The Intersection of Play and Safety: Lessons from Anji County

by Benjamin Derrick

For children, the thrill of adventure hinges on one key ingredient: risk. It’s this instinct that drives them to explore and embrace excitement through play. Yet as parents and educators, we often grapple with the question: how do we keep our children safe while also allowing them the freedom to explore and learn through play? This dilemma is not new. In fact, it has been a longstanding concern that has persisted across generations. Today I will share insights from Anji County, China, which offer a refreshing perspective on this critical intersection.

As school leaders, we must acknowledge that the skills required for managing outdoor play differ significantly from those needed in the classroom. To ensure student safety and enrich educational experiences, comprehensive training in risk management is essential for all staff. Only then can we transform perceived risks into opportunities for meaningful learning outside the classroom.

David Gregory’s blog highlights this crucial point, emphasizing the importance of creating environments where children can thrive through risk-taking.

At LYIS, the middle value is opportunity, and that’s what we must give to children. When was the last time you saw a child wearing a cast? This question serves as a reminder that while we prioritize safety, we must also allow space for exploration and growth.

The Importance of Play

The notion that children learn best through play is widely acknowledged, yet the practical application of this concept often deviates from the ideal. Reflecting on my childhood in England, I fondly recall engaging in unstructured play from a young age, often involving tools like hammers and nails. These experiences frequently resulted in stained clothes, cuts, and bruises— everyday marks of my childhood adventures. One strong memory stands out: the day I accidentally struck my finger with a hammer and paid a visit to the school nurse. Her sensible guidance, ‘be more careful with your fingers,’ though simplistic, imparted a valuable lesson. It instilled in me an awareness of both risk and resilience. After all, I enjoyed using the hammer and nails (and I definitely did not enjoy hurting my fingers). Therefore, I learned to handle them with more caution, ensuring that my playtime remained both fun and safe. What is also important is that the nurse’s response was not to remove the hammer and nails, but was later to offer further guidance on safer practices, helping me feel independent and confident in handling risks.

In today’s world, the 21st-century child is often shielded from risks, existing in a somewhat ‘risk-free’ environment that prioritizes safety above all else. While the intention behind inherently good, excessive protection can inadvertently hinder children from acquiring crucial life skills. It has become a common observation that modern children face fewer dangers compared to earlier generations. The prevailing parenting approach that emphasizes safety might unintentionally confine our children—shielding them from risks while also restricting their opportunities for personal development. A caged bird, after all, will never get eaten by a cat, nor will it fly.

Understanding Risk and Development

We often hear that taking risks is key to success, especially for entrepreneurs who dare to step into the unknown. But how do you actually learn to take risks responsibly? It all begins in childhood. Letting kids engage in Risky Play is a vital part of their growth. It teaches them to size up situations, understand their own limits, and tackle problems head-on. When it comes to playtime, embracing an appropriate level of risk is where the magic happens for young children.

In the realm of child development, Vygotsky’s ‘zone of proximal development’ and Taleb’s ‘anti-fragility’ serve as guiding lights. The former makes the strong claim that children flourish when gently encouraged to surpass their (current) abilities with suitable guidance. This principle highlights the importance of allowing children to explore their boundaries, fostering problem-solving skills and resilience—which are all crucial aspects often overlooked in today’s excessively cautious environments.

Similarly, the idea of ‘anti-fragility’ challenges conventional notions of resilience by proposing that systems, including child development, not only withstand risk but thrive in its presence. By viewing children through the lens of anti-fragility, it becomes evident that they possess a remarkable capacity to not just endure challenges, but to grow stronger and more adaptable through such experiences. Such concepts stress the importance of embracing risk and uncertainty in a child’s learning journey, highlighting the value of real-world experiences in fostering growth and development.

