Psychology research explains why some children avoid climbing, playing in mud or getting wet even when parents are not stopping them

A child stands beside a climbing frame but refuses to climb. Another watches other children splash around in water but keep their clothes dry. Some children avoid playing with mud, running across uneven ground or exploring unfamiliar outdoor spaces, even when nobody is stopping them. It may look like fear, shyness or a lack of confidence. However, research into children’s outdoor play suggests another possibility: children may be responding to what they have repeatedly heard from the adults around them.A study published in the journal Education 3-13 in 2026 explored how children aged three to five made decisions during outdoor play. The findings suggest that repeated warnings about getting hurt, getting dirty or climbing too high may influence how children perceive everyday risks. The research highlights how parents and teachers can encourage children to explore while still maintaining appropriate safety boundaries.

When ‘be careful’ becomes a rule children follow themselves

For the study, researchers worked with young children in a preschool and school setting, observing their outdoor play and asking them to take photographs of places they liked or disliked. The researchers noticed that some children avoided areas such as mud kitchens, water-play spaces and climbing equipment, despite being familiar with these environments and having access to them. Their explanations included concerns about falling, getting wet and being told by adults not to participate. One child reportedly explained that their mother did not allow climbing after the child had bumped their nose.Researchers also observed adults using familiar warnings such as “be careful”, “watch out” and “don’t climb too high” during outdoor play. These comments are often made with good intentions. Parents and teachers naturally want to protect children from injuries. However, when warnings become a constant part of play, children may begin to associate activities with danger before assessing the situation themselves. The study suggests that children’s hesitation may sometimes reflect learned expectations rather than an inherent lack of confidence.Importantly, the findings came from a small, context-specific study involving children aged three to five. They do not establish that every cautious child has been influenced by adult warnings. A child’s temperament, sensory preferences, previous experiences and physical abilities can also affect their willingness to explore.

What happened when adults changed their approach?

An interesting part of the research was what happened after the school made changes to its outdoor environment and the way adults communicated with children. Staff reorganised equipment to make it more accessible and introduced a risk-management plan that helped children understand what they could safely try. They also began using more encouraging language instead of immediately warning children against an activity. Rather than simply saying “be careful”, adults used phrases such as “I’m here if you need me” and “what’s your plan for climbing that?”The school also introduced aprons in areas where children had previously hesitated because they did not want to get messy. Within weeks, researchers observed children exploring spaces they had previously avoided. They began experimenting with water, playing with mud, investigating different textures and using climbing equipment more confidently. These changes suggest that a supportive environment can help children feel more comfortable making choices and trying unfamiliar activities. However, the results should be interpreted carefully. The study does not prove that changing adult language alone caused the improvements. Changes to equipment, accessibility and the overall play environment may also have contributed.

Why outdoor risk-taking matters for childhood development

Allowing children to take appropriate risks during play is not the same as allowing unsafe behaviour. It means giving them opportunities to test their abilities, make decisions and learn how to recognise and manage challenges. A systematic review published in the ‘International Journal of Environmental Research and Public Health‘ examined 21 studies on risky outdoor play among children. It found that such play was associated with positive outcomes in areas including physical activity and social health, although the quality of evidence varied.A more recent 2025 position statement on active outdoor play also highlighted the developmental value of activities that allow children to explore uncertainty, test physical limits and practise problem-solving. It recommends increasing opportunities for self-directed outdoor play while taking safety into account. Climbing a suitable structure, balancing on low equipment or experimenting with mud can help children learn about their bodies, understand physical limits and make decisions. Small setbacks can also give them opportunities to adjust their approach and try again. The goal is not to eliminate caution. Recognising genuine danger is an important skill, and adults must intervene when a situation presents an unacceptable risk.

How parents can encourage exploration without compromising safety

The research offers practical lessons for parents and caregivers who want children to develop independence while remaining safe. First, adults can pause before intervening. When a child encounters a manageable challenge, giving them a moment to assess the situation may help them think through their options. Second, specific guidance can be more useful than repeated, general warnings. Instead of saying “be careful”, a parent might ask, “Where will you put your feet?” or “What could help you keep your balance?”Third, allowing children to get dirty can make outdoor exploration more enjoyable. Spare clothes, washable footwear and aprons can help families manage the practical concerns associated with messy play. Finally, adults can offer encouragement without pressuring children to participate. A child should be allowed to observe, try an activity gradually or decide that something is not comfortable for them. Ultimately, the message from this research is not that parents should stop worrying about safety. It is that children need opportunities to learn what they can do, rather than hearing only what they should avoid. Sometimes, helping a child become more confident begins with a small change in the words an adult chooses to use.