The ‘risk’ of being different Interview by María Cristina Andrade and María José Toledo

The ‘risk’ of being different

“The most risky part is taking away the risks” is part of what the teacher Barbara Vandorpe said in an interview for Ventanales about the conference ‘Apoyo pedagógico a los riesgos en el juego 2 ’, which was organized by the Graduate Department and the Desarrollo Temprano y Educación Infantil 3 master degree of Casa Grande University (UCG). Vandorpe holds a Ph. D. in Physical Education from the Artevelde University of Applied Sciences in Ghent, Belgium; also, a Master of Arts in Journalism from the Erasmus Hogeschool Brussel. She is a teacher from the ‘Desarrollo Temprano y Educación Infantil master degree at UCG and a researcher in Talent Identification Gymnastics at Ghent University.

She talked to us about risky play, a kind of play that involves thrilling experiences and is really fun for children, that doesn’t cause physical harm on them. Children can get hurt, but it’s just a possible risk; they love to do it, because it challenges them. They like to try new things, they’re exploring the world, expanding their boundaries.

María Cristina Andrade: Risky play is part of an activity that is supervised by adults?

It’s both. When children play, they try new things. So, for example, if a one-yearold wants to climb the chair, it’s normal play, he wants to try. It’s risky play, but it’s normal. But sometimes it’s important to do things supervised like when we work with knifes or scissors. We are all part of it: parents, teachers, grandparents, brothers, sisters. But taking care is also letting them take risks and challenging them. Not saying all the time: “You are not able to do it”.

María Jose Toledo: It’s a builder of independence and that’s how life works. Everything is risky, but you have to do it.

Yes. You have to let them take the risks step by step. It’s not that you throw a child to water and swim. No, you teach him how to swim. The most risky part is taking away the risks. So, risky play is good for their self-confidence, independence and to have better coordination skills.

M. C. A.: Are there any consequences of children spending most of their time in protected environments avoiding danger?

There is a big difference between danger and risk. For example, here in the streets, it’s dangerous. So, don’t let them play by themselves on the streets. But a risk has something positive. A child takes a risk because it challenges him, so he wants to try something, and you have to do it in a safe place under supervision.

M. C. A.: You have done research on this topic. Can you tell us where did you do it and in what contexts?

We did some design research with the teachers and professionals of kindergarten and then we ask questions to them. We also just observe what were the children doing, where were they taking risks; also in what moment the professional says: “No, you can’t do that. Stop that”. And then we asked the teacher why they can’t do this? What is the risky? Why is it difficult?

So, we wanted something really practical, and we made a calendar for the teachers that is risky play all year long. So, every week they see a new activity, new documentation, new reflection in a page.

M. J. T.: What does the traditional education say about that practice?

Well, it’s quite new. Because years ago we were told that everything had to be safe: take care of them, cuddle them, they shouldn’t get hurt. Now we need to make the room as safe as necessary, not as safe as possible. That is the big mental change in Belgium. Children play outside, they do things and they believe in children.

If your child is claiming about something, just wait 10 seconds. Look what happens. Is it necessary that you help them or can he solve the problem?

M. J. T.: What are the differences between a kid with some disability or condition and a regular one?

Good question. For me, no difference actually. Even the children who don’t have a disability, have big skills differences with the other kids. Every child is different. It’s also what you can do, everyone at its own pace. For example, some with mental disabilities don’t know if it’s dangerous or it’s a risk. You have to know the child and how can I help him.

M. C. A.: If a teacher has to adapt the activity because this child is different and he or she don’t know how to change it, this teacher can get help in this Facebook group of yours called “RePLAY - risicovol spelen ondersteunen 4 ”?

Yes. We also stimulate them to ask help to other professionals, because sometimes there is no clear answer. In the context you have to see what is possible, what is impossible, but the discussion is the most important part: “How can we deal with this?”. Also in parenting, education and communication is very important.

M. J. T.: What kind of recommendations do you tell the professionals?

Our main recommendation is “trust your child”. Small steps and, if he does something, give him compliments like “wow, you did it great”, so they gain confidence. And look at your child and wait. If you see something do not intervene immediately.

All these depends on how much you know your child, that is the most important thing, because your reaction is different for every child. You have children who are really risks takers and other ones who are very scared. So it’s very different for each child how you can help them to become independent, confident and more risk competent.

1 Graduated in Social Communication with a mention in Journalism from the Catholic University of Santiago de Guayaquil. Director and creator of the inclusive communication project Somos Capaces. Since 2019, she has organized different forums and talks with the support of different government and private institutions about dignified treatment, rights and society challenges of

people with disabilities; and also talks in public and private schools about accepting diversity and people with disabilities rights and bullying. 2 En inglés, “Pedagogical support for risy play” 3 En inglés, Early Child Development and Education 4 En inglés, RePLAY - supporting risk-taking in play

Interview by María Cristina Andrade and María José Toledo 1