Abstract:

Outdoor learning through unstructured, adventurous play provides a unique opportunity for experiential, active learning. Risk-taking in play is fundamental to children's exploration and understanding of the world. Risky play is exciting play that involves uncertainty and includes six categories: playing at speed, playing at heights, playing with dangerous tools, playing near dangerous elements, rough and tumble play, and playing at risk of getting lost. Outdoor learning and the inclusion of risky play into outdoor learning provide opportunities for different learning approaches that meet the diverse needs of students. Students develop skills, gain experience, and acquire knowledge during this type of lessons. The role of the teacher is important, therefore professional development and the development of competences are key to successful teaching.
The above topics are addressed in the Erasmus +KA220- SCH project entitled Teaching, Learning & Adventurous Play Outdoors in Primary Schools with the acronym APOLE Adventurous Play & Outdoor LEarning. The project involves 9 institutions from Belgium, Ireland, Czech Republic and Slovenia. Among them there are 4 faculties and 5 primary schools. One of the main goals of the project is to promote and integrate the practice of outdoor learning through risky or adventurous play activities in primary school. The Apole project aims to promote the exchange of experiences, preparation of teaching materials, sharing of materials among teachers, and training of teachers for implementation of outdoor education.
In Slovenia, selected teachers at the included primary school started to introduce outdoor lessons with elements of risky play for students aged 6-11 years in the school year 2022/2023. In this paper, we present the introduction of risky play into lessons outside the classroom from the perspective of a teacher who implemented this type of work for the first time in the school year 2022/2023. It is presented what elements of risky play were included in the individual learning units, what challenges the teacher had to face in preparation and implementation, and what the students' reactions were in terms of situational interest, progress in knowledge and skills, and attitudes towards teaching and learning.

Keywords:

Risky play, risk elements, education, outdoor learning.