7.3 Describe how a playworker can support children to manage risk for themselves

This guide will help you answer 7.3 Describe how a playworker can support children to manage risk for themselves.

Playwork is centred on giving children space and freedom to lead their own play. Part of this is helping them learn how to spot, assess and manage risks. Children grow confidence and develop life skills when they can make decisions about risk safely. The playworker has an active role in guiding without controlling.

What is Risk in Play?

Risk is not the same as danger. Risk is a situation where children can test their ability and judgement. Danger is something that could cause harm without control or choice. In play, risk gives children the chance to learn.

Examples of positive risk include:

• Climbing higher on play equipment
• Balancing on logs
• Trying new physical skills
• Exploring nature
• Using tools in craft activities

Risks like these challenge children’s skills. They allow problem solving, improve motor skills and build resilience. The playworker’s job is to make sure risk stays at a level that the child can handle.

Observing Children’s Abilities

To help a child manage risk, a playworker needs to watch and understand their current abilities. Every child’s skill level, confidence and experience will be different. Observation can be done informally by being present and attentive.

Things to look for:

• Physical strength
• Balance and coordination
• Decision-making speed
• Awareness of surroundings
• Reactions to unexpected changes

By spotting these, the playworker can judge if a child is ready for certain challenges. This avoids pushing them too far too quickly.

Encouraging Risk Awareness

Children may not always see possible hazards until it is too late. A playworker can support them to notice and think about risks without removing the chance to play.

Methods include:

• Asking questions like “What could happen if you…?”
• Pointing out specific features of the environment
• Acting out possible scenarios
• Sharing short examples from past experiences

This is about prompting thought. It avoids giving direct instructions that stop the child from deciding for themselves.

Providing Choices

Risk management is best learned through choice. When two or more options are available, children can weigh them up. The playworker can create environments with different challenge levels.

Example:

• A climbing frame with low, medium and high sections
• Materials with different levels of difficulty, such as foam for safe tool practice versus wood for advanced users
• Space to run freely or space with natural obstacles

Children can then pick a challenge that feels right. Over time they will choose harder options without needing to be pushed.

Modelling Safe Behaviour

Children often copy. If they see a playworker handle risk calmly, they may repeat those behaviours. This does not mean showing them every step, but demonstrating care and thought.

Ways to model:

• Checking equipment before use
• Wearing safety gear where needed
• Moving with balance and awareness
• Using tools carefully
• Respecting limits in the space

The aim is for the child to notice and adopt these habits in their own play.

Managing Risk Without Removing Play Opportunities

Sometimes adults are tempted to remove anything risky. This can limit children’s learning. The better approach is to adjust or support rather than remove. This keeps play alive but adds safety.

Examples:

• Using mats under high climbing points
• Adding adult presence for water play
• Giving training for new tool use
• Setting clear boundaries for areas with sharp objects

Children still face the risk, but with safeguards. This teaches them to adapt.

Building Confidence Through Gradual Challenge

Confidence grows with small steps. A playworker can offer activities that move from easy to hard. Each level achieved tells the child they can handle more.

Steps could be:

• Balancing on a wide beam near the ground
• Moving to a narrower beam
• Raising the beam height slowly

This avoids overwhelming the child. Confidence comes not from removing risk but from facing it in stages.

Encouraging Peer Support

Children often learn well from each other. Encouraging older or more experienced children to help younger ones can create a positive culture.

Benefits:

• Builds trust in peers
• Creates social bonds
• Allows children to practice teaching
• Supports empathy

Peer support works best when guided but not controlled by the playworker.

Letting Children Lead Risk Assessments

Children can run their own short risk checks before starting something new. This could be done through a simple talk or checklist.

For example:

• Looking around for hazards
• Checking equipment strength
• Thinking about their own skill level
• Agreeing on signals if help is needed

The playworker could watch and guide if the child cannot see certain hazards. Over time they will need less help.

Using Play to Teach Risk Skills

Risk management can be taught through themed games. This keeps learning active and fun.

Type of games:

• Obstacle courses with safe hazards to spot and avoid
• Pretend rescue games where children plan how to help someone
• Treasure hunts with clue-based hazard awareness

Such activities train children to look, think and act without feeling restricted.

Communicating Risk Without Fear

It is important to talk about risk without making children afraid. Fear can stop them trying. The playworker should use calm, clear language.

Tips for good communication:

• Speak at the child’s level
• Use positive words
• Avoid overdramatic warnings
• Explain benefits alongside hazards
• Let the child express their own thoughts

Fear limits learning. Knowledge and practice grow confidence.

Balancing Freedom and Safety

The level of freedom depends on the environment and the child’s abilities. A playworker must balance enough freedom for learning with enough guidance for safety. This is not fixed. Freedom levels may change as the child grows.

Key points:

• Watch closely but do not interrupt unless needed
• Remove only dangers that cannot be managed
• Keep safety equipment nearby
• Allow recovery time if a small accident happens

Children learn by dealing with minor bumps and setbacks.

Keeping Approach Consistent

Children benefit from knowing what to expect. The playworker should keep a steady approach to risk. If one day all risky play is stopped, children may lose trust or confidence.

Ways to keep consistent:

• Follow the same rules daily
• Keep routines for equipment checks
• Review hazards at regular times
• Give similar levels of support each session

Consistency builds a safe base from which children can take on new challenges.

Supporting Children After an Incident

Sometimes risk leads to minor accidents. The playworker’s role is to support and guide so the child can process what happened. This can turn the incident into a learning opportunity.

Steps after an incident:

• Give immediate care for any injury
• Ask the child what they think happened
• Discuss ways to prevent it next time
• Encourage them to try again when ready

This approach stops a single accident from ending that play type permanently.

Working With Parents and Carers

Parents may worry about risky play. The playworker can explain the value and safety measures used. This helps keep support for the programme.

Good practice:

• Share examples of safe risk management
• Invite parents to watch sessions
• Show any risk assessment documents
• Encourage open conversation

Parent trust allows children to have a consistent experience at home and in play settings.

Linking Risk Management to Skills Development

Managing risk develops more than safety skills. It supports physical, mental and emotional growth.

Benefits include:

• Stronger physical coordination
• Better problem-solving skills
• Greater self-awareness
• Ability to work in teams
• Increased resilience after setbacks

Risk inside play is a powerful tool for life learning.

Creating a Risk-Aware Environment

The play space should give natural opportunities for children to face risk. This can be built into the design.

Features could include:

• Natural uneven ground
• Areas with climbing and balancing options
• Loose parts for building structures
• Water areas with supervision points
• Spaces for tool-based projects

An environment like this gives children constant, varied challenges.

Training and Reflective Practice for Playworkers

The playworker’s skill in supporting children with risk comes from knowledge and practice. Training should cover hazard spotting, safe supervision, first aid and child development.

Reflective practice means thinking after each session:

• What risks did children face?
• How did they handle them?
• Did any support work particularly well?
• Were any changes needed?

This ongoing thinking keeps skills sharp and responsive.

Final Thoughts

Supporting children to manage risk for themselves is a core part of playwork. It is not about keeping them away from every hazard, but about giving them the skill to face challenges and succeed. Risk in play builds courage, independence and problem-solving ability.

The playworker’s role is a balance between guidance and freedom. By observing, talking, modelling and providing the right environment, a playworker can help children see risk as a positive part of life. Over time they will learn to take control of their own safety decisions. This prepares them for wider life beyond the play setting, where assessing and managing risk is part of daily experiences.