Risky Play the Right Way

Anisha Grossett • May 29, 2026


Move over trips and falls and organized sports, we have a new injury inducer in town for our children and it’s starting to raise some heated debates.  When we look at what’s happening with the injuries we see with children today, it’s not the same from when I was a child.  I was falling out of trees, cuts and scrapes on knees and elbows from going too fast around a corner or down a hill on my bike.  I was learning physics in the hands-on experiential way, so that when I was a 16 year old driving my dad’s pickup truck, I was already familiar with sliding tires and changing road conditions.  I took the lessons I learned going over the handlebars and the feelings of losing control and used them to become more aware and resilient during stressful situations as I grew older into adulthood. 


I recently read an article online talking about emergency room injuries with children in British Columbia and the number one culprit on the list comes from E-scooter accidents.  I definitely have my opinions on these scooters, but we’re not gonna dive into that one today.  I want to tell you how easily these injuries can be prevented with a little bit of background education, situational awareness, and some foundational motor development.  A lot of these children likely missed the opportunity of learning how to ride a bike properly, they don’t have the vestibular development and appropriate proprioceptive skills to get their balance and their coordination correctly on a scooter.  If they never learned the mechanics of how to ride a bike, then how do they know that when they go around that sharp turn and hit a little bit of loose gravel that the back end might slide out a little bit.  These foundational fine and gross motor skills are imperative for children to use these conveyances safely, not to mention the spatial awareness needed to navigate the world around them while travelling at high speeds. Parents often send their children out on these scooters without helmets, further exacerbating the risk level.  Scooters pose a much higher risk than a traditional bike because you don't need to invest the same amount of time learning to “ride” it.  The physics and mechanical lessons I learned as a child are often missed in this day and age and it’s showing up in our emergency rooms across the country.



When I grew up, I don’t remember any of the injuries I got playing outside in nature, climbing trees, traversing rocks and boulders on the beaches and just general exploration through backyards forests. If they happened and I’m confident they did, I would have used them as sensory experiences and lessons learned to carry forward in my development.  Minor cuts and scrapes taught me resilience, taught me to take my time and think ahead, and the list goes on. I only remember the injuries that I got playing organized sports like ice hockey, I can still see the scars and count all the stitches, and I remember each broken bone. It’s funny though when we look at societies' risk perceptions. We play a game like ice hockey that has so much structure, rules and protective equipment, our brains think it’s safe because we followed all the checks and balances, signed up through a governing body and paid your participation fees.


Unfortunately that’s a false narrative, we are quick to think it’s fully safe with a helmet and pads involved, but the risks are still there.  We choose to ignore those risks for a number of reasons and societal pressures, but those same influences prevent us from safely engaging in risky play opportunities because a safety checklist isn’t available outdoors.  We roll up to the tube and steal playgrounds and see a list of things you can’t do. We live in a prescriptive society where we stress that we need to make things as safe as humanly possible, but that’s not an achievable goal.  Make it as safe as needed, allow some wiggle room to make mistakes and learn some life lessons.  Children need to be ok seeing a bandaid go over a little scrape on their knee, and when you get to that point, the tears won’t come when the bandaid comes off, and the lesson learned will have left its mark.

Back to School Starts with You: Preparing Yourself for a New School Year as an ECE

