Amelia Manes
Áhættuleikur: Engin áhætta - Enginn ávinningur
“If we, as adults, constantly decide for children what is safe and unsafe, how will they learn for themselves?”
— Amelia Manes
Um fyrirlesturinn
Áhættuleikur er spennandi og krefjandi leikur þar sem möguleikinn á að meiða sig er raunverulegur. Og einmitt þess vegna er hann lífsnauðsynlegur fyrir þroska barna. Amelia Manes skoðar rannsóknir á bak við sex gerðir áhættuleiks, afhjúpar goðsagnirnar sem halda aftur af okkur og sýnir hvernig hægt er að flétta áhættuleik inn í skólastarf á öruggan og meðvitaðan hátt. Niðurstaðan er skýr: án áhættu er enginn ávinningur og öll börnin græða á því að taka áhættu í leiknum sínum.
Hver er Amelia Manes
Amelia Manes er bandarískur kennari með fjölbreyttan feril. Hún kennir nú í tvítyngdri leikskóladeild (ensku/mandarín) í San Francisco en hefur reynslu af sérkennslu og almennri kennslu á yngsta- og miðstigi, í almennum skólum, einkaskólum og alþjóðaskólum. Hún er með meistaragráðu í námskrárhönnun með áherslu á STEAM og kennsluréttindi bæði í almennri kennslu og sérkennslu. Amelia hefur talað á ráðstefnum eins og California Kindergarten Conference og Utís 2025 og brennur fyrir leik í skólastarfi, taugafjölbreyttum nemendum og tilfinninganámi. Hún talar ensku og spænsku og eyðir frítíma sínum í fótbolta, fuglaskoðun og matargerð.
Spurningar og svör frá Sli.Do
How would you adapt this for autistic students, who often tend to be far more guarded than others?
Students with Autism or other neurodivergence may benefit from explicit and concrete expectations for risky play. One way to do this through modeling- physically showing or coaching them through climbing a tree or using a tool. This could include visual instructions using images as well. Another is through the use of social stories, a personalized learning tool to provide guidance around a specific situation. Here are some tips on writing them.
How do you get parents to accept risky play — when children might hurt themselves or come home with a hole in their trousers? Cotton-wool kids!
Parent education is an essential to ensure risky play happens at school. I’ve hosted workshops with parents or sent home information and research so they understand the ‘why’. When presented with the skills they can gain and clarifying misunderstandings about hazards, parents are more likely to buy in. Here are some helpful articles you can share from Rasmussen University and TED talks by Heather Von Bank and Mike Hewson.
On the other hand, adhd children tend to be bigger risk takers, does this still apply to them? Or do we have to be more careful and passive when it come to them?
Children with ADHD often need risky play more than neurotypical children, as their body is craving sensory input, especially vestibular. You likely find that allowing students to engage in risky play will help them to be more successful at school as their physiological and sensory needs are being met. They do need clear boundaries about risk vs. hazard (i.e. using a hammer with nails vs. using a hammer on your body or a window) and might require check-ins throughout the play.
What should a teacher say instead of "be careful"?
*Help foster awareness by saying…
*Help problem solving by saying…
-Notice how...slippery those rocks are, the log is soft, the branch is strong?
-Do you see…the poison ivy, your friends nearby?
-Try moving… your feet slowly, carefully, quickly.
-Try using… your hands, feet, legs, arms.
-Do you feel… stable on that rock, the heat from that fire?
-Are you feeling… scared, excited, tired, safe?
*From Boston University
-What’s your plan...if you climb that boulder, cross that log?
-What can you use...to get across, for your adventure?
-Where will you...put that rock, dig that hole?
-How will you...get down, go up, get across?
-Who will... be with you, go with you, help you if...?
What’s the best way to encourage “overafraid” children to take risks in play?
To start- Play, to be safe, must be free play, not coerced, managed, or pushed by adults. Our children know far better than we do what they are ready for. Generally, if students are overafraid or anxious, the fear is likely more mental than physical. If we push them when they are not ready, the result could be harmful and cause trauma around risk taking.
Two ways to support students who are apprehensive or anxious around risky play (or risk in general) are 1) to work on building a growth mindset. Students who believe in themselves and know that they can do hard things with practice and effort are more likely to enjoy risky play. 2) Try scaffolding risky play- start with climbing a small tree, jumping from a low surface, using a plastic knife, etc. The more confidence they build and success they have in taking risks, the more they’ll feel comfortable engaging in risky play.