![Risks and Benefits of Building Fires in the Early Years.
Introduction
The Dangers Theories behind the Learning
References
Benefits
Risk Assessment
Conclusion
Respecting the Dangers
Building fires offers a chance for children to develop life skills, build trust and provide a time to reflect, which is why building fires is a strong part of the forest school ethos (Ridgers, 2012). However, there are
a few practitioners who would not be willing to build fires with children in their care, due to the serious risk fire poses (Block et al. 1976). Up until the early 20th century, fires used to be part of everyday life,
now children will very rarely come into any contact with fire except for special occasions such as birthdays, bonfire night and possibly camping (Knight, 2013).
Having a time set aside to build fires with children and teach them how to control and respect the element
and the environment as well as providing valuable learning opportunities (Knight, 2011). This experience,
can teach responsibility, safety, understanding why fires are built and used and deepen trust between adult
and child (Block et al., 1976 and Knight, 2011). Sitting around a campfire allows time for storytelling,
singing and time to be calm and reflect (Wilson, 2008). These experiences will expand a child’s
imagination and could be used within the setting during role-play for example (Seward and Boertien,
2004).
During this activity Competence-Effectance may be demonstrated as the children may be learning
something new by experiencing unfamiliar techniques. Furthermore, a high level of Expectancy will be
present as practitioners are showing a level of trust in the children and they will be learning what is
expected of them. Therefore, making the experience a positive one and instilling a positive ‘can-do’
attitude (Ewer, 1989).
As children take part in building and using fires, they will be learning from the adults how to do this safely
and effectively scaffolding their knowledge around the subject (Doherty and Hughes, 2014). Adults taking
cues from children and engaging at their level of learning will be demonstrating sustained shared thinking.
The EPPE report concluded positive results from this approach in children’s learning (Dowling, 2014).
When using fire in children’s learning experiences does pose many risks,
such as burning, from both flames and hot ash. Scolding from boiling water
on the fire. Eye injuries from flying sparks, possible asthma from smoke
inhalation. Fire becoming out of control and setting the surrounding
environment on fire and possibly death as a result (Choo et al., 2002 and
NFPA, 2017).
Fire is a fascinating element and children should be taught to respect it
(Knight, 2011). Block et al. (1976)and Brown (2014) argue, children should
be taught to respect fire from an early age. By doing this, children will grow
up knowing how to build a fire, understand the dangers associated with it,
respect it and use in constructively rather than destructively. Knight (2011)
advises before children take part in the building of fires they need to
demonstrate a certain competence to understand and appreciate the
dangers of fire.
When implementing fire into a settings pedagogy, a careful risk assessment must be
carried out to ensure the risks mentioned above become minimal and procedures are in
place should the worse happen (Knight, 2013). Being open and honest with all involved
can help ease the concerns practitioners, children and parents may have (Fairclough,
2016). By planning, practicing and being pre-pared will help the practitioner implementing
the activity to have confidence, be ready and to have answers at the ready (Brown,
2014).
Department for Education (DfE) Early Years Statutory Framework (EYFS) (2017) and the
United Nations Convention on the Rights of the Child (UNCRC) (1989) both highlight
how children need to be protected from harm and injury, meaning risky play should be
allowed however, suitable precautions must be taken to minimalise any harm that may
occur.
Fire can be a very risky experience for children, however if
implemented with caution and confidence the experience
can be a positive one. Using fire in children’s learning in the
right context has a lot of benefits that should be explored in
a safe controlled environment, such as forest school.
