emphasized
on raising awareness regarding risky play to parents by explaining to parents, the importance and
encourage risky activities; however, they feel concerned and unwilling to permit the children to
take part in the events with the anxiety of getting an accident. Worries over injury and concerns
for getting the blame in case of any incidents have an effect on the preschool teacher’s capability
to offer valuable skills through risky activities. Wickett (2014) argues that in many instances,
teachers discourage or supervise the children risky activities. The restrictions put on
preschooler’s play are often centered on the adults' view of what is risky or dangerous to the
children instead of personal capabilities to children and the liberty to judge situations on their
own.
Question three: Justify the value (or otherwise) of risk-taking when promoting physical
skills, health, and wellbeing for children.
Many scholars have recommended that preschool activities should promote wellbeing
and health in a surrounding that influences healthy lifestyles and enhances motor abilities.
Outdoor risky play is significant to children capabilities; however, the main concern with risky
play is the safety of the children (Berk, 2013). Many parents want the safety of their children
while the educators do not want to be at fault for the preschoolers in their care getting into injury.
Absence of risky play involvements can contribute to complications in health, development, and
wellbeing of the children (Miller, Tichota & White, 2013). It is therefore essential for preschools
to offer children an outdoor setting where they can take part in constructive risky plays and risky
taking excitement (Berk, 2013). The staffs that are unformattable with permitting children to
undertake risky activities can benefit from learning on how to manage risk and the significance
of risky play to toddlers and preschoolers (Miller et al., 2013). Also, scholars have emphasized
on raising awareness regarding risky play to parents by explaining to parents, the importance and
EARLY CHILDHOOD EDUCATION AND CARE 9
progress of risky play; they can be reassured that their kids are learning and developing in a
setting that is indulging and exciting where unnecessary risk is controlled.
Children need and want to take part in physically and emotionally risky plays as they
grow. Risky plays have numerous benefits, including developing physical and emotional
capacities. Children taking part in risky plays are also challenged in doing new things and
gaining an understanding of the consequences of their activities (Berk, 2013). Brevity and
conquering of fear are an essential aspect in children as they grow. Research shows that children
are confident, competent, and capable learners who can make their own decisions and choices.
(Lavrysen et al., 2017). They are naturally inquisitive and curious in defining how different
things in the world works. Children are likely to learn through experience, and when the skill is
mastered, they seek opportunities that can challenge them even more (Atinc, & Gustafsson-
Wright, 2013).
The actions of children are often constrained by the fears of their parents and teachers,
which is mostly influenced by negative experiences from the parent's personal experiences. Risk-
taking cannot be learned in books or by sharing another person's anxieties; hence, without risky
play, adults cannot help to build their children self-esteem (Atinc, & Gustafsson-Wright, 2013).
Children need to experience authentic challenges for themselves in whichever degree that means
to them. They need to exercise decision making and how to carry out self-correct. With risk-
taking, the children can learn to control themselves and overcome their fears of taking risks
(Atinc, & Gustafsson-Wright, 2013). After overcoming a challenging situation, children
experience a genuine sense of achievement and self-satisfaction.
Injuries may be witnessed on the way due to the risky plays and activities that children
undertake as they learn. When children get hurt as they are playing, they get a valuable lesson on
progress of risky play; they can be reassured that their kids are learning and developing in a
setting that is indulging and exciting where unnecessary risk is controlled.
Children need and want to take part in physically and emotionally risky plays as they
grow. Risky plays have numerous benefits, including developing physical and emotional
capacities. Children taking part in risky plays are also challenged in doing new things and
gaining an understanding of the consequences of their activities (Berk, 2013). Brevity and
conquering of fear are an essential aspect in children as they grow. Research shows that children
are confident, competent, and capable learners who can make their own decisions and choices.
(Lavrysen et al., 2017). They are naturally inquisitive and curious in defining how different
things in the world works. Children are likely to learn through experience, and when the skill is
mastered, they seek opportunities that can challenge them even more (Atinc, & Gustafsson-
Wright, 2013).
The actions of children are often constrained by the fears of their parents and teachers,
which is mostly influenced by negative experiences from the parent's personal experiences. Risk-
taking cannot be learned in books or by sharing another person's anxieties; hence, without risky
play, adults cannot help to build their children self-esteem (Atinc, & Gustafsson-Wright, 2013).
