The rights of children to PLAY
Shamima Fowzee
This is a subtitle for your new post
The UN Convention on the Rights of the Child sets out the rights of every person under 18.
Children’s rights include the right to health, education, family life, play, protect from harm. It also covers their developmental and age-appropriate needs that change over time as children grow up.
1989 leaders from around the world came together to decide on the human rights that every child under the age of 18 years should have. Once they had all agreed they signed the UN Convention on the Rights of the Child (UNCRC). The UNCRC broke down into 54 articles.
The rights of children in relation to playing as detailed in the UNCRC. The Conversation on the rights of the child is a list compiled by the Nations of rights that all children in all countries should have. There are many right within the conversation for children to be educated.
The UNCRC is broken down into 54 Articles, and Article 31 states:
In play, children learn the skills that are essential to life. Skills that cannot be taught in more formal, structured environments. It is so important to the optimal development of a child. Article 31, the right to engage in play and recreational activities. The article state that: "Every child has the right to relax and play, and join in a wide range of cultural and artistic activities."
"Every child has the right to relax and play."- This article says the child to rest and leisure. It recognizes the right of children to play. Children learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. They should provide space to play indoor as well as outdoor. There should be a range of equipment, resources, and environment to play. In early years settings children are given opportunities to choose what they want to play with and how they want to play from their daily routine and session.
"Join in a wide range of cultural"- Children come from different cultures and backgrounds. They need to engage in play and recreational activities to the age of the child and to participate freely in cultural life and the arts. Cultural activities based activities could include visiting museums, castles, and historical sites, special cultural events or festivals around their own cultural background, activities around tradition.
"artistic activities" - Children should experience different artistic actives. Artistic activities could include musical activates (watching or play), drama, dance, art (drawing, painting, making things).
It respects and promotes the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational, and leisure activity.
In conclusion, UNCRC says that children have the right to have fun in the way they want to, whether by playing sports, watching films, or doing something else entirely. They also have the right to rest, too. Children should be able to take part freely in cultural activities, just like adults. The government should make sure it’s easy for them to do this whether or not they have a disability.
Hey! I am Shamima Fowzee, an early childhood educator, trainer, and consultant. I share ideas, inspiration, & resources for play-based, inquiry-led learning. Find out more about me here.
You might like this
As an early childhood practitioner, you will frequently come across the term "assessment". Assessment is part of early years practitioners' day-to-day interactions with children. In the early years, assessment is the process of gathering information about a child, analyzing that information, and then using the information to arrange educational activities that are at the level of the child and also benefit the child. EYP continually makes judgments about children's learning and development and uses the information they gather to help children to progress. Children, too, make judgments about what they are good at, what they enjoy doing, what they can do now with little help, and what they would like to be able to do in the future. “ Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. “ EYFS Framework 2024, section 2.1, page 19 The most common types of assessment are formative and summative. As a preschool teacher, you might be familiar with these terms but still need clarification about how they work.
This blog explores the assessment opportunities applied by early years educators to ensure the unique needs of each child and understand that there are different assessment methods and techniques, which inform what we know about children’s progress.
Understand that there are ways to communicate with all children, appropriate for their stages of
development.
Where learning feels like play
Grab My Newsletter
Be my bestie and get the latest on the greatest posts and special offers I share!
How can I thank you? Spread the word!
For everyone who is passionate about the importance of Early Years.
Welcome!
If you’re aiming to develop the quality of your early years provision and practice, improve authentic resources and child-led environments, develop effective early years planning and assessment, track systems, and become better at interpreting data to improve outcomes, you’ve found the support you need.