INSPIRATION CORNER
Brave hearts
The Alliance’s Ruth Richardson gives advice on how to embrace emotional risk in the early years
Ruth is an early years development officer, specialising in EYFS/Ofsted, outdoor learning and loose parts play
When early years educators hear the term ‘risky play’, they naturally think of children testing their physical limits by climbing trees or running at speed. But while these childhood experiences are a valuable learning opportunity, they represent only one dimension of risk.
A more holistic understanding recognises that some of the most important risks children take are emotional, social and psychological. Experiences such as losing, failure and rejection are central to development and should be actively supported.
Risk involves uncertainty, and for young children this might mean trying a new experience without knowing if they will succeed, whether they will be accepted by peers, or how it .
will feel. These moments can feel significant and uncomfortable, but it’s within this discomfort where meaningful learning occurs. When educators focus only on physical risk, they may unintentionally limit opportunities for children to develop resilience, confidence and independence
There is no such thing as failure
A child struggling to build a tower or complete a puzzle is engaged in risky play where the outcome is uncertain and there is a real possibility of frustration. Because of this discomfort, failure is often something adults try to prevent, yet it is a powerful tool for learning.
When children attempt tasks they cannot complete, they begin to understand perseverance and develop problem-solving techniques. By allowing children to experience a challenge without stepping in too quickly, educators can support the development of determination and a sense of achievement, showing them that mistakes are inevitable and effort matters.
Educators can help children to understand that succeeding comes with practice by responding positively to the persistence they have displayed. For example, you might explain what they did well by saying: “You made a mistake, thought about what to do differently and then tried again.”
You win some, you lose some
Whether during games or everyday situations, losing is an important emotional experience. Not getting what they want can trigger strong feelings in children and these moments provide rich opportunities for developing emotional regulation.
Rather than removing competitive elements in games, educators can use them to help children cope with disappointment, build an understanding of fairness and develop empathy with others.
Modelling supportive language can help children process their feelings by reinforcing that losing is a normal part of life. For example, you might say “I can see you are feeling upset and that’s OK. I’m here.”
Bouncing back
Social risk, including the possibility of rejection, is another significant aspect of early learning. Asking to join a game, sharing ideas or negotiating roles in play requires courage and there’s always a chance that peers will say no. While this can be difficult for a young child, it is essential for building social competence.
Through these experiences, children learn communication skills, resilience and how to navigate relationships. Educators can support children without removing the challenge altogether by offering gently coaching, suggesting language they can use with their peers and validating their emotions.
A calculated risk
Risk plays a part in every step of childhood, right from the earliest stages of their development. For babies, rolling, crawling, learning to walk and gaining independence all involve uncertainty, and these early risks are closely linked to trust and exploration.
When babies feel secure in their relationships, they are more likely to take developmental steps. Managing risk for babies is about building their confidence, independence and a sense of agency. And by continuing this responsive, consistent care in an early years setting, educators provide a safe base from which young children can explore their world.
The role of an early years educator is not to eliminate risk, but to manage it thoughtfully. Hazards, such as unsafe environments or harmful interactions, must always be removed, but developmental risks that challenge children emotionally, socially or cognitively should be encouraged. The aim is to create environments where children feel safe enough to take these risks, knowing they will be supported.
By encouraging children to handle defeat and embrace failure, and by acknowledging the courage it takes to face rejection, educators can help build resilient, capable learners.
Under 5 magazine
The magazine of the Early Years Alliance