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Profile: Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety.
Written by: Early Educational Advisor - Jo Harris
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
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One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
3034 Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. Play spaces that Encourage Considered Risk-Taking 3034 Play spaces that Encourage Considered Risk-Taking Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. 3034 3 3
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
Curious about Play Play spaces that Encourage Considered Risk-Taking Play spaces that Encourage Considered Risk-Taking
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
y Early Educational Advisor - Jo Harris n
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
Curious about Play Play spaces that Encourage Considered Risk-Taking 3034 2 Play spaces that Encourage Considered Risk-Taking Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. blog 3 Blog Post 2022-08-02 00:00:00 2023-12-20 12:53:57
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
0 3034 Play spaces that Encourage Considered Risk-Taking
One of life's simple pleasures for young children is to explore, and very often, that is by interacting with the environment in ways that do not align with its original purpose. Although we feel the instinctive urge to 'protect or correct' our children, in some cases, it is over-protection that could contribute to creating a sense of anxiety. At best, exploration encourages self-confidence, persistence, resilience and an opportunity to problem-solve.
Managing Expectations that Generate Emotions Linked to Risk
Introducing the concept of risk to children can terrify or delight, depending on how it is delivered. Consider the interest and excitement shown by children towards a simple pair of scissors. Many young children are fascinated by how they work having observed how educators and other adults seem to transform one thing into something else right before their eyes.
It would be as careless to give a child a handsaw without any instruction as it would be to allow them to learn to hold and cut with scissors first, for fear that they could seriously injure themselves or someone else. However, by planning in thought-out stages that consider both physical and cognitive development, it is simpler to get the full benefit of the experience. The delight for children is feeling trusted with an implement to explore. A straightforward but effective idea is to add scissors to play doh to simulate the idea of cutting, without cutting!
Enjoying the Learning Process Together
Children yearn to participate in the activity when watching adults use tools such as work, gardening, or cleaning tools.
Think of a young child observing an adult constructing something with a hammer and nails. To them, it may seem easy, but when it comes to attempting the same task themselves, they understand the difficulty involved.
Educators should recognise that children need several different skills working together to achieve that same outcome. The ability to sustain their concentration, have appropriate hand-to-eye coordination and physical strength to manage to hold and apply the hammer, to name a few.
This can be easier to assess if Educators have an idea of a child's capability with other tools, including pencils, textas and paint brushes when exploring emergent mark-making or dressing skills such as opening and closing zips and buttons on their clothing.
The Value of Less is More Thinking
Planning can and should begin long before the tool bench is set up in a carefully supervised outdoor space.
Selecting activities like a Wonderworld Pounding Ball, or a Tap Tap Set, mirror the skills required to introduce a real tool set like aStubby hammer.These are all essential progressions that lead to children developing the confidence and skills to challenge themselves further.
Introducing simple props like dress-up vests, atool kit or a belt for children showing an interest in tools could be the first step, as the kit pieces are wooden with no sharp edges. More advanced children could feel confident in handling the fully working metal vice included on a workbench during the later months of their Kindergarten year.
Listening and Responding to Children's Curiosities While safety and care of resources should be top of mind, there is a natural urge for children to want to explore things in their own way. It is widely accepted that climbing on a slide is via the stairs, but a child may want to climb it in exciting and challenging ways, namely climbing up the slide itself. When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service.
The more Educators try to change or modify behaviour without discovering the child's intentions, the more frustrating it can become for all involved. Additionally, there can potentially be a missed opportunity that interrupts valuable learning for children.
The Reward in Risk Taking
An ideal outdoor space should consider the different needs of children who will play within it.
The joy of discovery is put at risk if, as adults, we don't allow children the opportunity to indulge in taking risks. Our attitude towards this type of exploration directly affects children's belief in their limitations, not just in childhood but for the rest of their lives.
For more ideas and information please visit bellbird.com.au to view the Educator Resource Page.
