Why we Learn Through Adventurous Play

At Nobel Algarve British International School in southern Portugal, like many schools across the globe, we have been working hard on closing learning gaps created through the COVID-19 lockdowns. Our children were fortunate, unlike the estimated 463 million children worldwide who were unable to access remote learning during the school closures in 2020 (UNICEF).

However, we all know that learning gaps are not the only impact on our children and young people. In addition to their formal learning, disruptions to education affect children’s wellbeing, and deprived of regular social interactions, the opportunity to grow the skills typically acquired in the younger years.

At Nobel Algarve British International School, across our two campuses in Lagoa and Almancil, we have been working hard to improve our students´ wellbeing and to develop their social skills through adventurous play.

According to research conducted by Child’s Play: Examining the Association Between Time Spent Playing and Child Mental Health, published in the journal Child Psychiatry & Human Development, children who spend more time engaged in adventurous play involving an element of risk have fewer symptoms of anxiety and depression. They set out to test theories that adventurous play – climbing trees, riding bikes, jumping from high surfaces, or playing out of adult sight – offers learning opportunities that help build resilience in children and protect mental health.

At our school, which caters for children aged 3 to 18, we have a well-developed programme of outdoor learning that does just that. Outdoor learning here is part of our curriculum delivered through our Forest School. This structured programme supports play, exploration and supported risk taking and our qualified teachers use a learner-centred pedagogical approach to develop skills and knowledge by solving real-world issues. We also offer a range of extra-curricular activities including Adventure Club, the Duke of Edinburgh Awards and our Journey of Discovery, a seven-day, 100km hike for Year 10 students, which is designed to challenge students both physically and mentally – it has become a ´rite of passage´ at Nobel Algarve British International School.

In addition, we have created a Play Project, based on Canha and Neves (2007) Theoretical Model of Social Competence, where, for example, our older children teach their younger peers traditional games including pretend play, hula hoops and elastics, as well as Stuck in the Mud; Duck, Duck, Goose; What’s the Time Mr Wolf? and Grandmother’s Footsteps. Additionally, we have invested in an extensive new adventure play area which has a level of challenge that is designed to support the mental health of our children.

The message is clear. Protecting children is our fundamental role, but our role is also to let children fall and pick themselves up again, learning resilience and coping mechanisms along the way.

Parents too can support their child’s mental health with simple activities like riding bikes, swimming or paddling in a lake or the sea, or creating an obstacle course, to family adventures like sleeping out under the stars, going for a walk in the dark, climbing a hill or mountain or encouraging your child to learn a new skill like inline skating (we have an inline rink here at Nobel Algarve British International School!).

So, to improve our children and young people’s wellbeing, let’s facilitate adventurous play. It’s often free, it´s rewarding for children, and available to everyone.

Abi Lewis is Head of School of Nobel Algarve British International School, Lagoa.

Read more about Unique Experiences on offer at Globeducate schools here.

Sources

Save the Children - The hidden impact of Covid-19

Unicef - Covid 19 and Children