Introduction

Growing up with younger (by two years) twin brothers – my most vivid memories of being with them are anchored in the extraordinarily risky play we enjoyed – and the efforts we made to avoid being discovered or stopped by adults.

Climbing to the top of our cupboards and diving onto our beds progressed to zooming down hills on our bikes either lying or standing on the seat.

What made these and many other experiences so enjoyable was that we created the level of risk involved – the boundaries were set by us alone – and we accepted full responsibility for the outcomes.

Why has ‘risk-taking’ become such a negative concept in children’s lives – or used so loosely as to defy any purpose or definition? ‘Challenging play’ and ‘adventurous play’ are considered acceptable and essential – but ‘risky play’ causes much consternation and contention.

It seems the more ‘risky’ children’s lives are perceived to have become – and the less control adults may have of their online lives – the more control is sought over areas adults can control more easily e.g. environment and time. Being ‘safe’ looms large in the parental pantheon and significant funds and energy are devoted to minimising physical risk – toddlers are now expected to wear helmets to scooter –  most playgrounds have been resurfaced at enormous expense and nothing happens now without a ‘thorough risk assessment.’

Let’s define ‘hazard’ and ‘risk.’

• A hazard is anything that may cause harm
• A risk is a chance, high or low – that someone may be harmed by the hazard.

Risks may become hazards due to three related elements:

Lack of experience

Children may not have the necessary physical skills in place or are unused to the terrain or element involved e.g. climbing a tree depends on adequate upper body strength, balance and co-ordination; running down a hill demands a high degree of lower body strength, balance and co-ordination; moving through sand or mud is physically challenging and needs all over body strength to succeed. If children are unsure how to approach and manage a risk – this is when the potential for it to become a hazard emerges.

Lack of knowledge

Children simply don’t know that a level of risk is involved in an activity – so they will not be alert, primed for action or understand the concept of cause and effect e.g. if you climb up high – then somehow you must get down again.

Lack of maturity

Children are developmentally not quite ready for an activity. Generally, they are pretty good at gauging their own level of ‘readiness’ for a more challenging task. Physical strength, agility, balance and co-ordination  are critical skills that must be practised and embedded to ensure children make appropriate decisions for themselves.

Physical experience informs bodily knowledge that leads to physical maturity and the optimum use of skills across all the environments children experience and encounter.

What we should always remember is that ‘risk’ is a relative concept.

Many of us have witnessed, both here and abroad, children engaging in activities and behaviours that we would consider highly dangerous – riding animals unsupervised, carrying heavy loads, looking after younger siblings, dodging traffic, playing on building sites for example. Children growing up in rural communities are continually exposed to machinery, implements and practices that often horrify us but are completely normal experiences for them. Colleagues working in challenging and deprived environments often cite the children’s level of confidence and dexterity with tools – and their blithe acceptance of the possible risks involved in using them. Gently ‘introducing’ knives, hammers and matches is greeted with amusement by those who have been familiar with them from very young.

Children and risky play

What do children themselves consider ‘risky’?

Despite the emergence and ubiquitous use of IT – for young children this remains very firmly in the physical domain.

• Going fast: either on foot by running, leaping, twirling, spinning– or using scooters, bikes and skateboards. Falling over – or falling off – is definitely considered part of the fun
• Climbing: as high as possible – particularly if there is a defined ‘end’ – a peak to be conquered or summit to be reached – and it has been reasonably challenging to get there
• Hiding: so adults cannot find them easily – if a complex construction is needed to facilitate being hidden – this will add to the risk factor
• Jumping down: the higher the height the better – the risk lies in how fast to jump – and what position to land in – feet/knees/tummy
• Using hazardous tools: usually this includes hammers and knives – and the risk lies in being unsupervised and avoiding getting caught or hurt
• Rough and tumble: the risk lies in choosing the most compatible and appropriate partner to engage with and knowing when to stop

Why is taking physical risks so important for children’s development?

Physically: children start pushing physical boundaries from birth onwards and this becomes particularly evident when they begin to crawl and then walk. Crawling is the first time that they can make independent decisions as to where, how, when and how far and fast to move. Once up and walking they become increasingly adept at making personal decisions, establishing their own boundaries and defining what risk means for them.

As children mature, being confident and competent physically informs development across all domains. Play is critical – but being able to join in, keep up and contribute depends on the level of physical competency gained. The choice of who to play with, where to play and what resources to choose is closely related to the degree of strength, balance, agility and co-ordination enjoyed by individuals. Boundaries can only be pushed – and a risk element included – if children have the skills reliably in place to enjoy and benefit from the experience.

We know that early language development is informed by play. Play is dependent on physical skills. Through engaging in risky play – not only are physical boundaries explored – but the accompanying language and communication skills will also be extended as children negotiate and delegate.

