Positive Relationships: All in a day's work - Tools of the trade

Last month I wrote about the difficulties of implementing challenging play (Nursery World, 20 May). Now, as part of our drive to create more stimulating and challenging environments, we have introduced carpentry tools for play activities.

Some staff were hesitant, concerned that we should first gain parents' permission. I felt that the issue was trust: Parents have trusted us to look after their child, so they trust us to make appropriate decisions.

Many practitioners were enthusiastic, pleased that they had something new and exciting to engage - in particular, energetic boys. I watched a group of children using hammers. They were absorbed and concentrating. They had listened to the instructions and were following them correctly. They were hammering nails independently and skilfully. It was a huge boost to their self-esteem.

Parents have also been positive. One father said how pleased he was to see children using tools. He found it hard to understand why some parents might not be keen. This made me wonder whether it is misconceived to be overly cautious on parents' behalf; maybe it's only our own perception that we should be worried about this sort of challenging play. It's important not to assume what parents want. That is why we plan to engage parents in discussion, with presentations at future open evenings.

We have had one negative response: a complaint about a small mark on a child's thumb from using a hammer. Sadly, this mother insists that her son cannot use the tools, despite the developmental benefits being explained to her. There is a risk that it's our blame culture that stifles challenging play. Settings fear being sued for what was an accident.

There is also hesitation from staff. Some consider it too dangerous an activity; they worry what might happen during the split second when their attention is distracted. Other staff question whether tools are appropriate in the nursery setting. I discussed this with a mother who said yes, nursery was an appropriate place, primarily because it is the main learning environment for many children. She believed that this was a great way for children to learn to use tools, as long as they were properly supervised.

My conclusion from this exercise is that the key to implementing challenging play is trust - internally between staff, and externally with parents. Parents have to trust that you're exposing the children to risk, without putting them at risk.

Saffia Farr is a director and manager of Bristol Childcare, a family-run nursery group established for 39 years. She has three young children and writes on parenting issues at www.saffiafarr.com.

TAKING A RISK

Most of the guidance tackling the sensitive subject of risk and challenge focuses on the outdoors, but stresses its importance, and the advice applies to indoors as well as out.

Go Outdoors

Go Outdoors, published this month, aims to provide a common-sense approach to health and safety while recognising the huge benefits of play and outdoor adventure. Produced by Scotland's Commissioner for Children and Young People and the Scottish Institute for Residential Childcare, the guidance is intended for professionals across education, as well as in residential care. It says fear of litigation and bureaucratic risk assessments are deterring adults from taking children on the challenging outdoor activities that are vital to a child's physical, social and mental well-being. The guidelines build on the Commissioner's 2007 report Playing It Safe, which was also critical of Scotland's 'cotton wool' culture. Commissioner Tam Baillie says, 'A risk-averse and bureaucratic environment, which leads to "cotton wool" kids, breaches children's rights and undermines healthy development.'

Go Outdoors and Playing It Safe (November 2007): www.sccyp.org.uk

Learning Outside the Classroom

As well as making the case for outdoor learning, this sets out the importance of risk, challenge and adventure and provides statistical evidence to prove how safe outdoor play actually is.

Visit: www.lotc.org.uk/Out-and-about-guidance/Introduction

Risk and Play

Risk and Play - A literature review by Josie Gleave (Playday, July 2008)  looks at the benefits of risk-taking in play; public and parental attitudes; risk-taking behaviour and perceptions of risk; accidents and safety measures; risk management, and government policy.

Visit: www.playday.org.uk/PDF/ Risk-and-play-a-literature-review.pdf

Playing Outdoors

Playing Outdoors: Spaces and Places, Risk and Challenge by Helen Tovey (Debating Play series, Open University Press)  offers a clear rationale for why outdoor play is essential in young children's lives and learning. It asks fundamental questions about what sort of environments we want for children, as well as examining controversial issues of risk and safety.

Too Safe for Their Own Good?

Too Safe for Their Own Good?: Helping Children Learn About Risk and Lifeskills (National Children's Bureau) This title is currently out of print but may be reissued.