Children’s positive views of themselves as learners are more important than being told they are clever.
This insight from Nathan Wallis’s talk at the Australian Childcare Alliance (ACA) conference resonated with us, and we believe it’s valuable for parents to hear. Our intention isn’t to make parents feel guilty for praising their children’s intelligence. We understand that parents aim to foster a strong sense of self and ability in their children, and we fully support this. However, Wallis emphasises that before the age of seven, children don’t need to prove their intelligence. Instead, they need to develop learning skills through play and believe in their ability to learn. According to Wallis, more play and less structured learning before age seven leads to better outcomes in adulthood.
“To put it simply, before seven, it doesn’t matter how clever your child is. What matters is how clever your child feels and their disposition towards themselves as learners,” Wallis, an educator who focuses on neuroscience, explained on the Future Focus podcast.
“You’re better off having a six-year-old who can only count to 20 but thinks they’re a good learner than a six-year-old who can count to 100 but doubts their cleverness.”
Wallis highlights that free play boosts creativity and problem-solving, which are essential for intelligence. Letting children freely build, create, and explore supports flexible thinking and a positive learning mindset.
At the conference, which attracted hundreds of early childhood educators, Wallis offered advice on how to support children in their confidence and ability to learn:
Experts at Early Childhood Australia agree that children learn about themselves, others, and the world around them through play.
“If you provide your child with plenty of opportunities for playing, exploring, discovering their interests, solving problems, and tackling challenges, then you’ll be laying a strong foundation for building self-confidence,” says David Lyons, CEO of Nido Early School, in a post on ECA’s The Spoke blog.
According to Be You, the national mental health and wellbeing initiative for learning communities in Australia, praise is most effective when adults are mindful of how and when they use it.
When praising children, Be You suggests focusing on their efforts and achievements.
“Praise that’s specific and acknowledges the process of completing an activity or solving a problem helps develop children’s learning and motivation. For example, you might say, ‘You put away your toys so nicely,’ ‘I noticed you were really trying hard at building that block tower,’ or ‘You’ve used so many bright colours in your painting.’ Children can then use this learning when they have similar experiences in the future.”
Lyons agrees and cautions against overpraising.
“Children need to discover and learn those things that give them personal enjoyment and fulfilment, not just do things to please their parents. Similarly, comparing a child to others can be detrimental to their confidence and self-esteem.”
Dealing with disappointment is also crucial for developing confidence.
“Everyone fails to achieve their goals sometimes – and this isn’t a bad thing. You can build children’s ability to deal with challenges by responding sympathetically and with encouragement, helping children focus on what they can change, and challenging ‘I can’t’ thinking by showing and saying you believe in them and reminding them of their achievements,” says Be You.
Wallis reinforces that play enables children to develop social, cognitive, and emotional skills through their own interests and in creative and innovative ways.
“Play-based learning teaches creativity, which is fundamental to growing intelligence and the ability to problem-solve. When children can take their time and make multiple attempts before achieving success, they build resilience and other important skills needed later in life,” says Wallis.
Supporting children in developing a positive self-view as learners is crucial, especially in their early years. Emphasising the importance of play over structured learning fosters creativity, problem-solving, and resilience. By providing nurturing relationships, paying attention to their efforts, and creating flexible learning environments, we can help children build the confidence they need to thrive.
As Nathan Wallis and other experts highlight, the goal is to make children feel capable and enthusiastic about learning. This foundation will benefit them not only in school but throughout their lives. At Little Scholars, we encourage our little ones to play, explore, and believe in themselves – because how they see themselves as learners today will shape their success tomorrow.
Everyday life is full of risks and challenges, and at Little Scholars, we believe children need opportunities to develop the skills associated with managing risk and making informed judgements about risks from a very young age. Risky play helps to develop important life skill learnings such as; building resilience and persistence, critical-thinking skills, self-confidence and even extends their frustration tolerance.
We get it—no one wants to see little ones get hurt. It’s almost instinctual to hover nearby in case they stumble or to call out ‘be careful!’ when they’re taking risks. But could this actually be sending the message that we don’t trust their capabilities or instincts? Historical trends show that since the 1960s, there’s been a shift in how we view children. Once considered competent, responsible, and resilient, the modern perspective leans more towards constant supervision and protection. What used to be unrestricted and often unsupervised outdoor play has transitioned to structured, closely watched, and frequently indoor activities.
A lot of research has been devoted around the world to risky or adventurous play, and how parental attitudes as well as other factors played a part in children’s activities.
By participating in adventurous play, children are more likely to engage in activities that elevate their heart rate and breathing, leading to increased energy expenditure. This can help children meet the recommended guidelines for MVPA, which is at least 60 minutes of moderate-to-vigorous physical activity daily.
‘Educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.’
-Kristen Guymer
Adventurous play also offers opportunities for children to develop and enhance their motor skills, coordination, balance, and strength. These physical skills are essential for overall physical development and can contribute to improved physical fitness.
Furthermore, adventurous play provides children with opportunities to explore their environment, take risks, and challenge themselves. This type of play promotes creativity, problem-solving, and decision-making skills, as children navigate and overcome obstacles. It also fosters a sense of adventure, independence, and self-confidence.