Children need to experience authentic challenges for themselves in whichever degree that means
to them. They need to exercise decision making and how to carry out self-correct. With risk-
taking, the children can learn to control themselves and overcome their fears of taking risks
(Atinc, & Gustafsson-Wright, 2013). After overcoming a challenging situation, children
experience a genuine sense of achievement and self-satisfaction.
Injuries may be witnessed on the way due to the risky plays and activities that children
undertake as they learn. When children get hurt as they are playing, they get a valuable lesson on
EARLY CHILDHOOD EDUCATION AND CARE 10
what not to do when in the same situation (Alba, 2014). Preschoolers and toddlers need to learn
from their activities and how to keep themselves safe from injuries. This consequently means
that slipping, falling and occasional minor injuries are an integral part of a toddlers plays. This
can be done by engaging the children on what transpired and conferring alternatives instead of
prohibiting the activity or tool that led to the incidents (Alba, 2014). Through risk-taking
teachers can assess and observe the children and can judge which among them requires more
support in taking part in risky activities. By recognizing the children that need more assistance,
the teachers can help them raise their self-esteem hence reducing their fears.
In conclusion, risk-taking is invaluable for every child. Based on different research,
finding risk-taking not only increases a child's physical and motor skills built also imparts the
children on their confines and how to handle risks. Children wellbeing is, nevertheless, a
challenge that many teachers and practitioners are concerned about. The concern of children
hurting themselves and hurting peers while indulging in risky activities and plays has prevented
some preschoolers from experiencing opportunities of engaging in such activities. Hence it is
essential that the educators, teachers, practitioners, and parents to offer children with a setting
where they can take part in risky plays that are as safe as needed instead of as secure as
conceivable. Risky plays and activities should always be made accessible to all children,
irrespective of their abilities, ages, or gender. Through risky play, teachers have a chance of
identifying and supporting anxious children by using positive language in case any accidents
occur. The teachers can also modify the activities carried by the children to certify that all the
preschoolers can take part in the risky plays to some degree.
what not to do when in the same situation (Alba, 2014). Preschoolers and toddlers need to learn
from their activities and how to keep themselves safe from injuries. This consequently means
that slipping, falling and occasional minor injuries are an integral part of a toddlers plays. This
can be done by engaging the children on what transpired and conferring alternatives instead of
prohibiting the activity or tool that led to the incidents (Alba, 2014). Through risk-taking
teachers can assess and observe the children and can judge which among them requires more
support in taking part in risky activities. By recognizing the children that need more assistance,
the teachers can help them raise their self-esteem hence reducing their fears.
In conclusion, risk-taking is invaluable for every child. Based on different research,
finding risk-taking not only increases a child's physical and motor skills built also imparts the
children on their confines and how to handle risks. Children wellbeing is, nevertheless, a
challenge that many teachers and practitioners are concerned about. The concern of children
hurting themselves and hurting peers while indulging in risky activities and plays has prevented
some preschoolers from experiencing opportunities of engaging in such activities. Hence it is
essential that the educators, teachers, practitioners, and parents to offer children with a setting
where they can take part in risky plays that are as safe as needed instead of as secure as
conceivable. Risky plays and activities should always be made accessible to all children,
irrespective of their abilities, ages, or gender. Through risky play, teachers have a chance of
identifying and supporting anxious children by using positive language in case any accidents
occur. The teachers can also modify the activities carried by the children to certify that all the
preschoolers can take part in the risky plays to some degree.
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EARLY CHILDHOOD EDUCATION AND CARE 11
References
Alba, F. (2014). Outdoor Learning: Practical Guidance, Ideas, and Support for Teachers and
Practitioners in Scotland. Diakses dari www. Educational. Gov. UK pada, 15, 789-794.
Atinc, T. M., & Gustafsson-Wright, E. (2013). Early childhood development: The promise, the
problem, and the path forward. Costing Early Childhood Development.
Barber, H., Cohrssen, C., & Church, A. (2014). Meeting the Australian National Quality
Standards: A case study of the professional learning needs of early childhood
educators. Australasian Journal of Early Childhood, 39(4), 21-27.
