Planning for risky play for meeting outcomes in the Early Years Learning Framework
When planning risky play for children, it is essential that educators include a range of natural elements in the outdoor environment, such as plants, sand, mud and water. Through daily interactions with these elements, children’s understandings of the world, where they live, can be broadened. Therefore, they connect with their land and then develop the sense of belonging to the country. Besides, children can generate environmental awareness and the respect of the natural environment through daily interactions with the elements. As a result, children will gradually be aware of interdependence between the environment and human being, and develop the social responsibility of …show more content…
It is “a function of personal expectations and goals and self-evaluation process” (McInerney, 2014, p. 189). Observers are more likely to be motivated by success rather than failures (Bandura, 2002, p. 482), because success can enhance the self-efficacy which maintains motivation. The positive feedback or reward given by educators, as reinforcement, leads to increase in desirable student behaviours (Harbour et al., 2014). Moreover, the results of the modelled behaviour also influence observers’ motivations. Observers’ incentives of positive expectations are fostered by observed success and are suppressed by observed hardship (Bandura, 2002, p. 482). Teachers’ joyfulness and happiness which emerge from role modelling during risky play would become a vicarious reinforcement for children, which motivates children to engage in risk-taking activities. However, it would be more effective if observers are informed about the advantages of modelled behaviours than rewarding them after they imitate the model (McInerney, 2014, p. 189). Informing the benefits in advance will stimulate children’s curiosity and allow them to be more committed to
When planning risky play for children, it is essential that educators include a range of natural elements in the outdoor environment, such as plants, sand, mud and water. Through daily interactions with these elements, children’s understandings of the world, where they live, can be broadened. Therefore, they connect with their land and then develop the sense of belonging to the country. Besides, children can generate environmental awareness and the respect of the natural environment through daily interactions with the elements. As a result, children will gradually be aware of interdependence between the environment and human being, and develop the social responsibility of …show more content…
It is “a function of personal expectations and goals and self-evaluation process” (McInerney, 2014, p. 189). Observers are more likely to be motivated by success rather than failures (Bandura, 2002, p. 482), because success can enhance the self-efficacy which maintains motivation. The positive feedback or reward given by educators, as reinforcement, leads to increase in desirable student behaviours (Harbour et al., 2014). Moreover, the results of the modelled behaviour also influence observers’ motivations. Observers’ incentives of positive expectations are fostered by observed success and are suppressed by observed hardship (Bandura, 2002, p. 482). Teachers’ joyfulness and happiness which emerge from role modelling during risky play would become a vicarious reinforcement for children, which motivates children to engage in risk-taking activities. However, it would be more effective if observers are informed about the advantages of modelled behaviours than rewarding them after they imitate the model (McInerney, 2014, p. 189). Informing the benefits in advance will stimulate children’s curiosity and allow them to be more committed to