Playing and Daring in Childhood: Benefits, Limitations and Ethical Challenges in the Practice of Risky Play

Play is crucial for child development, serving as an essential activity that promotes exploration and learning. The pedagogy of risk emphasizes spontaneous play in natural environments, where the educator acts as a guide and companion, with children and the environment as the real protagonists of the experience. Advocates of play highlight its autotelic value - an activity pursued for its own sake - free from moral and social constraints. Play is viewed as an innate biological need, vital for the development of children’s psychophysical, social, and cognitive skills. The concept of risky play links play with the aspect of physical risk, which is an indispensable element that offers children unique opportunities to develop motor, social, emotional and cognitive skills. However, diminishing opportunities for outdoor play and increasing safety concerns have limited these experiences. It is essential to differentiate between risk and danger, enabling children to engage in controlled challenges to foster their self-esteem and cultivate resilience over the long term. The Norwegian educational context exemplifies a positive approach by acknowledging children’s right to actively participate in decisions that affect them, thus giving them a voice and encouraging risky play in early childhood settings. Ethical considerations surrounding risky play underscore the need to balance the promotion of enriching educational experiences with the prevention of harm. An inclusive approach is crucial to ensure that all children have equal access to play opportunities which are both stimulating and safe. Recognizing play as a fundamental right is the first step in providing a childhood which is rich in meaningful and formative experiences.