Everyday uncertainties: reframing perceptions of risk in outdoor free play

Niehues, Anita; Bundy, Anita; Broom, Alex; Tranter, Paul; Ragen, Jo; Engelen, Lina

doi:10.1080/14729679.2013.798588

Cited by 72 publications

(86 citation statements)

References 34 publications

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“…Other grassroots approaches beyond participatory planning may increase awareness of child development benefits of play beyond the playground, reframe perceptions of spaces without child-centred design elements and strengthen advocacy for more inclusive planning, design and management processes. For example, Niehues et al (2013) devised an intervention comprising of a two-hour workshop designed to challenge parents' and educators' automatic aversive responses to risk. After some guided group-based activities, many parents reflected that they may be actively preventing their child from gaining the skills and experiences needed to fulfil aspirations they hold for their child by overstructuring their leisure time and preventing them from learning through taking risks during play.…”

Section: Implications For Future Pathways Researchmentioning

confidence: 99%

“…Shorter-term studies may involve evaluations of changes to access and/or accessibility resulting from health promotion strategies such as signage or other design features. While studies have shown that printed or web-based materials (Brussoni et al 2018), or workshops (Brussoni et al 2018;Niehues et al 2016;Niehues et al 2013) have been successful in reframing parents' perceptions of risky play, similar programs may be important in understanding how to support families to manage 'real-world' risks in green spaces that were not designed specifically for children.…”

Section: Appropriatenessmentioning

confidence: 99%

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Growing up healthy in the city: Pathways to child health and development benefits from nature

Barber¹

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Parks are an important health setting for children living in cities, providing opportunities for play and exposure to nature. While there is growing evidence of associations between nature and physical, social, emotional and cognitive health and development outcomes for young children, few studies have specifically examined how young urban dwelling children interact with different types of nature and how these experiences may contribute to child health and development. The aim of this thesis is to investigate associations between healthy child development and exposure to, and interaction with, specific elements of nature while considering family and community contexts.

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Section: Implications For Future Pathways Researchmentioning

confidence: 99%

Section: Appropriatenessmentioning

confidence: 99%

Growing up healthy in the city: Pathways to child health and development benefits from nature

Barber¹

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“…The ways that mothers in this study appeared to consider the value of challenging play in the process of weighing up competing priorities reflects elements of an intervention used in a study by Niehues et al (2013), to reframe adult perceptions of risky play. Niehues et al undertook a study as part of the Sydney Playground Project, in which loose materials with no defined purpose, such as car tyres, ropes, planks and bubble wrap, were introduced into school playgrounds in order to increase children's physical activity and social skills (Bundy et al, 2011;Wyver et al, 2010b).…”

Section: Moving Beyond Safety As a Trumping Priority For Limiting Plamentioning

confidence: 99%

“…Niehues et al undertook a study as part of the Sydney Playground Project, in which loose materials with no defined purpose, such as car tyres, ropes, planks and bubble wrap, were introduced into school playgrounds in order to increase children's physical activity and social skills (Bundy et al, 2011;Wyver et al, 2010b). One component of this project was an intervention with parents and teachers that aimed to reframe their perceptions of risk (Niehues et al, 2013). The risk reframing sessions involved experiential learning tasks that explored broad perceptions of the costs and benefits of risk, and resulted in the participants changing their perceptions of risk to incorporate the notions of challenge and opportunities (Niehues et al, 2013).…”

Section: Moving Beyond Safety As a Trumping Priority For Limiting Plamentioning

confidence: 99%

“…One component of this project was an intervention with parents and teachers that aimed to reframe their perceptions of risk (Niehues et al, 2013). The risk reframing sessions involved experiential learning tasks that explored broad perceptions of the costs and benefits of risk, and resulted in the participants changing their perceptions of risk to incorporate the notions of challenge and opportunities (Niehues et al, 2013). This intervention was implemented because there was concern that teacher and parent fears about risk could result in the project materials being rejected by the schools and hence limit the longevity of the project.…”

Section: Moving Beyond Safety As a Trumping Priority For Limiting Plamentioning

confidence: 99%

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How mothers shape the context of their preschool children’s play: a grounded theory

Brough¹

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Play is an integral part of preschool children's lives. Widespread concerns that children have less free, child-led play than in previous generations permeate the general public and academia, with parents criticised for: 1. limiting children's play opportunities by being overprotective; 2. not prioritising play with their children; and 3. choosing structured, enrichment activities rather than free play for their children. Preschool children's play is highly contextualised, yet how opportunities for play are created in the everyday context of family life has received limited attention. Mothers are often the primary caregivers and major decision makers regarding opportunities their children have for play. However, policy makers, educators, and health professionals have arguably neglected mothers' experiences underpinning these decisions.The foundations underlying these criticisms cannot be understood without asking:1. How do mothers describe, experience and participate in their preschool children's play? 2. What influences mothers' actions to create or limit opportunities for their preschool children's play? To answer these questions meaningfully, I took an ecological perspective using a constructivist grounded theory methodology. From 24 in-depth, semi-structured interviews with ten tertiary-educated, middle class mothers of preschool children (children aged three to five years who had not commenced formal schooling), I developed a grounded theory of How mothers shape the context of their preschool children's play. Using photo elicitation, eight mothers also shared photos of their children's play in the interviews.The theory explores the process by which the mothers constructed their actions in relation to their preschool children's play. These actions were based on a foundation of mothers' guiding motivations that were moderated through their perceptions of their child, their child's play and the context. By diagramming and grouping mothers' actions on two intersecting axes in terms of both the degree to which they facilitated or restricted play as 2. engaging meaningfully with their children through play, without being limited to direct play; and 3. fostering the developmental needs of their children, without over-engineering children's activities. Through the sharing actions of incorporating play in everyday activities and peripherally supervising their children's play in particular, mothers in the study created opportunities for their preschool children to play. These actions are typically associated with parents from developing societies, challenging the assumption that middle class parent-child play is characterised by direct play with children, a sharing action I labeled as co-playing.This constructivist theory provides novel insights into the process of how mothers shape the context of their preschool children's play and a new, data-driven understanding for families, policy makers, health professionals and educators seeking to facilitate preschool children's opportunities for play. Mothers are pro...

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Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

Mann

Gray

Truong

2022

High-Quality Outdoor Learning

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In this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal, communication, teamwork, critical thinking, and conflict resolution skills, creativity and connection with nature. The chapter concludes with a discussion of the potential of outdoor environments to foster transformative competencies, and the inherent challenges for integration into regular school experiences.

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Everyday uncertainties: reframing perceptions of risk in outdoor free play

Cited by 72 publications

References 34 publications

Growing up healthy in the city: Pathways to child health and development benefits from nature

Growing up healthy in the city: Pathways to child health and development benefits from nature

How mothers shape the context of their preschool children’s play: a grounded theory

Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

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