15 Child Development

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. doi:10.3390/ijerph9093134

This journal article discusses the importance of risky play as a necessary part of children’s development and supports the need for outdoor risky play to foster healthy development. The article recommends building upon children’s natural tendency towards risky play and advocates that taking risks help children learn to manage risks.

Gull, C., Goldstein, S. L., & Rosengarten, T. (2018). Benefits and risks of tree climbing on child development and resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29. Retrieved from https://eric.ed.gov/?id=EJ1180021

Using a mixed-method survey instrument, researchers surveyed 1602 parents in the United States to investigate tree-climbing behaviours of their children, reasons parents allow tree-climbing and the related injuries that can occur. The study concluded that while tree-climbing can result in minor injuries, it is a relatively safe activity that promotes social, emotional and cognitive growth along with increased resiliency in children. The article provides a review of tree-climbing policy, the trends toward limiting children’s access to tree-climbing due to fear of injury or liability, and a literature review of the impacts of engaging in risk-taking play. A list of ten potential benefits of natural play from the literature is also included.

Gurholt, K. P., & Sanderud, J. R. (2016). Curious play: Children’s exploration of nature. Journal of Adventure Education and Outdoor Learning, 16(4), 318-329. doi:10.1080/14729679.2016.1162183

Through an analysis of two empirical examples, the authors argue that curious play offers a comprehensive and existential approach to understanding the interplay of children playing in nature and children’s growth. The authors argue that curious play encourages children to be explorers and view themselves as competent; this enables the children to develop their self-image and find their identity.

Hansen Sandseter, E. B., & 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. American Journal of Play, 8(2), 178-200. Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/8-2-article-we-dont-allow-children-to-climb-trees.pdf

Researchers investigated how a societal increased focus on safety impacted play and activities in Norwegian Early Childhood Education programs. The most commonly restricted play activity was climbing, with some institutions banning climbing. Pressure from parents was cited a significant influence on determining which activities were allowed in programs. Playground inspection and regulation also limited playground equipment purchases or uses as extensive rules exclude equipment like a hanging hammock between trees.

A comprehensive literature review that outlines the benefits of children engaging in risky play, including developing risk-assessment skills and reducing phobias and anxiety, is included in the paper. The impact of potential injuries on the development of risk-management strategies to regulate playground design is presented based on current literature. The inverse correlation of level of supervision with the number of injuries in risky play is also highlighted.

Hughes, J., Richardson, M., Lumber, R., (2018). Evaluating connection to nature and the relationship with conservation behaviour in children. Journal for Nature Conservation, 45, 11-19. https://doi.org/10.1016/j.jnc.2018.07.004

This study aimed to measure conservation focussed behaviour changes as a result of time outdoors. Gender behaviours also are different when they are in the outdoors as well. There were some differences between genders and schools in self-reported pro-nature behaviors, with girls reporting more pro-nature behaviors than boys. For pro-environmental behaviors, there were school differences but no gender differences.

Hyndman, B., Benson, A., & Telford, A. (2016). Active play: Exploring the influences on children’s school playground activities. American Journal of Play, 8(3), 325-344. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1108796

The article reviews research on children’s active play and explores its influence on school playgrounds. Studies of individual and social play are reviewed to explore the effect of physical environments on active play, and the impact of school policies on children’s active play on school playgrounds.

Little, H., & Sweller, N. (2014). Affordances for risk-taking and physical activity in Australian early childhood education settings. Early Childhood Education Journal, 43(4), 337-345. doi:10.1007/s10643-014-0667-0

This journal article reports findings of an on-line survey examining resources, spaces, and affordances for physical activity (PA) at 245 Australian ECE centres. Findings indicate that centres were generally well resourced to promote physical play and provide a diverse range of experiences that support PA and motor development, although varied in terms of opportunities for risk-taking in play. Most respondents believed the environment at their centres supported children’s engagement in moderate to vigorous PA, however, regulatory restrictions relating to recommended height limits on climbing apparatus and having insufficient space were identified as factors limiting opportunities for challenging, physically active play. Outdoor space and teacher support are identified as important factors in childhood settings to promote PA and risk-taking.

O’Brien, L. (2009). Learning outdoors: The forest school approach. Education 3-13, 37(1), 45-60. doi:10.1080/03004270802291798

People have a real connection with the woodlands around them. Learning outdoors is important for children and young people. The natural environment should be seen as an extension of the classroom. Children can improve their confidence, motivation, concentration, language and communication, and physical skills through experiences in nature.

Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children’s cognitive and behavioural development. Journal of Environmental Psychology. 52, 69 – 80. doi: 10.1016/jenvp.2017.05.007

An examination of the concurrent and long-term relationships between the amount of time children attending daycare spend outdoors and their cognitive and behavioural development during preschool and first grade. Cognitive testing and reports form parents and educators followed 562 Norwegian preschoolers over a period of four years. Results indicate that outdoor time in preschool may support children’s development of attention skills and protect against inattention-hyperactivity symptoms.

Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. B., & Bundy, A. (2010). Ten ways to restrict children’s freedom to play: The problem of surplus safety. Contemporary Issues in Early Childhood, 11(3), 263-277. doi:10.2304/ciec.2010.11.3.263

This article discusses the well-being of children, the excessiveness of surplus safety, and the impacts of not letting children develop through play.