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Adventurous play involving risk and challenge is a long-standing feature of provision for young children. Friedrich Froebel, the inventor of the kindergarten, argued that children should have opportunities for being ‘brave and daring’ in their play. He observed children’s desire to seek their own challenges and to enjoy overcoming obstacles indoors and outdoors.
Margaret McMillan, another pioneer of nursery education, noted children’s desire to play ‘bravely and adventurously’. She advocated a ‘provocative environment where new chances are made possible’ (in Tovey 2017). Climbing trees, using real tools, digging in the garden, creating rivers and dams and building large-scale constructions were valued in both Froebel and McMillan’s environments.
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