Block, J., Block, J. and Folkman, W. (1976) Fire and Children Learning Survival Skills. USDA Forest Service Research Paper. U.S. Department of
Health Education Welfare National institute of Education
Doherty. J. and Hughes, M. (2014) Child Development Theory and Practice 0-11. Harlow: Pearson
Brown, F. (2014) Playwork in Brock, A., Jarvis, P. and Olusoga, Y. (Ed) Perspectives on Play Learning for Life. 2nd Edition. London: Routledge. Pp
232 - 247
Choo, K., Fraser, J. and Kimble, R. (2002) Campfire burns in children: an Australian experience. Burns. Vol. 28. Pp 374 - 378
DfE (2017) Statutory framework for the early years foundation stage [online]
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf (accessed
28/10/17)
Dowling, M. (2014) Young Children’s Personal, Social and Emotional Development. 4th Edition. London: Sage
Ewer, A. (1989) Outdoor Adventure Pursuits: Foundations, Models and Theories. Ohio: Publishing Horizons
Fairclough, M. (2016) Playing with Fire Embracing Risk and Danger in Schools. Suffolk: John Catt Publications
Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play Learning from Forest Schools. London: Sage
Knight, S. (2013) Forest School and the Outdoor Learning in the Early Years. 2nd Edition. London: Sage
National Fire Protection Association (2017) National Fire Protection Association The leading information and knowledge recourse on fire, electrical
and related hazards [online] http://www.nfpa.org/ (Accessed 29/10/2017)
Ridgers, N., Knowles, Z. and Sayers, J. (2012) Encouraging play in the natural environment: a child-focused case study of Forest School.
Children’s geographies. Vol. 10. No. 1. Pp 49 – 65
Seward, D. and Boertien, V. (2004) Why time? Why place? Why play? In Cooper H. (Ed) Exploring Time and Place Through Play. London: David
Fulton Publishers
Unicef (1989) How we protect children’s rights with the UN convention on the rights of the child. [online] https://www.unicef.org.uk/what-we-do/un-
convention-child-rights/?gclid=COCYhNWcktMCFUgq0.wod0QEC2g&sissr=1 (accessed 28/10/17)
Wilson, G (2008) Implementing an Aboriginal Perspective into any everyday early childhood environment. Child Care and Children’s Health. Vol. 11
Issue no. 1. Pp 1 - 6](https://image.slidesharecdn.com/firepresentationinadventurousplay-171029173829/85/Risks-and-Benefits-of-Building-Fires-in-the-Early-Years-1-320.jpg)
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Risks and Benefits of Building Fires in the Early Years
- 1. Risks and Benefits of Building Fires in the Early Years. Introduction The Dangers Theories behind the Learning References Benefits Risk Assessment Conclusion Respecting the Dangers Building fires offers a chance for children to develop life skills, build trust and provide a time to reflect, which is why building fires is a strong part of the forest school ethos (Ridgers, 2012). However, there are a few practitioners who would not be willing to build fires with children in their care, due to the serious risk fire poses (Block et al. 1976). Up until the early 20th century, fires used to be part of everyday life, now children will very rarely come into any contact with fire except for special occasions such as birthdays, bonfire night and possibly camping (Knight, 2013). Having a time set aside to build fires with children and teach them how to control and respect the element and the environment as well as providing valuable learning opportunities (Knight, 2011). This experience, can teach responsibility, safety, understanding why fires are built and used and deepen trust between adult and child (Block et al., 1976 and Knight, 2011). Sitting around a campfire allows time for storytelling, singing and time to be calm and reflect (Wilson, 2008). These experiences will expand a child’s imagination and could be used within the setting during role-play for example (Seward and Boertien, 2004). During this activity Competence-Effectance may be demonstrated as the children may be learning something new by experiencing unfamiliar techniques. Furthermore, a high level of Expectancy will be present as practitioners are showing a level of trust in the children and they will be learning what is expected of them. Therefore, making the experience a positive one and instilling a positive ‘can-do’ attitude (Ewer, 1989). As children take part in building and using fires, they will be learning from the adults how to do this safely and effectively scaffolding their knowledge around the subject (Doherty and Hughes, 