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Childhood, Nature Play, Parenting, Play, Risk



To the over-protective parent…


Firstly I would like to acknowledge that just because I have an early childhood education degree and 12 years professional experience, does not make me a better parent than the wonderfully dedicated parents I know. I certainly have my challenges, as do all families.  I use the television as entertainment to have a rest at times and have been known to have McDonalds because I just can’t be bothered cooking. Being an Early Childhood Teacher does however give me underpinning knowledge as to how  play and engagement in potentially controversial processes impacts children’s thinking, doing and learning.


As I sit here (yes, at midnight because my mind is whirling with thoughts!) and think about the opportunities I have given my son, who is now 5 and about to start primary school, I reflect on the experiences which have impacted his learning and may be criticised by the so called ‘helicopter parent’. Apologies in advance!


Yes, I encourage my son to walk up a slide at the park, to negotiate taking turns with those wanting to come down, to build leg strength, muscle tone, balance and coordination –  because getting up a slide, particularly at 2 years old is much more challenging than coming down. We know with the increase in children’s screen time and exposure to technology, there is a decrease in active play and this is manifesting in lower muscle tone and body strength of children in general today, when compared with children from prior generations (Hanscom, 2016).

 

Yes, I promote the use of stick play because we all know children (particularly boys) will use sticks for anything and everything and if we don’t give them opportunities to use them, to safely navigate them and to devise a set of agreements to keep themselves and others safe, how will they learn to do this when unsupervised and using sticks themselves?

 

Yes, I let my child pour his own milk on his Weetbix at 3 years old despite losing half a litre of milk on the floor 10 minutes before we have to leave for preschool. Why? Because he is using initiative and taking responsibility. He is developing pro social behaviours and becoming an independent citizen of the present. Yes, mess is not fun at the best of times (particularly for me- it is my shark music) but the outcomes for him are far more important to his lifelong learning.

 

Yes, I allow my child to go barefoot in the public park. Why? Because we live in a society where sensory issues and flat foot syndrome are on the rise and exposure to all the sensations of nature and the navigation of uneven surfaces will promote healthy physical and sensory development. Yes, I realise there could be a very very small risk that a hazardous incident, such as a needle stick injury may occur, but with the acknowledgement of drug addiction today and the many available needle disposal boxes, it was probably more likely I was to step on one 25 years ago when it was rare children actually wore shoes… anywhere!

Yes, I let him pick those crackers up off the floor at the supermarket and eat them because I had watched him persist for 3 minutes trying to open the packet without wanting any assistance or necessary intervention for the very first time and so not allowing him the pleasure of enjoying them with a huge sense of pride was completely trumped by the fact he may contract some minor germs (or more likely build his immunity!)

 

Yes, I have taught my son from 3 years old (with the support of his wonderful educators at preschool), how to safely engage with fire and allow him to use fire in particular situations, like when away camping and using a flint rather than a common household fire lighter that may be laying around the house. I do this as he understands the context in which fire is safe and is less likely to take unsafe risks with fire later on in childhood. He has often been observed reminding friends and family the agreements of safe fire use, such as keeping shoes on around the fire and knowing that even when there are no flames, fire can still be hot. Children are more likely to be burnt when flames are not evident as they associate the red flame with heat, yet the damage can be very similar. Exposure to real situations with fire will build their skills in assessing and managing the risks and therefore less likely to have a serious incident.  

 

No, I am not a free spirited, no rules mum. We still set boundaries, we still have routines and if we are faced with challenging behaviours, there are agreed consequences, but I give him ample opportunity to learn his way and in turn promotes his continuous love for learning and independent being!

 

It is with these thoughts that I encourage you to consider how protected is too protected? How does sheltering children from the inevitable because of your ‘shark music’ or anxieties as parent, impact your child not just now, but later in life?
Children are innate risk based learners. With or without your supervision, guidance and support they will try by doing. Allow them to make appropriate decisions that affect them and in turn start independently solving their own problems. After all, you won’t be there forever!

As I sit here, 25 weeks pregnant with baby#2 and emotional about sending ‘baby’ #1 to school next week, I reflect upon these moments and how competent, creative and capable my son has become. He is really ready for his next journey and I need to give myself, husband and other significant people in his life credit for this.

Now all I can think is… let’s do it all over again!

Mistakes and all… we have learned and we have lived!


Until next time…

Written by Kate Higginbottom

Mother and Early Childhood Professional

Empowered Early Childhood Consulting and Resources.