Early Educational Advisor - Jo Harris Play spaces that Encourage Considered Risk-Taking 3034 Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. 2718 2718 2718 0 0 Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. 1085 Although we feel the instinctive urge to 'protect or correct' ,it is over-protection that could contribute to creating a sense of anxiety. blog-style-2 /assets/webshop/cms/34/3034.jpg?1659440515(CODE) /assets/webshop/cms/34/3034-1.jpg?1659441256(CODE) /assets/webshop/cms/34/3034-1.jpg?1659441256(CODE) 0 2023-12-20 12:53:57 Play spaces that Encourage Considered Risk-Taking https://www.bellbirdkidz.com.au/blog/curious-about-play/play-spaces-that-encourage-considered-risk-taking/ 1 1f415eef63127822ea7b559c207d6ef1 production 0 1 1 Integration_Deprecated::AccLib OTHER {"cpanelRestrictions":{"addons":{"blacklist":[5,156,157,157,158,161,163,164,165,166,167,168,169,170,171,172,236,240,243,251,253,254,255,256,256,257,257,258,259,260,261,262,283,303]}},"trial":{"configs":{"main:L10N_DATETIME_FORMAT":"dd-mm-yyyy","main:L10N_DATETIME_ENABLED":1},"trialExpiryDays":"14","planSku":"TRIAL","subscriptionChangesRedirectUrl":"https:\/\/www.netohq.com\/au\/contact","subscriptionChangesContactUsUrl":"https:\/\/www.netohq.com\/au\/contact","allowSubscriptionChanges":"merchant","showOnboardingForms":"merchant","licences":{"REQUIRED_FORM_BUSINESS_DETAILS":1,"ALLOW_SAMPLE_DATA":1,"USE_SUBSCRIPTION_SYSTEM":"EXTERNAL","LICENSE_APP_COMBINE_ORDER":1,"LICENSE_APP_PROMOTION":1,"LICENSE_APP_MULTILEVEL_PRICING":1,"LICENSE_APP_USER_GROUPS":1,"INITIAL_APP_ECOMMERCE":1}},"cpanelTemplates":{"netoBillingPortalLink":"Legacy Billing Portal"}} 2024-12-20 23:48:54 /_myacct 1 1 1 0 sales@neto.com.au marketing 15 ebay free asset 0 0 1 0 1 1 1 1 0 0 1 1 1 y 1 0 apptizer Apptizer 8 0 0 0 0 0 0 10 0 0 8 270256 8 8 1 1 1 0 0 https://www.bellbirdkidz.com.au/blog/curious-about-play/play-spaces-that-encourage-considered-risk-taking/ 1 5 C 0 0 1 0 1 0 1 0 1 1 left 1 0 0 required 0 0 0 1 1 1 Subscribe to our newsletter and we'll keep you up to date on our products and services. 1 0 /_mycart 0 0 0 52 006 761 495 46 Commercial Drive, Lynbrook VIC 3975 Dean's Pty Ltd t/as Bellbird Kid-Z Educational Resources 083 781 National Australia Bank 730100775 enquire@bellbird.com.au 03 9799 9533 Bellbird Early Educational Resources 1300 365 268 46 Commercial Drive, Lynbrook VIC 3975 cp 3 0 0 1 managed 1 /_cpanel Account Credit production 3034 1 0 3034 content /blog/curious-about-play/play-spaces-that-encourage-considered-risk-taking/ 0 sandbox 0 0 0 1 1 AU AUD sales 2022-bellbirdkids m category WS default AUSPOST 1 8 7 4 default 0 0 sortorder 1 8 SKU gallery ea 1 Prepaid 0 Staging 0 1 cm m3 km m kg 0 system https://design.neto.com.au/assets/themerepos5-ebay/ 0 3 Integration::Ebay 1 bellbirdkidz.com.au www.bellbirdkidz.com.au 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 1 0 export https://www.facebook.com/bellbirdeducationalresources/ fax_logo.gif Feedback Request 1 1 FREE FREE FREE AIzaSyC3Pep87jmCbuirH_G2_Ftd0f5A08cUYpw 1.1 0 0 0 0 0 3 5.00 home www.bellbirdkidz.com.au 1 0 0 0 0 white 100x100 140x100 300x66 1600 1600 600 100 900x600 80x80 437 372 220 100 180 nntwmtk9
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When inviting children to discuss exploring equipment, giving them time to think of possible consequences can help them feel supported and valued. Further, this can help extend their learning while respectfully acknowledging how behaviours affect others. The ideal time to do this may be before heading out for an excursion or when you're doing an emergency evacuation at your service. 
