Risky play in nature-based speech therapy: how to safely support risk-taking

What is risky play?

Many people have their own opinions on what is considered "risky", but generally speaking, risky play can be defined as any play that is thrilling, exciting, and involves some risk of injury or physical danger. There are six key factors of risky play:

1. Height and elevation

2. Speed and momentum

3. Use of risky/adult tools

4. Interaction with natural elements

5. Rough-and-tumble play (play fighting)

6. Play with a chance of "getting lost" (hiding in bushes or wandering in the woods)

   
   

Why is risky play important?

Kids learn so much from what we call risky play—things like climbing, jumping, balancing, or trying something a little outside their comfort zone. These kinds of activities help kids build confidence, problem-solving skills, and an understanding of their own limits. In a way, every time they try something new and a little risky, they’re running their own little science experiment: “What happens if I try this?”

Through this kind of play, children figure out what feels safe for them and when they might need to stop and think before moving forward. This awareness actually reduces the chance of injury because kids learn to listen to their bodies and recognize when something might be too much.

As they get more experience, they also start to notice when a situation could be unsafe and even come up with their own ideas to make it safer. For example, if your child wants to climb a big rock but there are thorn bushes at the bottom, you can turn it into a problem-solving moment: “Hmm, what could we do about these thorns to keep you safe?” You might already know the answer—like moving around to the other side—but inviting your child to brainstorm solutions gives them practice in thinking through risks. These small problem-solving moments build the foundation for independent decision-making later on.

Addressing adult fears

Adults’ and caregivers’ own fears can often get in the way of children’s ability to engage in risky play; however, the actual likelihood of injury is incredibly low. A recent study showed that children would have to spend 3 HOURS A DAY engaging in risky play for 10 YEARS before they were likely to get an injury that required medical attention (https://outsideplay.ca).

Experts suggest following the “17 second rule”: if you are starting to feel uneasy about how your child is playing, step back and observe what they are doing for 17 seconds before intervening or reminding them to be careful. Often with a little bit of space, children are able to figure out how to safely engage in risky play without adult intervention. It might surprise you to see what they are able to do independently!

Giving kids space to learn and explore

It’s so important for kids to know that we’re there to support them, while also showing that we trust them to explore on their own. Traditional playgrounds are fun, but they don’t always give kids the freedom to use their imagination or really test what their bodies can do. When children play in more natural spaces—like climbing over logs, splashing in mud, balancing on boulders, or building with loose parts such as crates, sticks, or ropes—they get so many more chances to challenge themselves in safe, creative ways. Hills, trees, and water become tools for exploration, helping kids grow stronger, more confident, and more resourceful.

What this can look like in speech therapy

In nature-based speech therapy, risky play can happen in safe, intentional ways that build both communication skills and confidence. It doesn’t mean kids are being put in danger—it means they’re getting the chance to test their limits, problem-solve, and explore. Here are a few examples:

• Climbing & Balancing: A child might climb onto a log or balance on a rock. As they do, the SLP can model language like “higher,” “steady,” “careful step,” or encourage the child to request “help,” “my turn,” or “again!”

• Lifting & Moving: Kids may drag sticks, push big rocks, or carry crates. This kind of heavy work not only builds strength but also invites lots of functional language: “I need help,” “too heavy,” “let’s try together.”

• Exploring Heights: Standing on a stump or climbing a small hill gives kids a new perspective. The SLP can encourage descriptive language (“I see the playground!”), social communication (“Watch me!”), and problem-solving (“How will you get down?”).

• Water & Mud Play: Splashing in puddles, scooping mud, or floating leaves downstream gives endless chances for vocabulary growth, cause-and-effect language, and sensory-rich experiences.

• Obstacle Courses with Natural Materials: Building paths with logs, crates, or ropes allows kids to take small risks in a structured way, while practicing sequencing words (“first, then, last”), following directions, and turn-taking.

  
  

Through all of this, the SLP acts as a guide and supporter, helping the child find words for their ideas, feelings, and problem-solving strategies. Risky play in therapy gives kids not only communication practice but also a sense of pride and independence—skills that carry over into everyday life.

It’s important to know that risky play in nature-based speech therapy is always intentional and supervised. We don’t just let kids jump into unsafe situations—we carefully think through each activity, considering both the risks and the benefits. Therapists use a risk-benefit assessment plan (see downloadable file below!) to prepare for activities ahead of time and to reflect afterward on how things went. This ensures that every experience is purposeful, safe, and directly connected to therapy goals.

Risk Benefit Assessment Form.pdf

Download PDF • 2.40MB

Where you can start

If risky play feels new or a little intimidating, that’s completely normal. The good news is you don’t have to make a huge leap all at once. You can start small and build up as both you and your child get more comfortable. Here are a few easy ways to begin:

• Start with baby steps. Let your child climb a little higher on the playground than you normally would, or allow them to balance on a low wall or log while you stay close by.