Overall, adventurous play can be a fun and engaging way for children to meet their daily MVPA requirements while promoting physical fitness, skill development, and personal growth.
“We emphasise the importance of careful observation, encouraging children to identify potential hazards by looking, listening, and even touching when safe,” she says. “Educators also foster critical thinking by asking questions that prompt risk assessment, such as, ‘What could go wrong if…?’ We promote collaboration and communication, allowing children to discuss and share their perceptions of risk.”
Furthermore, Kristen shares, educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.
Before embarking on Bush Kinder experiences or similar activities, educators guide children through risk assessments:
Hayley Yates, a lead educator at our Yatala campus agrees that discussions with children previously help prepare for and mitigate risk.
“We support risky play through our discussions with the children,” Hayley says. “If it’s something that has a big risk, example climbing trees, we talk about what we should look out for when climbing, how big the branches need to be to be safe and things of that nature. For both the younger and older children we use language like ‘Notice how this is this? Another example would be walking on slippery rocks, I would say ‘notice how that rock is wet? That might be slippery’, then giving them the option to continue to that rock or a different one.”
Hayley says through important discussions educators are guiding children by asking questions and role modelling safe behaviours.
At Little Scholars, we believe that spending time in nature has numerous benefits for children, including improved physical health and strength, enhanced cognitive development, and better emotional regulation. Through our Bush Kinder program, children have the opportunity to connect with nature on a deep level, learn about the environment, be challenged beyond the classroom, and engage in meaningful, hands-on experiences.
During our Bush Kinder sessions, children have the opportunity to engage in a range of activities, from nature walks and bird watching to building shelters and learning about indigenous culture. Children climb, scramble, jump and more in nature’s playground.
In this natural environment, children encounter diversity, novelty, challenges, and even some calculated risks. Their senses come alive as they engage with sticks, tree holes, water, rocks, sand, and dirt—nature’s abundant toys.
Our Bush Kinder educators are highly experienced and qualified in outdoor education and child development. They are passionate about providing children with meaningful learning experiences in a safe and supportive environment. We take the safety and security of our children very seriously. Our Bush Kinder program is conducted in a safe and secure outdoor environment, with strict protocols in place to ensure the well-being of all children.
But risky play is not limited to bush kinder.
Our outdoor areas are thoughtfully designed, including forts and equipment, all with intention of helping children navigate risk, endure challenges and build motor and fine motor skills.
Helena Vairy, an educator at our Ormeau Village campus, shares an example of how she helps children assess risk and how to complete ‘risky’ tasks safely.
“The way I like to teach children to access risk are by providing them with the materials which are needed and seeing how the children act on these,” Helena says. “
“The other week myself and a couple of the Kindergarten children set up the sandpit I placed the crates in a line and stacked one on top of the other. One child Mahli said ‘this looks like a runway maybe we can walk and then jump off the crates.’ What a great idea this was, the children were nervous at first but I stood right next to them to help. I asked the children, ‘do you think you can jump off the crated and land with your feet flat?’ I then demonstrated and the children too were off jumping.
We love this story because it shares how children lead their own learning experience, consider risks, and support and encourage each other.
All of our campuses have recently introduced woodworking stations, designed to help children exercise their creative and critical thinking skills. It allows them to express their ideas and figure out solutions to their projects. It’s also a great way to introduce risky play, as the risks are managed and educators are actively supervising, but woodworking teaches children about safety and understanding risk.
“As they pick up their hammers, they’re getting ready to work on their pincer grip,” says Katie, educational leader at our Parkwood campus. “Things like that prepare them for school. In order to prepare to help the children use these safely, we’ve been having group discussions and asking them different questions about how to use the tools, what they think the tools do and what they can make in the future.”
It’s clear that risky play isn’t just about letting children run wild; it’s a calculated approach to help them develop essential life skills. At Little Scholars, we’re not just about keeping your little ones safe; we’re about preparing them for life. Our educators are trained to guide children in assessing risks, making it a learning experience that builds confidence and safe judgment. So, parents, it might be time to loosen the reins a bit. Let’s trust our children to make informed decisions, even if it means resisting the urge to shout, ‘Be careful!’ every so often. After all, life is full of risks and challenges, and what better time to learn how to navigate them than in the formative early years? You’ll be amazed at what they can achieve when given the freedom to explore, assess, and conquer.
We know you want to give your child the best possible start in life. We foster nurturing relationships between our educators and your child, building and gaining their trust so we can support your child as they take on risks and challenges safely and confidently. Book a tour today to get started!
Further reading:
Did you know that clay is not only a fun material for children to play with but also incredibly beneficial for their development?
What’s fantastic about clay is its open-ended nature. There’s no right or wrong way to play with it, giving children the freedom to explore and express themselves. Whether they’re rolling it into balls, flattening it into pancakes, or creating intricate sculptures, each action reveals something unique about them. It could be their level of focus, their creativity, or even how they approach problem-solving.