Kate Higginbottom has been in the early childhood profession for over 12 years, the last 10 of which she has been a Centre Director, working across diverse long day care settings from private, to organisational and now the community based sector. She holds a Bachelor of Teaching (Early Childhood) from the University of New England and qualifications in training and assessment. Kate currently manages the operation of a community based service in Newcastle. Kate supports early education and care services through her business Empowered Early Childhood Consulting, as a consultant, with a particular forte in quality governance and leadership. Kate recently presented at the European Early Childhood Research Conference in Italy, where she, along with 5 other Newcastle based colleagues were awarded the 2017 Practitioner Research Award. She also has written for a number of early childhood publications and blogs, including Rattler and Australian Association for Research in Education (AARE).Kate has worked in a variety of advisory roles including on the Early Childhood and Primary External Advisory committee for University of Newcastle and the Queensland Workforce Council PSCQ for the Gold Coast.

 

 

 

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Childhood, Play, Risk
A few weeks ago I watched my youngest navigate the climbing structure at a local playground. She is 2.8years and is known in our family as the “wild child.” She is adventurous and risk taking and way more capable than people  (including me sometimes) give her credit for. 

As she approached this climbing structure, she quietly assessed it. She looked for the lowest point to be able to pull herself up. She moved herself around the bottom of the structure before climbing higher and higher. 

At the end of the video you hear her ask for help and while the mum in me naturally wanted to rush over and lift her down, I fought the urge and instead offered her some suggestions to help herself. She was pretty chuffed with herself when the suggestion to reach out for the other rope worked and she got down by herself! 

Children need to be given opportunities to risk assess, to make choices, to ask for help if they need it.. 

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Last week I took my three children to the local wetlands centre. After a big walk and some bird spotting we stopped for a picnic lunch and a play on the beautiful, timber playground. My youngest is 16 months. She is a climber, an adventurer, a risk taker. She is the one who is most likely to give me heart failure! But, every time she is climbing something or stretching out to do something that she sees her older siblings doing, I have to hold my tongue. While the mama bear in me screams “no….you’ll get hurt!” the educator in me knows that she is well and truly more capable than I give her credit for. 

On this day I watched her test her physical skills as she climbed into a large netted area. I resisted the temptation to help her, to lunge for her when she appeared to be struggling. And… she did it. She climbed up the side and over the top of the net and she finished with a look on her face that I once heard the amazing Claire Warden describe as “chuffedness” 

The quote above (main image) by Loris Malaguzzi really resonates with me, as I think it does with many other educators. Yet, for as much as we (as a profession) say that we view children as capable, in practice, this often seems to begin from about the age of three. What do I mean by that? Well, taking a look at the vast majority of outdoor play environments for babies we see that they offer very little risk or challenge. They usually comprise of synthetic surfacing, round edges and low, even surfaces. It is delightful (and often rare) to find an outdoor space for babies that encourages risk, supports them to explore different textures or to really challenge themselves. While I understand our desire to keep them safe, by limiting their opportunities to take risks, we do the babies in our care a great disservice. 

It is time to really embed this view of “children as capable” into our practice with babies. It is time to trust them!


Nicole Halton
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Who remembers how fun it was when you were entwined in rough and tumble play with your parents or siblings? I remember giggling, tickling and rolling around the lounge room floor, or in the backyard.

Last week I visited an early childhood setting and observed two 3 year old girls engaged in rough and tumble play and they were absolutely loving it! They giggled with delight as they hugged, tickled and rolled during indoor play time. They were not creating a whole lot of noise and were in a cosy corner of the room away from the main area, although they kept glancing towards the educators as if on alert. I wondered why they were doing this. Did they intend to stop if they realised an adult saw them?

After about seven minutes an educator spotted them and called out across the room in a disapproving tone “Ah girls, go and find something to do please”.

Is this how you would have responded? I asked myself some questions. Do I view rough and tumble play as negative? Inappropriate? Only for outdoors? Not beneficial? I wondered how the girls felt when they heard the educator’s response. Did the tone of her voice give the message that it wasn’t ok to play in this way?  As educators we have so much responsibility to keep children safe that this is often our primary consideration when we respond to them.

But do we take the time to think about why children are playing in certain ways, and how their play is a way of communicating how their needs can be met? While we have to redirect children’s play sometimes, we must also tune into what their play is telling us and create opportunities to have their needs met in other ways. Instead of making children feel that rough and tumble play is wrong we should support them to use their senses and their motor skills in other ways. It could be as simple as getting out the crash mat (facilitating taking turns jumping onto this) or playing some action songs, practicing stretching, wrapping each other in blankets, or simply supervise the children as they tickle each other just as you would any other activity …..the options are endless.

Does rough and tumble play push your buttons because it is easier to support a child to do a table activity?

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