By Anisha Grossett • August 19, 2026
As summer winds down and a new program year approaches, many early childhood educators find themselves making lists, reorganizing materials, labeling bins, and preparing for a new group of students. Don’t get me wrong, all these things are important. They create an environment where children can thrive. But before your students come through the door, it’s worth checking in with yourself. How are you preparing yourself? Remember, it’s a new program year for you too. Yes, preparing the classroom space and materials are important, but you’re just as important to your students’ learning. The relationships we build, the way we respond, and the curiosity we bring shape children’s experience every day. So, let’s invest time in preparing our mindset, intentions and well-being. Reflect Before You Reset: Every new year offers a fresh opportunity to reflect on the previous one. Ask yourself: What brought me the most joy last year? What challenges did I face? What would I like to do differently? Which routines supported children well, and which could be improved? How did I grow as an educator? Reflection isn’t about dwelling on mistakes. It’s about recognizing what you’ve learning and carrying those lessons forward. Small adjustments can still have a big impact. Reconnect with Your “Why” When schedules become busy and paperwork piles up, it’s easy to slip into simply getting through each day. Before the pace picks up, take a moment to reconnect with the reason you chose this profession. This is a grounding exercise and there’s a reason we talk about it often. Perhaps it’s witnessing a child’s excitement when they solve a problem, or it’s supporting families through important milestones, or creating a place where every child feels they belong. Keeping your purpose at the forefront can help guide decisions through the year and provide perspective during more challenging moments. Prepare for Relationships, Not Just Routines The children in your care won’t remember perfectly organized shelves, but they will remember how they felt in your care. The first few weeks are about much more than learning routines. They’re about building trust. So, let’s be intentional. After all, relationships are the foundation of any learning environment. Think about how you will: Welcome families into your program Help children feel safe and connected Create opportunities for every child to experience success Leave Space for Flexibility It’s natural to want to be organized and prepared before the first day. But don’t forget that some of the most meaningful learning experiences happen when we follow children’s curiosity rather than our own agenda. A well-prepared educator is also a flexible educator. Leave room in your plans for unexpected discoveries, spontaneous conversations, and the interests children bring with them. These moments often become the most memorable because you’ve followed the children’s lead. Check In with Yourself The beginning of a new year or having a new group of students often comes with excitement – but it can also bring pressure. As you care for the children, remember to care for yourself. Are you setting realistic expectations? Do you need to have more recovery time the first few weeks of a new routine? What boundaries will help you maintain balance? Reflection on what helps support your personal well-being. Make a list of people you can turn to when you need support, either in the classroom or out of it. Embrace a Learning Mindset Children aren’t the only learners in the classroom. Every new group of students, every family, and every experience is an opportunity for growth professionally. Rather than striving for perfection or the appearance of perfection, make curiosity the priority. A Fresh Start for Everyone The carefully prepared learning environment is important but so is your warmth, your responsiveness, your patience and your willingness to learn alongside the children in your care. This is what truly creates a place where children can thrive. So, before you organize one more bin in the art cabinet or make another label, take a moment to prepare the most important part of your classroom – you. The year ahead won’t be perfect, and it doesn’t need to be. It simply needs an educator who is reflective, present and ready to build meaningful relationships one day, one child, one family at a time. Here’s to a year filled with curiosity, connection, growth and joy – for both the children in your care and for you. We’ll be rooting for you!

The Difference Between Good Intentions and Impact

By Anisha Grossett • July 29, 2026
As Early Childhood Educators, we enter our classrooms with hearts full of good intentions. We want every child to feel safe, valued, respected, and included. And that matters. Good intentions are often what bring us to this profession. But in Diversity, Equity, and Inclusion (DEI) work, there is an important truth we must embrace: Good intentions do not always lead to positive impact. This does not mean our intentions don't matter. They absolutely do! The research on implicit bias reminds us that even well-intentioned educators can unknowingly make decisions influenced by unconscious assumptions rather than their conscious values. In other words, we can genuinely care about children and families while still unintentionally causing harm (Safir, 2016; Staats, 2015). The goal isn't perfection. The goal is critical reflection. To truly support the children, families, and communities in our care, we must move beyond simply meaning well and intentionally pair our good intentions with reflection, awareness, presence, and action. Understanding Unintentional Harm Most moments of unintentional harm are not rooted in malice. They are often rooted in habit, assumptions, tradition, or simply not knowing what we don't know. Unintentional harm can show up in many ways. Below are three examples educators may encounter in their everyday practice. The definitions are informed by the Canadian Centre for Diversity and Inclusion's (CCDI) Glossary of DEIA Terms , an excellent resource for anyone looking to deepen their understanding of inclusive language and practice.