Benefits include:
These are all important skills for children, especially as they prepare to move into formal education. The benefit of using clay is that it’s a natural, moldable medium that can be used as a cement, an adhesive and even a paint.
Paul R White, an American clinical social worker, has been using clay as a therapeutic tool for over 30 years. In his book, CLAYtherapy, he talks about how clay play can naturally facilitate meaningful conversations between children and adults. He developed numerous unique aids and techniques that have assisted him in teaching children to cope with stress, express feelings and to solve problems, including through the use and manipulation of clay. White also presented a paper on clay therapy to the World Congress of Child Play Therapy and Child Psychotherapy in London, England.
He has used clay in his practice as an ice breaker, as an aggression reliever and as a primary tool in treatment.
In his book, White says “Through mutual clay play, a conversation between child and counselor automatically emerges. Dialogue doesn’t have to be forced or fabricated, but happens naturally when the counselor is revealing, demonstrating and teaching this dynamic and engaging clay process and the child is asking, learning and experiencing his or her own trial and error. This manner of interaction links the adult with the child through a hands-on, verbal, nonintrusive, problem-solving counselling process.”
Lisa Terreni, a senior lecturer in early childhood education, also champions the use of clay. She believes it gives children another language for expressing their thoughts and ideas.
“From many anecdotal observations of children using clay I feel strongly that, apart from teaching young children the physical skills required to use the medium successfully to create three dimensional artworks, using clay gives children another language for expressing their thoughts, ideas and emerging working theories about their world,” she said in a blog post for Early Arts.
Marvin Bartel, a professor of art at Goshen College in the United States, says in a blog post on his website that ‘clay is so fascinating that some children work for long periods without any adult motivation to maintain their interest. It can be a great way to extend the attention span of some children.’
According to experts from Pennsylvania State University, children will show many parts of themselves through clay experiences:
One of the lesser-known but incredibly important benefits of clay play is muscle development. When children manipulate clay, they’re actually engaging both fine and large muscles, which is crucial for their physical development.
Anxiety
One study in Iran aimed to examine the impact of clay therapy and narrative therapy on reducing anxiety levels in pre-school children. The study involved 30 kindergarten children who were divided into three groups: 10 in the clay therapy group, 10 in the narrative therapy group, and 10 in the control group. The study found significant differences in anxiety levels among the groups. Both the clay therapy and narrative therapy groups showed a reduction in anxiety compared to the control group. The clay therapy group had a mean score of 3.63, and the narrative therapy group had a mean score of 2.83, both of which were significantly different from the control group’s mean score of -0.71. However, there was no significant difference between the clay therapy and narrative therapy groups in terms of anxiety reduction.
The study concludes that both clay and narrative therapies are effective in improving self-esteem, school performance, and sociability of the children, as reported by the parents.
Psychosocial Wellbeing
Another study out of Kenya, looked at how clay play supported children who lost access to schools during the pandemic, affecting children’s right to education and their psychosocial wellbeing.
The study, published in the East African Journal of Arts and Social Sciences, looked into the psychosocial effects of the COVID-19 pandemic on children and how play, particularly with painting and clay modelling, can be a therapeutic and educational tool. The paper argues that these forms of play can help children cope with the stresses and traumas induced by the pandemic, while also promoting cognitive and social learning.
The study argues that play with art forms like painting and clay modelling can be powerful tools for cognitive and social learning. They can also serve as therapeutic activities to counter depression and violent behaviour. Activities such as clay modelling and painting are described as non-serious activities that free the mind and are excellent for expression. Clay is described as a malleable material that can be easily manipulated, while painting offers a colourful medium for expression.
The study suggests that these art-based activities should be integrated into the curriculum, especially for children aged four to six, to enhance their psycho-motor and creativity development.
Fine Motor Skills
An Indonesian study investigated the impact of constructive play with clay on children’s fine motor skills. The small study by researchers from STKIP Kusuma Negara included two groups of 11 children each, one as the experimental group and the other as the control group. The study used test observation techniques for data collection and employs both descriptive and nonparametric statistical analysis. The results indicated a significant difference between the two groups, suggesting that constructive play with clay positively impacts children’s fine motor skills.
In the study, the authors highlight the physical aspects of working with clay.
“Working with clay fosters large muscle and fine motor control. Clay is fairly resistant and will need to be kneaded and worked to make it pliable. Children can stand or sit while using clay. Standing provides the advantage of a whole-body muscular reaction to the clay. Hard clay provides solid resistance the child must overcome. This will involve using the shoulders, arms, hands, and fingers. Playing with clay develops large muscles and fine motor control because the clay is quite resistant and kneaded to make it soft.”
The benefits of clay play in early childhood development are supported not only by expert opinions but also by a growing body of scientific research. From fostering creativity and social skills to enhancing both fine and large muscle development, clay play serves as a multifaceted educational tool.
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At Little Scholars School of Early Learning, we’re dedicated to shaping bright futures and instilling a lifelong passion for learning. With our strategically located childcare centres in Brisbane and the Gold Coast, we provide tailored educational experiences designed to foster your child’s holistic development.
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