The Importance of Risky Play and Natural Environments for Children's Development

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Introduction:
Children are mostly dependent upon their parents and are not allowed to make their own
decisions. As per the studies, if children were given the opportunity to make their own decisions
in deciding their playing environment then they would be more creative. The idea of allowing
children to design their playing environment or outdoor activities can also help in their overall
development or growth. But, the current scenario is different where the playgrounds are much
safer in comparison to adults who grew up in completely different environment. The present
current suggests to make more safety fall spaces and availability of all required equipment.
Although the safer environment is beneficial to the children but it does have negative impact as
these limit outdoor playgrounds which provides more learning opportunities for the children
(Laureng, 2016). The current paradigm of playground design also forbids the children rights to
experience the natural environment which not only offers air and sunlight like the modern
playgrounds but also offer animals, insects, water, vegetation. It is evident that children learn
more through discovery and free play is a broad concept which is self-motivated, pleasurable,
creative, imaginative, spontaneous, free of adult’s rule, active the quality play environment is not
only related to physical growth but it includes overall senses, fine motor, intellect, emotion,
growth and interaction (Norling & Sandberg, 2015).
Current ideas, beliefs and approaches:
It is evident that outdoor play in natural surroundings delivers a number of positives, comprising
prospects to learn physical talents, build endurance, societal skills, risk management, resilience,
admiration for mother nature etc. The teacher should ensure that children have access to outdoor
natural learning surroundings on regular basis. Approaches could initiate with trivial steps for
example implanting a root vegetable kitchen garden or making a ploughing area. Nevertheless,
changing outdoor surroundings requires to be built on regulatory codes and have need of
constant maintenance (Atinc & Wright, 2013). Decent outdoor learning environments are lively and
responsive. They mirror the local scenery and climate, back children’s interests and present
many play options. For example, a slant may put forward a rising and falling mound, a dripping
watercourse or implanted tyre steps. A windy place could turn into the location for small trees
that offer shielding shelter or wide-ranging experiences. Spatial measures are significant as well,
for example places planned for diverse types of play add curiosity and encourage continuous
engagement. Such as, smaller places may boost communication through sensory or symbolic
play with others and; uncluttered areas are likely to encourage several usages comprising
construction, ball games and low problem courses and spaces with soft-fall provision physical
activity for example climbing and swinging. By means of rocks, logs, plants, or hay bales to
make passageways and borders then that describe diverse play areas and encourage a more
harmonious surrounding for everybody.
An outdoor learning environment is not ever over. Teachers constantly work together

with families, colleagues and children to make and transform it (Aasen, Grindheim, & Waters,
2009). Teachers reflect on their educational methodologies outdoors, scrutinizing the methods
that they identify children as
change agents and active contestants for sustainability. Through challenging and authentic
outdoor environment children learn societal customs, and principles grow cognitive
and physical capabilities, creativeness, confidence and efficiency, basic interests, decisiveness,
restraint, discipline, regulate feelings, and sustain friendships.
Risky environment has been described as thrilling and exhilarating by way of there is a mental
and bodily challenge. Risky environment checks their physical limitations and helps them to
grow their perceptual motor ability as they learn to circumvent and adjust to risky events and
environments. As the surroundings are biological and natural they impact evolutionarily to
human changes and growth (White & Stoecklin, 2016). Children have also reported of being in high
spirits when in such an environment. In challenging and authentic outdoor environment,
activities like turning upside down the usual order of stuffs, tilting, dangling, circling, rising and
falling, etc. as these are unpredictable and instable it brings joy to the children. Risky play can be
described as an exhilarating as well as stimulating doings that includes a risk of bodily harm, and
activities that offers prospects aimed at challenge, testing parameters, exploring restrictions and
knowledge around risk of injury. The approaches are generally educator controlled, wood
working benches with actual tools and equipment for example saws, hammers and nails.
Children could be provided with plastic pipes, milk crates, large reels, ropes, lifters, wooden
boxes, twigs, woods etc. Children learn about the worth of fire and the reverence for its power by
igniting camp fire and cooking in fire pits under the supervision of teachers. Children are
permitted with to climb, jump and challenge their distinctive individual physical abilities. They
are allowed to use climbing gears in nontraditional manners for example mounting up the slide
rather than sliding down.
Current research on risk to achieve effective physical development:
Parental apprehensions on the subject of kids’ wellbeing have been revealed to be the most
noteworthy effect on kids’ access to free play. Studies have revealed that parents have been
aware that their initial constraints on kids’ activities has the probability to place their kids at
greater risk once they attain more freedom. Several studies point out that kids want to be
approved of their decisions regarding to the management of risks and wellbeing (Kiewra &
Veselack, 2016). In a particular U.K. research, emphasized group of people were accompanied
with 93 kids aged 7 to 11 age in years and residing in town and countryside regions. Outcomes
displayed that the kids felt intensely for being given chances for weighing risk aimed at
themselves. They produced characteristics replicating maturity and competency and that
comprised being capable to show their capability to cope with risks (Effective interventions and
strategies for improving Early Child Development, 2015). Undertaking Risks permitted them to
show bravery and bodily abilities to oneself and their friends. Remarkably, even though they saw
trivial wounds as an opportunity to demonstrate that they took risks, there existed a consideration
as well that many wounds pointed to negligence or ineptness, and that was seen in critical ways.
Hence, they seemed to have their peculiar controlling method for mitigating injuries and dangers
at a controllable level. Research puts forward that if kids observe they are not getting exciting