a school where ‘risky’ play is included in the curriculum – The Irish Times

Imagine a school where children are allowed to climb trees and scale walls on the school grounds, and then slide down at high speeds on scooters. Well, that’s exactly what’s happening at Slane National School in Co. Meath, where teachers Ruth Collins and Lorna Murphy have introduced adventurous play into the classroom for all students.

“We started by taking small groups of younger babies out to look for plants and rake leaves in the fall, and then developed an outdoor play area with a mud kitchen, sandbox, wigwam and a grass tunnel to roll on. ”, says Collins.

When the birch trees on the school grounds became strong enough to support the children’s weight, teachers allowed them to climb the trees while playing.

“Everything was done in a very controlled way, but there have been fewer accidents since we started,” Murphy says.

As part of this process, teachers asked students what additional equipment they would like on the playground.

“We got all sorts of suggestions, like a swimming pool with slides,” Collins says. “But most of them wanted a treehouse on stilts with a fireman’s pole, ladder and climbing wall, which the parents’ association then funded.”

Although one or both parents questioned the appropriateness of such outdoor play, teachers at Slane National School enjoyed broad support from the principal and the wider school community.

“Parents tell us they hear more about what’s happening at school because kids are outside,” Murphy says. “They are so engaged in outdoor activities that there are no behavioral issues when they come home.”

Outdoor activities are either linked to the school curriculum and led by teachers, or involve child-led play in which children learn to negotiate the space they share with others.

At Slane National School, babies and older children wear wet gear and wellies as part of their uniform so they can play outside in all weathers.

Collins and Murphy are part of a small group of teachers who introduce children to outdoor activities that give them experiences with heights, speed and handling so-called dangerous tools.

The new primary school curriculum encourages all primary school students to engage in play – both teacher-led and child-led outdoor play.

Rachel Rafferty – during a break from her career in New Zealand – taught third grade boys at Scoil Phádraig Cúil an tSúdaire in Portarlington, Co. Laois from 2018 to 2022.

“It was my first job after completing my bachelor’s degree… and I noticed that the children were not very engaged with the environment, even though they were within walking distance of the forest,” Rafferty says.

So she began bringing the boys to “themed learning sessions” in the local forest. “Some of them were apprehensive at first because of the lack of contact with the surroundings, but after a few weeks it became a normal learning environment,” he says.

Thematic learning is an approach that combines different subjects – such as science, art, literacy and mathematics – into a holistic learning experience.

Rafferty quickly began to realize that children who rarely raised their hands in class or those who had difficulty making eye contact were most engaged in the outdoors.

“They ran up to me with questions,” he says.

( “How can we grow if we don’t take risks?”: Allowing children to take risks is scary but beneficialOpens in a new window )

Rafferty completed an MSc in Outdoor Learning at DCU, where she developed links between learner identity competencies (choice, teamwork, leadership, reflection, etc.) and outdoor learning.

“I have always designed my lessons so that children can develop these competencies,” she says. “For example, we studied Stone Age tools and the children were divided into groups to create tools from what was on the forest floor, with each group playing a different role as manager, designer and builder.”

Dr Orla Kelly, associate professor of social, environmental and science education at the DCU Education Institute, would like to see adventurous outdoor play for children included in teacher education programs.

“Giving children opportunities to be in situations where they have to deal with and assess risk helps build their resilience and self-confidence,” she says. “These are challenging forms of play that are exciting, but can also be a bit nerve-wracking, so it’s important to connect with children where they are alone.”

He says that as a society we have become more risk-averse, and children often do not have the same access to risky play as previous generations.

“So it’s important that schools can take advantage of this with resources, materials and guidance for teachers,” Kelly says.

He admits that some teachers may approach this with some reticence. “Most primary school teachers have no experience with this type of risky and risky play because it is only a small part of their initial teaching training and they are unlikely to see it during their internship,” he says. “They may therefore lack the competence and confidence to adopt it.”

Parents may also be concerned. “Some people think it’s okay to do a little something as long as it doesn’t interfere with kids’ learning,” Kelly says. “There is still a feeling that play is not real learning. Other parents think it’s OK as long as it’s not too wet or too cold outside.”

Tomas Aylward, lecturer in outdoor education at Munster University of Technology, is a strong advocate of outdoor learning and adventurous play for all children, especially those with physical disabilities who, in his view, “are often wrapped in cotton wool because the ethic of care is greater” than educational ethics.

“Risky play is very important to society, and there are consequences for not having it,” says Aylward. “I experience this with 18-19-year-olds at university who haven’t had risky childhood experiences. They then engage in risky activities – drugs, alcohol, sex and anti-social behavior – without filters. As a result, we have fewer talented young citizens.”

As an example of teacher-led learning, he mentions outdoor learning with five-year-old children at Ardfert National School in Co. Kerry.

We’re Going on a Bear Hunt, a classic children’s picture book, is the story of a family trip during which everyone must make their way through a field, a river, a muddy swamp, a snowstorm, etc., boldly repeating “we’re not afraid” before approaching each obstacle.

Aylward says the children acted out the wood, grass, cave and tarp as a river in the book to teach “prepositional language.”

“Through these activities, children embodied this experience and became more independent, focused and engaged in learning,” she says. “Parents who isolate their children from risky activities prevent them from making small micro-decisions about taking risks. There is dignity in taking risks.”

He refers teachers to the book “Adventurous Learning: A Pedagogy for a Changing World” by Mike Brown and Simon Beames, which explores how authenticity (something real that children can interact with), mastery (how they can improve their skills), agency (with independent choices) and uncertainty must be taken into account.

“Uncertainty is a catalyst and a key element because there is no 100% certainty that what will happen will be good for people,” says Alyward. “The challenge now is that screens keep children so engaged in life that we need to help them find other connections – within school or in their local communities.

“For example, looking through old gravestones to find out when people died and looking up those names, or connecting with what’s on the local beach. Start local and help them feel connected to their local location and introduce this to outdoor learning and risky play.”