Megan Zeni is a researcher and consultant who works with school districts and teacher education faculties to build capacity for outdoor play and learning in the elementary school years.Mariana Brussoni is a professor and developmental psychologist, head of the Outside Play Lab, and director of the Human Early Learning Partnership at the University of British Columbia.

• ContentsPreface  ixComments From Megan Zeni  ixComments From Mariana Brussoni  xiHow This Book Is Organized  xiiiPart I: What Is Risky Play?1.  Why Is Outdoor Play Important for Children?  3What Happened to Play?  4What About Recess? From Theory to Practice  6What Is Outdoor Play and Learning (OPAL)?  7Systems Change Recommendation  7Chapter Summary  82.  Why Is Risky Play Important for Children?  9Risks Are Different From Hazards: From Theory to Practice  12Guidelines for All Staff  13Chapter Summary  163.  Why Are Outdoor Learning and Risky Play in Schools Important for Children?  17Engagement With Learning  18Five Pathways to Mental Health and Well-Being  19Executive Function  21Academic Achievement  22Why Outdoor Risky Play at Home Is Not Enough  23Risky Play in Schools: From Theory to Practice  24Introducing Core Instructional Routines  25Chapter Summary  294.  Should Schools Worry About Injuries During Risky Play?  30It’s Safer Than You Think: From Research to Practice  31Create Yes Spaces for Children’s Risky Play  33Chapter Summary  36Part II: Planning for and Implementing Outdoor Risky Play5.  Risky Play and Academic Learning  39Pedagogical Choices That Support Risky Play  40Emergent Learning  46Pedagogies of Place  47Chapter Summary  486.  Access to Risky Play in Schools  49Planning for OPAL  49Benefit–Risk Assessments  53When Risks Become Hazards  54Chapter Summary  557.  Planning for Risky Play  56Planning With Core Instructional Routines  56Gathering Spaces: The Campfire  57Spaces for Social Learning: The Watering Hole  62Spaces for Quiet Reflection and Alone Time: The Cave  66Growing Spaces: Life Spaces  71Chapter Summary  768.  School Gardens  77Risky Play in School Gardens  78Mud Kitchens  82Chapter Summary  869.  Risky Play and Loose Parts  87Improving Affordances  88Introducing Yes Spaces and Navigating Consent  93Navigating Shared Resources  94The Importance of Time  96Chapter Summary  97Part III: Risky Play Issues, Challenges, and Recommendations10.  Perceived and Real Barriers for Risky Play in Schools  101Safety Is a Feeling  101What the Research Says About OPAL Barriers  103Perceived Barriers to Risky Play in Schools  105Real Concerns to Navigate  110Chapter Summary  11211.  The Importance of Mentorship  114Guidelines to Get You Started  115Chapter Summary  11612.  Risky Play FAQs  117How Do I Make Time for OPAL? My Day Is Already So Full  117How Do I Keep the Children on Task? They Think Being Outdoors Is Extra Recess!  118How Can I Justify to Colleagues That Learning Is Happening When It Looks Like We Play All Day?  119My Class Is Really Challenging This Year. How Can I Take Them Outdoors?  119Final Thoughts  120References  123Index  137About the Authors  143

Megan Zeni is a researcher and consultant who works with school districts and teacher education faculties to build capacity for outdoor play and learning in the elementary school years.Mariana Brussoni is a professor and developmental psychologist, head of the Outside Play Lab, and director of the Human Early Learning Partnership at the University of British Columbia.

