Creating Safe Spaces for Outdoor Play
Photo by Kelly Sikkema
In a communityplaythings.com article, Sara Ruiz offers a beautifully written reflection on her two decade career in early childhood education and the value of creating opportunity for children to experience unrestricted, safe access to outdoor spaces.
The author outlines the keys she has learned to provide a safe and happy experience for children in a centre that values outdoor plane and in which children are allowed to move freely between the indoor classroom and the outdoor classroom.
Enough teachers to adequately care for all the children, as they flow in and out of the indoor and outdoor spaces.
Creating environments that are completely child-safe and age appropriate, that allow children “to see their curiosity through without interruption”.
A pre-session safety scan: “As part of my morning routine I always scan the outdoor environment before children arrive. During this time I check for anything harmful, e.g. mushrooms, animal feces, dead animals, or trash that someone might have thrown over the fence. I also check for poisonous plants. It’s important to know what plants are toxic for children. Some plants might be OK for adults but not for children. This includes indoor plants. Don’t add a plant to your environment until you know if it’s safe.”
Water play supervision: “If I am not in a position to supervise, then I make sure water is not available until more support has arrived. Covering up any leftover water puddles in the sandbox is also important, to avoid having water in areas that aren’t adequately supervised.”
Making items accessible without the need for climbing, and also ensuring climbing structures have a fall zone - a surrounding area with a resilient surface like wood fibre or rubber.
Creating an intentional environment that is clutter-free and inviting: “Children are just like us in that they are overwhelmed by clutter and frustrated when things are difficult to access. We can show respect for children and prime the environment for a happy experience by keeping things organized and presenting toys and activities in an attractive way….Central to this is outdoor storage which allows us to get what we need without a big hassle that interrupts the flow of play.”
“Gentle observation”: In practice this means that when I come in to be with the children, I’m not distracted, talking to adults, but instead I get quiet and get on the children’s level to observe how they are and what they’re doing. This way I can assess what they might need, and set up the environment to support their play. This also involves working with your co-teachers. ‘What are you seeing? Is it different to what I’m seeing?’ “
A central point Ruiz makes is about the gift of time: “In a world where so often children’s lives are being dictated by the fast-paced and rigid structure of adults, giving children the freedom to play, explore, and discover in their own time is absolutely precious. At the CEC, we cultivate a “yes environment.” We curate the environment to enable children as much as possible, limiting the amount of redirecting or limiting children’s play choices (e.g., “Don’t do that!” or “Get down”) that we have to do. With this environment we can give the children enough of a schedule so that there’s routine, but also prioritize flexibility, knowing that each child is a unique individual. This is a privilege that isn’t always given, but the difference it makes for children and their caregivers is night and day.”
She stresses the importance of regular outdoor play as an introduction to caring for the earth. “When they’re older, they may not remember those days picking up leaves or getting dirty in the mud, but they will be friends with nature”, stressing, “Technology is here to stay, but we can’t allow our children to be so busy with it that going outside feels like a task rather than a gift. Let’s get them outside and make it fun and meaningful. I believe that’s how we will find ourselves with adults who care about preserving the environment.”
Over the course of her career, the author has worked with children from different family sizes, cultures and economic backgrounds, and has developed the strong belief that outdoor play in a safe environment benefits all children, reducing stress and building skills valuable to their “growth into well-rounded adults who care for others and the world around them”.