Risk-Takers
Risk-takers are another attribute of the learner profile.
Classroom climate - There needs to be a climate of encouragement and celebration. The language of difficulty and not giving up is part of the classroom culture, as is being comfortable with not knowing how to do something and the feeling of not being sure. When these feelings are acknowledged and explored, the classroom climate becomes one that embraces risk-taking. Recently, a child took the risk to lead a counting game with all of her peers, despite being uncertain about the sequence of some numbers in the teens. A culture of thinking and feeling safe to share ideas tentatively is being built. Wondering, theory building and questioning all become embedded as the learning environment fosters inquiry through the importance of psychological safety!
Loose parts - The use of loose parts indoors and outdoors has encouraged the exploration of a world of possibilities. By their open-ended nature, and without adults pre-determining the use of loose parts, these materials have fostered a willingness and openness to adventure into unknown territory and to entertain the unknown. We encourage children to try new ideas and new materials in their choices as they play. In doing so, intentional language such as "I've not tried this before" and "I wanted to challenge myself" is modelled. In their play, children have opportunities to use real tools such as cutters, scissors and staplers.
Language - The use of picture books to read aloud and then model and discuss the risk-taking actions of characters is key. Titles we have access to include The Dot, Giraffes Can't Dance and Colin Thompson's Fearless. A friend recently told me about the "You Choose" series of picture books where children choose what happens in the stories they read. Experimenting with narratives and storytelling in this way may well be a risk for many of the children. Indeed, most students in my class are EAL (English as an Additional Language) learners, and each time they try to express themselves, they take risks with vocabulary, grammar and other aspects of the English language as they show determination to communicate. We recognise and celebrate these moments of being less cautious as growing in confidence and being willing to take more risks. Our school has a set of values: Kind, Aware, Respectful, Responsible and Safe. These ask the school community to be alert and take care of each other so that exhilaration is not discouraged.
The outdoors - Children have time outside to play each day and often choose to use small and large loose parts to play with. They also have access to a nearby nature trail each week. In these outdoor spaces, children often take risks in their play and challenge themselves physically. They often navigate speed and height as they climb, jump, run, cycle, build and explore. They are often inspired by one another to do "more" than they have done before. This "more" might be higher, longer, faster... They encounter materials such as broken glass and sharp wood from branches and negotiate risk in the process. Dr Helen Dodd described playgrounds as places where "children find the edges of their comfort zone." Here is a link to recent article in The Guardian newspaper in the UK.
Reflection
- How comfortable are you with children taking risks?
The IB describes risk-takers as:
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
It can be very useful to look at how organisations define terms as related concepts are often embedded and connected. In this definition, big ideas such as uncertainty, determination, independence, cooperation, innovation, resilience and challenge are all integral to risk-taking. Risk-taking is so important to Anji Play in China, it is actually one of their principles.
The concept of risk-taking itself is subject to different interpretations and perspectives, and some prefer terms such as 'courageous'. Various educators label types of play differently and many link explicitly to risk-taking such as physical play, risky play, adventurous play and rough play.
In Curtis and Carter's The Art of Awareness, they claim: "If children don't get to experiment with power and adventure when they are young, they are likely to pursue more dangerous avenues in search of these experiences as adolescents." They also state: "Our foremost job as teachers is to keep children safe, but safety should not be equated with the absence of any risk taking."
Like other elements of learning, I have found it is best to take a developmental approach to risk-taking. What is a risk for one child, may well be something another child has confidence in. I have spent time getting to know the children in different contexts, find out their developmental level and aim to move them on from where they currently are. For one child, they may be very confident with one aspect of learning, but rather cautious in another.
It is also important to trust the children as they know themselves about their levels of confidence.
To encourage safe risk-taking and self-regulation, rather than simply being compliant to adults' judgement, the language we use is important. www.backwoodsmama.com developed some useful guidance, as seen here:
Strategies and examples of risk-taking in Kindergarten so far this year:
Strategies and examples of risk-taking in Kindergarten so far this year:
Classroom climate - There needs to be a climate of encouragement and celebration. The language of difficulty and not giving up is part of the classroom culture, as is being comfortable with not knowing how to do something and the feeling of not being sure. When these feelings are acknowledged and explored, the classroom climate becomes one that embraces risk-taking. Recently, a child took the risk to lead a counting game with all of her peers, despite being uncertain about the sequence of some numbers in the teens. A culture of thinking and feeling safe to share ideas tentatively is being built. Wondering, theory building and questioning all become embedded as the learning environment fosters inquiry through the importance of psychological safety!
Loose parts - The use of loose parts indoors and outdoors has encouraged the exploration of a world of possibilities. By their open-ended nature, and without adults pre-determining the use of loose parts, these materials have fostered a willingness and openness to adventure into unknown territory and to entertain the unknown. We encourage children to try new ideas and new materials in their choices as they play. In doing so, intentional language such as "I've not tried this before" and "I wanted to challenge myself" is modelled. In their play, children have opportunities to use real tools such as cutters, scissors and staplers.
Language - The use of picture books to read aloud and then model and discuss the risk-taking actions of characters is key. Titles we have access to include The Dot, Giraffes Can't Dance and Colin Thompson's Fearless. A friend recently told me about the "You Choose" series of picture books where children choose what happens in the stories they read. Experimenting with narratives and storytelling in this way may well be a risk for many of the children. Indeed, most students in my class are EAL (English as an Additional Language) learners, and each time they try to express themselves, they take risks with vocabulary, grammar and other aspects of the English language as they show determination to communicate. We recognise and celebrate these moments of being less cautious as growing in confidence and being willing to take more risks. Our school has a set of values: Kind, Aware, Respectful, Responsible and Safe. These ask the school community to be alert and take care of each other so that exhilaration is not discouraged.
The outdoors - Children have time outside to play each day and often choose to use small and large loose parts to play with. They also have access to a nearby nature trail each week. In these outdoor spaces, children often take risks in their play and challenge themselves physically. They often navigate speed and height as they climb, jump, run, cycle, build and explore. They are often inspired by one another to do "more" than they have done before. This "more" might be higher, longer, faster... They encounter materials such as broken glass and sharp wood from branches and negotiate risk in the process. Dr Helen Dodd described playgrounds as places where "children find the edges of their comfort zone." Here is a link to recent article in The Guardian newspaper in the UK.
Reflection
- How comfortable are you with children taking risks?
- What might you do to encourage your children to take even more risks?
- What risks do you take as an educator and in your own personal life?
Comments
Post a Comment