Introduction
‘The more risks you allow children to take, the better they learn to take care of themselves’- Roald Dahl.
Taking risks is an important part of children’s learning and development, many children will naturally want to take risks in their play as they explore and grow. It is the topic of conversations in scholarly articles and is now widely recognised throughout many teaching practises.
Part of the ethos of Forest schools, as well as being child led, is that sessions should be risk aware but not risk averse. With a belief that risk is a holistic approach, as there are risks that we take in everyday life, not just physical risks. Stopping children from experiencing risks at an early age can limit their risk taking in later life. In taking risks at a young age, it not only allows for confidence building, but also an awareness of their own boundaries and limits.
Through taking risks and having adults facilitate these risks with open ended questioning and support, it allows children to learn how to be safe.
Categorising Risk
(Categorising risky play—how can we identify risk‐taking in children’s play?) Sandseter suggests there are six categories:
- Play with great heights,
- Play with high speed,
- Play with harmful tools,
- Play near dangerous elements,
- Rough and tumble play
- Play where children can get lost
These six categories can all be met in a Forest School setting, through tree climbing, rolling and sledging, using bow saws, being near streams, playing in mud and exploring new areas of forests.
Forest Schools allows for regular opportunities for children to learn and develop their confidence in managing their own risks. It allows for children to build up these skills over a period of time, with careful facilitation from Forest School Leaders.
It is still vital for Forest School leaders to keep up to date risk assessments which ensure risks taken by the children are acceptable risks and appropriately managed