Lessons from Anji County

Paradoxically, safeguarding children necessitates encouraging them to take risks. Anji County offers a fascinating example that shows how play and safety can coexist. Within this setting, schools adopt a distinctive approach that encourages children to partake in physical endeavours such as climbing and jumping, all while being closely monitored by their teachers. However, rather than micromanaging or intervening excessively, these teachers assume the role of observers and recorders. Interactions and conflicts among the children are allowed to naturally unfold, and post-activity reflections through pictures and video recordings allow discussions on how students can better handle such situations in the future. In the past year, I have been fortunate to visit numerous public kindergartens in Shanghai that have embraced similar models of AnjiPlay, further underscoring the profound impact of this approach on early childhood education.

Anecdotally, it has been observed that the AnjiPlay style setting results in fewer accidents and fosters a safer overall environment. And the reason for this is simple: By allowing children to engage in self-directed play, they not only learn to manage risks but also develop deeper expressions of their emotions and abilities.

For instance, one kindergarten in Shanghai I visited encourages children to create their own “self-soothing stations.” If a child falls during play—an inevitable part of physical activity—they are expected to handle their own minor injuries, such as getting an ice pack. This practice teaches responsibility and self-care, reinforcing the idea that while accidents happen, they can be managed.

The Resulting Benefits

The impact of this method is significant. Children exposed to this style of teaching grow not only physically but emotionally and socially as well. They learn how to move around, figure out risks, and handle microconflicts with their friends.

The image above displays kindergarten students building a tower independently, without a teacher’s help. While I might not actively promote the construction of such a tall tower, nor consider it essential, it does reveal the children’s eagerness to challenge their own developmental boundaries when given the opportunity.

Moreover, the focus on (risky) play as a vehicle for learning encourages creativity. When children are free to explore without excessive restrictions, their imaginations can flourish. They become innovative thinkers, equipped to tackle challenges and adapt to new situations—skills that are invaluable in an ever-changing world.

Reimagining Safety in Childhood

The lessons from Anji County challenge us to rethink our approaches to safety in childhood. Instead of creating environments that are overly protective, we should strive to find a balance that allows children to experience the world around them. This doesn’t mean abandoning safety measures altogether. Instead, it calls for a nuanced understanding of risk—one that acknowledges the importance of play in fostering resilience and growth.

By being more open to safety in a flexible way, we can help kids take smart risks, understand from their errors, and grow. It’s not just about keeping them physically safe; it’s about raising emotionally aware, competent individuals who can handle life’s challenges.

Final thoughts

As we look at how play and safety intersect, Anji County’s method offers an insightful roadmap for kids’ growth and learning. Encouraging children to explore, take risks, and learn from their experiences equips them with essential skills for navigating life’s uncertainties. Remember, risks are part of growing up, and our role is to help children understand and respond to them effectively. By embracing these insights, we can empower our children to face the world with confidence and resilience.

For further insights on managing risks in educational settings, check out: David Gregory’s blog: WHAT ARE YOU RISKING WHEN IT COMES TO ACTIVITIES OUTSIDE THE CLASSROOM?

Benjamin Derrick is the Principal, Kids ‘R’ Kids, Shanghai

LYIS is committed to providing expert guidance on all aspects of international school leadership. If you would like help and support with adapting your leadership to the school context or any other leadership issue, please speak to André Double, WeChat: AndreDouble

References:

●Huang, Y. (2019). The Impact of Risky Play on Children’s Development: Lessons from Anji County, China. Journal of Early Childhood Education, 12(3), 45-58.

●  Smith, J. R. (2020). Reimagining Safety in Childhood: Balancing Risk and Protection. Child Development Perspectives, 15(2), 87-102.

●  Chen, L., & Wang, H. (2018). Embracing Risk and Uncertainty in Child Learning: Insights from Anji County’s Approach. Early Childhood Research Quarterly, 25(4), 301-315.

●Liu, M., & Zhang, S. (2017). AnjiPlay: A Model for Play-Based Learning and Safety in Early Childhood Education. Journal of Educational Psychology, 38(1), 112-125.

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