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There are benefits and risks when it comes to outdoor learning. However, when we evaluate the likelihood of the risk and weigh the benefits, we will realised that the benefits are more then the risk that we will be taking during outdoor activities.

Hence, before conducting any activities, we need to recce the area, list out the possible risk and come out with possible ways to manage / reduce the risks. By doing so, children will be able to enjoy fun and engaging activities in a safe environment.

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When my centre was awarded the 'Outdoor Learning Fund', my teachers and I decided to add more materials to the bus bay. Previously, the children only cycled around the area using the bicycles and tricycles provided. So we decided to create a DIY ‘Car Wash’ station using PVC pipes where we drilled holes in them. We also purchased more age-appropriate equipment for the children to play with. After setting up the bus bay with the newly purchased equipment and setting up the space like a road, the children were brought to the area to play with the equipment. The teachers encouraged the children to take turns to be the pedestrians, cyclists, car washers, etc. The children were also encouraged to observe the road safety rules while playing at the bus bay. They also can be the car washer to wash the car and bicycle. Through this outdoor activity, the children will be able to connect to the world around them while they incorporate what they have learnt into their pretend play. When they are involved in imaginative play, it also helps to develop their problem-solving skills.

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Through the 2nd session, we learnt about hazard and risk. This topic was brought back to share with a team of teachers. They will be including risk assessment into their planning of outdoor activities.

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The second session has given me a broader idea on the risk and safety of the children when playing outdoors. In the picture, the K2 children played jumping games where they must follow, jump and land on the footsteps. Prior to this activity, I need to ensure that the area is safe for children to play the game and are not exposed to any danger.

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Setting up a herbs and spice garden in small space 

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After the second session, I set down with the team to add "Chili & Red pepper" in  the garden. I had learnt to asses the risk and allowing children to experience the process and not avoiding it. In the article, one area that makes me reflect was if we take away all the risk in play, we’re taking away the opportunity for our children to learn how to do things for themselves.
Therefore we choose to add red chili seed in our planting and at the same time we "investigate' chili with children and not avoiding this spicy vegetable.

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Reflection from Session 2!
After the second session, I had a clearer understanding towards risk assessment and how, as a future leader, I might assist my teachers and children in supporting outdoor learning opportunities.
Our theme at my centre was on pets. We circulated a notice to parents about the impending activity (children get to touch and observe a hamster). The outdoor activity was announced to the parents in advance, and we as the educators made sure the kids' safety and well-being was taken care of. Parents were invited to join in for the activity which made the outdoor lesson more enriching and fun!

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Introducing loose parts during dramatic play outdoors 

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Reflection from session #2:

Children are constructors of their own learning and can be innovative if we provide opportunities for them.

Children played in small groups in the outdoor dramatic area.
They were provided with utensils, bowls, trays and loose parts such as bread clips and bottle caps. They made meaning out of the materials provided and created their own narratives as they played with their peers.

I facilitated their play by asking questions, showing interest and giving specific praises such as "I like how you are using the ladle to transfer the bread clips to the bowl" or "I like how you are taking turns to be at the stove".

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Reflection from session 2:
Through the second session, I had better view of the importance of managing risk in outdoor learning. In order to identify hazards I need to understand the difference between a 'hazard' and 'risk'. I had learnt the key approaches to understanding how to assess the risks and hazards , and articulate the benefits for children. I must remember that accidents can happen no matter how hard we try to control or remove risk. Therefore, the key is to manage safety preference to eliminating risk.

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Reflection from session #2:
It was eye opening discussing the topic on risk assessment by children during the session. I am reminded that children as young as 2 years old are capable of identifying risk and using their own judgement. This is also influenced by the environment, as well as the parent's and educator's own perceptions of how children should play. The ability to recognize risk and make appropriate judgements is vital as they gain greater
independence and become less reliant on adults to make decisions for them.

Innovative practices:
At our center, teachers come together to see how we can integrate outdoor experiences throughout the curriculum. For instance, the K2 teachers have planned a loose parts play activity outdoors as part of the explored topic on "From Trash to Treasure." The children will be using the outdoor space to explore how different loose parts can be attached together or taken a part to create something knew. Taking this lesson outdoors will create larger boundaries of play for the children to explore with these parts freely.

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You may view your past padlet entries on your 1st Learning Community here.

Please use this padlet space to share your innovative practices on OL, any new ideas that you have recently been inspired to try or reflections about OL from your 2nd LC session!