The consequences of not having the physical skills in place to manage and enjoy risky play are important to recognise.

Around 35.000 children every year are injured by falling downstairs – and in Sweden between 1998-2007 there was a 13% increase in fractures to the distal forearm due to falling. There has been a steady rise in playground injuries in the USA – A&E admissions for children have increased from 156.000 in 1980 to 271.475 in 2013 and a 150% increase in PE related injuries has been noted from 1997-2007.

If adequate opportunities are not provided for bones to be strengthened through continual movement, they will become weaker and more porous: a reduction in load-bearing capacity leads to a breakdown of calcium that is reabsorbed by the body and leads to bones becoming more brittle and prone to fractures.

Emotionally: children begin to develop increasing confidence in their physical interactions and ability to determine personal boundaries. They take immense pride in their achievements and expect recognition from their peer group and adults.

Increasing trust emerges in their abilities, in the role of others to create effective opportunities to engage in risky play and in the environment to provide useful and manageable resources.

Being able to laugh, have fun, deal with failure, struggle with challenges and support others to achieve are all important emotional experiences.

Parents and risky play

All too often we hear energetic children and those who are naturally drawn to risky play described as ‘reckless, heedless, wild’ or ‘out of control.’ Parents may suggest playing with children whose play behaviours they approve of – that don’t include getting dirty, wet or hurt.

Parenting styles differ across generations, countries and cultures – and even within small family units.

Whilst promoting the importance of children experiencing risky play we must also be aware that for some parents their anxiety is not just around determining manageable risks but has a much wider remit.

• Parents in contact with social care professionals are very frightened by bumps and bruises – they will closely question everything and often the children pick up on the source of their anxiety and react accordingly
• Parents' own experience of risky play is negative and involves injury to self, siblings or peer group – they may have no playful memories at all of this type of play so find it difficult to support it for their children
• Parents who have experience of detention may be very wary of trusting adults – especially when this relates to their children’s physical care
• Parents culture and background may affect their attitude to risky play – especially when it comes to gender – what is deemed ‘allowable’ or not
• Parents who are asylum seekers or those who have experience of profound loss feel their children are super-precious and embody their hopes for a better future. Anything that impacts on this may provoke a negative response
• Parents of IVF babies, who have experienced difficult pregnancies or traumatic birth – or whose children have been seriously ill – may be overly cautious and less inclined to support risky play
• Parents who experience severe anxiety, depression or other mental health issues may also be averse to supporting their children’s engagement in risky play
• Parents experiencing poverty may not have access to another set of clean clothes for their children and may therefore not actively support risky play

 When and how to promote and provide opportunities for risky play.

Parents should be encouraged, very gently if necessary, to see the benefits (both physical and emotional) of risky play for their children. Often they underestimate their children’s abilities – especially girls – so raise awareness that all children should be afforded opportunities to engage in play that includes an appropriate level of risk for the individual.

Think of ‘marginal gains’ – easily available and accessible opportunities - inside and outside that parents will feel comfortable with.

• Bath time: let the water out and allow children to slide up and down – this is very strengthening and challenges balance and co-ordination – find different ways of getting out of the bath – e.g. roly-poly onto a towel
• Bed time: bounce on beds – roll up in the duvet – pummel the pillows – jump off the bed onto pillows
• Stairs: allow children to find different ways of going up and down stairs – bunny hops up – slide down on tummies
• Scooters: sit and stand – make a slalom – try going up a slope
• Make the most of any environmental features when out and about – any walls to walk along or climb onto – puddles to jump in – slopes to run down fast
• Create short obstacle courses inside and outside – encourage independent decisions about resources
• Build dens – inside and outside using a range of immediately available materials

Try to include the following physical skills as much as possible:

Remember that large /gross motor movements underpin, support and inform later fine motor skills – so the following skills are critically important to embed to ensure fine motor skills are effective.

•  Roll
• Crawl
• Climb
• Walk
• Run
• Jump
• Leap
• Swing
• Dig
• Construct
• ‘Destroy’ – rip/stamp/hit/tear/break/snap

Conclusion

Parents – and adults generally need to understand the overall benefits to children’s health and well-being that risky play provides.

Some children, by innate temperament and personality, will enjoy physical challenges and pushing personal boundaries. Others may need a little ‘nudging’ and a more sensitive introduction to approaches and outcomes.

We should monitor carefully when, where and with whom ‘breakthrough’ moments happen. They may be very small but hugely significant for an individual – like joining in for the first time or making a suggestion that is accepted by the group – or larger ones like riding a bike unaided, climbing higher, running faster or throwing and leaping further than before.

All are important and equally valuable.

Learning to take risks and enjoying risky play impact on all domains learning and provide a unique mechanism by which many important life skills may be learned.