• Be a “spotter,” not a “rescuer.” Stand nearby so your child knows you’re there if they need you, but resist the urge to step in right away. This helps build trust on both sides.

• Use questions instead of instructions. Instead of saying, “Be careful!” try asking, “What’s your plan for getting down?” or “Do you feel steady on that branch?” This encourages your child to think through their actions.

• Find natural play spaces. Head to a park, trail, or even your backyard where your child can climb, dig, splash, and explore. Natural settings often spark more imaginative (and safer) risk-taking than traditional playgrounds.

• Notice your own comfort zone. It’s okay if this feels a little nerve-wracking at first. Allow yourself to step back gradually—you’ll probably be surprised at how capable your child really is.

• Celebrate effort, not just success. When your child tries something new—even if they don’t master it—acknowledge their bravery: “I saw you figuring out how to balance on that log. That was a great try!”

Risky play may sound a little scary at first, but it’s one of the most natural and powerful ways for kids to grow. When children climb, jump, balance, or test their limits in safe ways, they’re building confidence, problem-solving skills, and resilience. They’re also learning how to listen to their bodies, recognize when something feels safe or unsafe, and make their own smart choices.

In speech therapy, risky play isn’t about danger—it’s about opportunity. A log to climb, a puddle to splash in, or a stack of crates to move can spark rich communication moments. Kids practice asking for help, explaining their ideas, describing what they see or feel, and celebrating their successes. The challenges of risky play naturally lead to more conversation, more creativity, and more chances for meaningful growth.

Parents can encourage this at home too. You don’t need a fancy setup—just a willingness to step back a little and let your child explore. Try visiting a local park, wooded trail, or even your own backyard. Let your child climb, dig, or balance, while you cheer them on and ask guiding questions. Over time, you’ll see that these small moments of exploration help your child grow stronger, more confident, and more expressive—not just in their play, but in their everyday life!

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Resources

Risky Play

• Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., et al. (2015). What is the Relationship between Risky Outdoor Play and Health in Children? A Systematic Review. International Journal of Environmental Research and Public Health, 12(6), 6423–6454. https://doi.org/10.3390/ijerph120606423 

• Sandseter, E. B. H. (2007). Categorising risky play—how can we identify risk‐taking in children's play? European Early Childhood Education Research Journal, 15(2), 237–252. https://doi.org/10.1080/13502930701321733 

• Sando, O. J., Kleppe, R., & Sandseter, E. B. H. (2021). Risky Play and Children's Well-Being, Involvement and Physical Activity. Child Indicators Research, 14(7), 1435–1451. https://doi.org/10.1007/s12187-021-09804-5 

• Beaulieu, E., & Beno, S. (2024). Healthy childhood development through outdoor risky play: Navigating the balance with injury prevention. Paediatrics & Child Health, 29(2), 255–261. https://doi.org/10.1093/pch/pxae016 

Books & Therapist Resources

• Kvalnes, Ø., & Sandseter, E. B. H. (2023). Risky play: An ethical challenge. Springer Nature. https://doi.org/10.1007/978-3-031-25552-6

• Sills, Z., & Watkins, S. (2023). The power of risky play in the early years. SAGE Publications.

• Keeler, R. (2020). Adventures in risky play: What is your yes? Exchange Press.

Rough and Tumble Play

• Smith, P. K., & StGeorge, J. M. (2023). Play fighting (rough-and-tumble play) in children: developmental and evolutionary perspectives. International Journal of Play, 12(1), 113–126. https://doi.org/10.1080/21594937.2022.2152185 

• Storli, R. (2021). Children’s Rough-and-Tumble Play in a Supportive Early Childhood Education and Care Environment. International Journal of Environmental Research and Public Health, 18(19), 10469. https://doi.org/10.3390/ijerph181910469 

• Veiga, G., Rieffe, C., & Major, S. (2022). Rough-and-tumble play and aggression in preschool children: An observational and multi-informant study. Early Child Development and Care, 192(13), 2093–2107. https://doi.org/10.1080/03004430.2020.1865409 

Weapon, Power, and Superhero Play

• Heikkilä, M. (2022). Boys, war toys, war play and learning: A critical perspective. Contemporary Issues in Early Childhood, 23(4), 421–432. https://doi.org/10.1177/14639491211061047 

Destructive Play (linked to Schema Play)

• Pellegrini, A. D. (2009). The Role of Play in Human Development. Oxford University Press.

• Athey, C. (2007). Extending Thought in Young Children: A Parent–Teacher Partnership. Paul Chapman Publishing.