2014). Adults taking cues from children and engaging at their level of learning will be demonstrating sustained shared thinking. The EPPE report concluded positive results from this approach in children’s learning (Dowling, 2014). When using fire in children’s learning experiences does pose many risks, such as burning, from both flames and hot ash. Scolding from boiling water on the fire. Eye injuries from flying sparks, possible asthma from smoke inhalation. Fire becoming out of control and setting the surrounding environment on fire and possibly death as a result (Choo et al., 2002 and NFPA, 2017). Fire is a fascinating element and children should be taught to respect it (Knight, 2011). Block et al. (1976)and Brown (2014) argue, children should be taught to respect fire from an early age. By doing this, children will grow up knowing how to build a fire, understand the dangers associated with it, respect it and use in constructively rather than destructively. Knight (2011) advises before children take part in the building of fires they need to demonstrate a certain competence to understand and appreciate the dangers of fire. When implementing fire into a settings pedagogy, a careful risk assessment must be carried out to ensure the risks mentioned above become minimal and procedures are in place should the worse happen (Knight, 2013). Being open and honest with all involved can help ease the concerns practitioners, children and parents may have (Fairclough, 2016). By planning, practicing and being pre-pared will help the practitioner implementing the activity to have confidence, be ready and to have answers at the ready (Brown, 2014). Department for Education (DfE) Early Years Statutory Framework (EYFS) (2017) and the United Nations Convention on the Rights of the Child (UNCRC) (1989) both highlight how children need to be protected from harm and injury, meaning risky play should be allowed however, suitable precautions must be taken to minimalise any harm that may occur. Fire can be a very risky experience for children, however if implemented with caution and confidence the experience can be a positive one. Using fire in children’s learning in the right context has a lot of benefits that should be explored in a safe controlled environment, such as forest school. Block, J., Block, J. and Folkman, W. (1976) Fire and Children Learning Survival Skills. USDA Forest Service Research Paper. U.S. Department of Health Education Welfare National institute of Education Doherty. J. and Hughes, M. (2014) Child Development Theory and Practice 0-11. Harlow: Pearson Brown, F. (2014) Playwork in Brock, A., Jarvis, P. and Olusoga, Y. (Ed) Perspectives on Play Learning for Life. 2nd Edition. London: Routledge. Pp 232 - 247 Choo, K., Fraser, J. and Kimble, R. (2002) Campfire burns in children: an Australian experience. Burns. Vol. 28. Pp 374 - 378 DfE (2017) Statutory framework for the early years foundation stage [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf (accessed 28/10/17) Dowling, M. (2014) Young Children’s Personal, Social and Emotional Development. 4th Edition. London: Sage Ewer, A. (1989) Outdoor Adventure Pursuits: Foundations, Models and Theories. Ohio: Publishing Horizons Fairclough, M. (2016) Playing with Fire Embracing Risk and Danger in Schools. Suffolk: John Catt Publications Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play Learning from Forest Schools. London: Sage Knight, S. (2013) Forest School and the Outdoor Learning in the Early Years. 2nd Edition. London: Sage National Fire Protection Association (2017) National Fire Protection Association The leading information and knowledge recourse on fire, electrical and related hazards [online] http://www.nfpa.org/ (Accessed 29/10/2017) Ridgers, N., Knowles, Z. and Sayers, J. (2012) Encouraging play in the natural environment: a child-focused case study of Forest School. Children’s geographies. Vol. 10. No. 1. Pp 49 – 65 Seward, D. and Boertien, V. (2004) Why time? Why place? Why play? In Cooper H. (Ed) Exploring Time and Place Through Play. London: David Fulton Publishers Unicef (1989) How we protect children’s rights with the UN convention on the rights of the child. [online] https://www.unicef.org.uk/what-we-do/un- convention-child-rights/?gclid=COCYhNWcktMCFUgq0.wod0QEC2g&sissr=1 (accessed 28/10/17) Wilson, G (2008) Implementing an Aboriginal Perspective into any everyday early childhood environment. Child Care and Children’s Health. Vol. 11 Issue no. 1. Pp 1 - 6