Learning about the past with grade 1 pupils at risk play

In the theoretical part of the master's thesis, we defined risky play, i.e., activities that provide children with opportunities to explore risk and test their limits of ability, in which accidents are possible. Children experience fear and excitement at such challenges, and at the same time, they are filled with exciting, positive emotions after successfully overcoming the challenge (Sandseter, 2007; Wilkinson, 2015). We also presented learning about the past in the curriculum for first-grade pupils, and the intertwining the past and the present. Today's children still have contact with games and toys from the past, which are also relevant in today's modern times. Through the research, we wanted to enable pupils to relive a part of what was the everyday life of our grandparents in their childhood. Being in touch with nature and looking for opportunities toplay creatively can also be dangerous and risky. Studies have shown that a natural environment with trees, uneven surfaces and forests, or playing with natural materials such as wood and rope encourage children to play more enthusiastically, actively, provocatively and excitingly. Traditional playgrounds are well equipped with slides, carousels, swings, sandpits and climbing walls, but they are less demanding for children's play and can even deter children from it and lead them to 'potter' or walk around the playground. (Sandseter, 2011). Pupils need to be able to handle dangerous tools and face the risk factors that surround them, as this is the only way to acquire motor skills, and excitement leads them to persevere in activities.In the empirical part, we planned and carried out five practical activities, which were included in the learning process of first-graders at the Kašelj Primary School in Ljubljana. Students learned about the past with risky play and risk factors. Activities were planned based on risk factors: natural play (climbing, jumping, rocking, hanging), natural surfaces (running), dangerous tools (knife, hand saw, hammer), dangerous elements (fire), hide-and-seek (with no restrictions). Based on observations and observation sheets, we answered the research questions. Each activity was carefully prepared and planned in advance. In addition to the practical activities, the pupils orally answered 13 questions related to the activities before the activities. We wrote down their answers carefully. We obtained data on students' thinking about the dangers of play, their outdoor play habits, and their opinions about children's play in the past. We found that students need risky activities to develop their motor skills, research, and learn new knowledge. The students pointed out that they want more challenges as they like to be creative in the game. They feel more confident because they know that adults trust them.The research results can help teachers and planners of the learning process to better and more often plan lessons that are in contact with nature