Berk, L. (2013). Child Development (9th ed.). USA: Pearson Education Inc. (pp.174-184)
Brussoni, M., Olsen, L. 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, 9(9), 3134-3148.
Peers, C. (2018). The meanings of belonging: Revisiting the theory of 'belonging, being, and
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Issues in Early Childhood, 19(4), 356-366.
Fitzhenry, T., Murphy, K. & Margetts, K. (2017). Time to Move - Physical development in the
early years: How to observe, assess, and plan for progress. Australia: Teaching Solutions
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Practitioners in Scotland. Diakses dari www. Educational. Gov. UK pada, 15, 789-794.
Atinc, T. M., & Gustafsson-Wright, E. (2013). Early childhood development: The promise, the
problem, and the path forward. Costing Early Childhood Development.
Barber, H., Cohrssen, C., & Church, A. (2014). Meeting the Australian National Quality
Standards: A case study of the professional learning needs of early childhood
educators. Australasian Journal of Early Childhood, 39(4), 21-27.
Berk, L. (2013). Child Development (9th ed.). USA: Pearson Education Inc. (pp.174-184)
Brussoni, M., Olsen, L. 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, 9(9), 3134-3148.
Peers, C. (2018). The meanings of belonging: Revisiting the theory of 'belonging, being, and
becoming in the Australian Early Years Learning Framework (EYLF). Contemporary
Issues in Early Childhood, 19(4), 356-366.
Fitzhenry, T., Murphy, K. & Margetts, K. (2017). Time to Move - Physical development in the
early years: How to observe, assess, and plan for progress. Australia: Teaching Solutions
(pp.4-6, pp.89-90)
Howard, J., & McInnes, K. (2013). The essence of play: A practice companion for professionals
working with children and young people. Routledge.
EARLY CHILDHOOD EDUCATION AND CARE 12
Kohl III, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking the physical
activity and physical education to school. National Academies Press.
Lavrysen, A., Bertrands, E., Leyssen, L., Smets, L., Vanderspikken, A., & De Graef, P. (2017).
Risky-play at school. Facilitating risk perception and competence in young
children. European Early Childhood Education Research Journal, 25(1), 89-105.
Miller, D. L., Tichota, K., & White, J. (2013). Young children's authentic play in a Nature
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Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
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Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the
development of preschool children. South African Journal of Education, 37(2).
Waite, S., Huggins, V., & Wickett, K. (2014). Risky outdoor play: Embracing uncertainty in
pursuit of learning. Outdoor play in the early years, 71-85.
White, J. (2013). Playing and Learning Outdoors: Making provision for high-quality
experiences in the outdoor environment with children 3–7. Routledge.
Kohl III, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking the physical
activity and physical education to school. National Academies Press.
Lavrysen, A., Bertrands, E., Leyssen, L., Smets, L., Vanderspikken, A., & De Graef, P. (2017).
Risky-play at school. Facilitating risk perception and competence in young
children. European Early Childhood Education Research Journal, 25(1), 89-105.
Miller, D. L., Tichota, K., & White, J. (2013). Young children's authentic play in a Nature
Explore Classroom supports foundational learning: A single case study. Dimensions
Research.
Sandseter, E. B. H. (2014). Early childhood education and care practitioners' perceptions of children's
risky play; examining the influence of personality and gender. Early child development and
care, 184(3), 434-449.
Sandseter, E. B. H., & Sando, O. J. (2016). "We don't allow children to climb trees": how a focus on safety
affects Norwegian children's play in early childhood education and care settings.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
Devercelli, A. E. (2017). Early childhood development coming of age: science through
the life course. The Lancet, 389(10064), 77-90.
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the
development of preschool children. South African Journal of Education, 37(2).
Waite, S., Huggins, V., & Wickett, K. (2014). Risky outdoor play: Embracing uncertainty in
pursuit of learning. Outdoor play in the early years, 71-85.
White, J. (2013). Playing and Learning Outdoors: Making provision for high-quality
experiences in the outdoor environment with children 3–7. Routledge.
EARLY CHILDHOOD EDUCATION AND CARE 13
Zosh, J. N., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., ... & Whitebread, D.
(2017). Learning through play: a review of the evidence. LEGO Fonden.
Zosh, J. N., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., ... & Whitebread, D.
(2017). Learning through play: a review of the evidence. LEGO Fonden.
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