• ContentsPreface  ixComments From Megan Zeni  ixComments From Mariana Brussoni  xiHow This Book Is Organized  xiiiPart I: What Is Risky Play?1.  Why Is Outdoor Play Important for Children?  3What Happened to Play?  4What About Recess? From Theory to Practice  6What Is Outdoor Play and Learning (OPAL)?  7Systems Change Recommendation  7Chapter Summary  82.  Why Is Risky Play Important for Children?  9Risks Are Different From Hazards: From Theory to Practice  12Guidelines for All Staff  13Chapter Summary  163.  Why Are Outdoor Learning and Risky Play in Schools Important for Children?  17Engagement With Learning  18Five Pathways to Mental Health and Well-Being  19Executive Function  21Academic Achievement  22Why Outdoor Risky Play at Home Is Not Enough  23Risky Play in Schools: From Theory to Practice  24Introducing Core Instructional Routines  25Chapter Summary  294.  Should Schools Worry About Injuries During Risky Play?  30It’s Safer Than You Think: From Research to Practice  31Create Yes Spaces for Children’s Risky Play  33Chapter Summary  36Part II: Planning for and Implementing Outdoor Risky Play5.  Risky Play and Academic Learning  39Pedagogical Choices That Support Risky Play  40Emergent Learning  46Pedagogies of Place  47Chapter Summary  486.  Access to Risky Play in Schools  49Planning for OPAL  49Benefit–Risk Assessments  53When Risks Become Hazards  54Chapter Summary  557.  Planning for Risky Play  56Planning With Core Instructional Routines  56Gathering Spaces: The Campfire  57Spaces for Social Learning: The Watering Hole  62Spaces for Quiet Reflection and Alone Time: The Cave  66Growing Spaces: Life Spaces  71Chapter Summary  768.  School Gardens  77Risky Play in School Gardens  78Mud Kitchens  82Chapter Summary  869.  Risky Play and Loose Parts  87Improving Affordances  88Introducing Yes Spaces and Navigating Consent  93Navigating Shared Resources  94The Importance of Time  96Chapter Summary  97Part III: Risky Play Issues, Challenges, and Recommendations10.  Perceived and Real Barriers for Risky Play in Schools  101Safety Is a Feeling  101What the Research Says About OPAL Barriers  103Perceived Barriers to Risky Play in Schools  105Real Concerns to Navigate  110Chapter Summary  11211.  The Importance of Mentorship  114Guidelines to Get You Started  115Chapter Summary  11612.  Risky Play FAQs  117How Do I Make Time for OPAL? My Day Is Already So Full  117How Do I Keep the Children on Task? They Think Being Outdoors Is Extra Recess!  118How Can I Justify to Colleagues That Learning Is Happening When It Looks Like We Play All Day?  119My Class Is Really Challenging This Year. How Can I Take Them Outdoors?  119Final Thoughts  120References  123Index  137About the Authors  143

Megan Zeni is a researcher and consultant who works with school districts and teacher education faculties to build capacity for outdoor play and learning in the elementary school years.Mariana Brussoni is a professor and developmental psychologist, head of the Outside Play Lab, and director of the Human Early Learning Partnership at the University of British Columbia.

• ContentsPreface  ixComments From Megan Zeni  ixComments From Mariana Brussoni  xiHow This Book Is Organized  xiiiPart I: What Is Risky Play?1.  Why Is Outdoor Play Important for Children?  3What Happened to Play?  4What About Recess? From Theory to Practice  6What Is Outdoor Play and Learning (OPAL)?  7Systems Change Recommendation  7Chapter Summary  82.  Why Is Risky Play Important for Children?  9Risks Are Different From Hazards: From Theory to Practice  12Guidelines for All Staff  13Chapter Summary  163.  Why Are Outdoor Learning and Risky Play in Schools Important for Children?  17Engagement With Learning  18Five Pathways to Mental Health and Well-Being  19Executive Function  21Academic Achievement  22Why Outdoor Risky Play at Home Is Not Enough  23Risky Play in Schools: From Theory to Practice  24Introducing Core Instructional Routines  25Chapter Summary  294.  Should Schools Worry About Injuries During Risky Play?  30It’s Safer Than You Think: From Research to Practice  31Create Yes Spaces for Children’s Risky Play  33Chapter Summary  36Part II: Planning for and Implementing Outdoor Risky Play5.  Risky Play and Academic Learning  39Pedagogical Choices That Support Risky Play  40Emergent Learning  46Pedagogies of Place  47Chapter Summary  486.  Access to Risky Play in Schools  49Planning for OPAL  49Benefit–Risk Assessments  53When Risks Become Hazards  54Chapter Summary  557.  Planning for Risky Play  56Planning With Core Instructional Routines  56Gathering Spaces: The Campfire  57Spaces for Social Learning: The Watering Hole  62Spaces for Quiet Reflection and Alone Time: The Cave  66Growing Spaces: Life Spaces  71Chapter Summary  768.  School Gardens  77Risky Play in School Gardens  78Mud Kitchens  82Chapter Summary  869.  Risky Play and Loose Parts  87Improving Affordances  88Introducing Yes Spaces and Navigating Consent  93Navigating Shared Resources  94The Importance of Time  96Chapter Summary  97Part III: Risky Play Issues, Challenges, and Recommendations10.  Perceived and Real Barriers for Risky Play in Schools  101Safety Is a Feeling  101What the Research Says About OPAL Barriers  103Perceived Barriers to Risky Play in Schools  105Real Concerns to Navigate  110Chapter Summary  11211.  The Importance of Mentorship  114Guidelines to Get You Started  115Chapter Summary  11612.  Risky Play FAQs  117How Do I Make Time for OPAL? My Day Is Already So Full  117How Do I Keep the Children on Task? They Think Being Outdoors Is Extra Recess!  118How Can I Justify to Colleagues That Learning Is Happening When It Looks Like We Play All Day?  119My Class Is Really Challenging This Year. How Can I Take Them Outdoors?  119Final Thoughts  120References  123Index  137About the Authors  143