ࡱ> ` cbjbj W%jPL0008T0H1l+K1L 2".2:h2h2444JJJJJJJ$Mh)P Jc=3"4c=c=Jh2h2J2???c=h2h2J?c=J??VH@Hh21 Pg(0>FH JtJ<+KRHx5Q>v5QH5QHD46 ?8:444JJ%?444+Kc=c=c=c=d    International Play Association: Promoting the Childs Right to Play Association Internationale pour le Jeu: Promotion du Droit au Jeu de l'Enfant Internationale Vereinigung fr Spiel: Frdert das Recht des Kindes zu Spielen Asociacin Internacional de Juego: Promoviendo el Derecho del Nio a Jugar Disabled Childrens Rights the right to play Theresa Casey President, International Play Association: Promoting the Child's Right to Play (IPA)  HYPERLINK "http://www.ipaworld.org" www.ipaworld.org Article 31 of UN Convention on the Rights of the Child 1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote 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.  Article 31 of the UN Convention on the Rights of the Child has been referred to as the forgotten or even the most neglected right within the Convention. It does not have a strong history of appearances when state parties report to the UN Committee and in return it is not well addressed by the Committee when they make their Concluding Observations or recommendations. It could also be said to be forgotten or neglected in that rest, leisure, play and recreation have not been considered in need of much attention from adults surely children will always play, they play naturally, so why would we need to concern ourselves with it? And anyway, arent there more pressing issues than simply playing and enjoying yourself? The International Play Association (IPA) has been working hard around these issues both to lift article 31 and particularly the childs right to play from its sadly neglected state and to raise awareness of the importance of play in childrens lives. (I will come back to distinctions between aspects of article 31 later, but in the meantime will focus on the right to play) In this company it doesnt need to be said that of course the right to play, like all rights in the Convention, applies to every child. IPA has been arguing that Governments and NGOs should be reminded of the value of play in itself, and to consider it in the context of the convention as a whole bearing in mind the indivisibility and mutually supportive nature of the Convention articles. There are strong links between article 31 and article 23 of the UNCRC, the right of disabled children to enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the childs active participation in the community. It is not difficult to understand how play supports enjoyment of these rights. For example in our letter to the UN of May 2008 we said that: play is fundamental to all aspects of child development. It is crucial in childrens intellectual and physical growth, in their social and emotional development and fosters creativity, flexibility and resilience. In this rapidly changing world play is often the key to childrens ability to cope and handle stress positively. To back up these kinds of claims, in 2009 we commissioned a Working Paper: Children's Right to Play: an examination of the importance of play in the lives of children worldwide. Childrens Right to Play focuses on play as a discrete element of article 31, differentiating it from rest, leisure and recreation as something that is interwoven into childrens daily lives and that is not controlled by adults. The paper draws on contemporary research on the nature and benefits of childrens play in order to show how it is fundamental to the health and well-being of children and therefore why we should recognise, respect and promote it as a right. Childrens play can be seen as a self-protecting process that offers the possibility of enhancing adaptive capabilities and resilience. The experience of play effects changes to the architecture of the brain, particularly in systems to do with emotion, motivation and reward; in turn this leads to further playing: the brain not only shapes play, but play also shapes the brain. The UN Committee has said that restricted opportunities for play can be seen as a form of discrimination and their General Comment No. 9 on the rights of disabled children makes the link between play and an inclusive society explicit: The attainment of full inclusion of children with disabilities in the society is realized when children are given the opportunity, places, and time to play with each other (children with disabilities and no disabilities) Article 23 contains a nice echo of the following quote from David Lloyd George which also makes the link between play and community. (Its a quote we like a lot in the play sector!) The right to play is the child's first claim on the community...No community can infringe that right without doing enduring harm to the minds and bodies of its citizens. To my mind these things tie very clearly together: disabled children have a right to be active participants in their communities, play is one of the most important ways that children take their place in their communities (amongst friends and peers) and adults have a responsibility to make sure that right is not infringed. Concern was expressed in the 2008 Concluding Observations to the UK government that disabled children continue to face barriers to enjoyment of their rights, highlighting access to leisure and play as a current and ongoing issue. Play is so much a part of their day-to-day lived experience that it represents at a very fundamental level the extent to which children participate in their communities. I would suggest that lack of access to play with peers is one of the first steps to the marginalization of disabled people in society. Concepts in article 31 At this point it might be useful to bring a sharper focus on the meanings contained in article 31 in order to consider what exactly we might try to support. A definition of play has long been elusive; its very ambiguity is a subject of study and part of its attraction. Plays resistance to definition remains a challenge with which academics, policy-makers and practitioners grapple. Part of the difficulty in pinning it down is that it happens in all sorts of places and situations some of them far from desirable - and is done by the youngest of children through to the oldest - and many of us never really stop. Article 31 contains the apparently similar words rest, leisure, play and recreation. In their discussion of UNCRC implementation, Hodgkin and Newell suggest that play is arguably the most interesting in terms of childhood, in that it includes activities of children which are not controlled by adults and which do not necessarily conform to any rules (2007:469). This quickly take us to the heart of the challenge; if play is not controlled or directed by adults, in which ways can we support play to happen without by our very involvement distorting it? And how about those children who rely on quite a bit of assistance in many areas of their lives? A Government review in the UK took play to mean what children and young people do when they follow their own ideas, in their own way and for their own reasons This attempted to capture the concept of self-direction in play but has also been described as representing a significant field of tension On paper policy statements may project a central message that control of play should remain with the child; in practice the extent of support for enabling or even permitting the broad spectrum of playtypes and behaviours that might emerge when play is self-directed is open to question. In addition, unless the conditions are conducive to play there may be many barriers to overcome before this kind of play can happen with any degree of spontaneity. Practitioners of necessity navigate these tensions while working with children on a day-to-day basis reconciling, if they can, the premise of play being controlled by children with requirements for planned or purposeful play and early learning goals etcetera. Childrens need to do what their one, three or ten year-old self needs to do and the need to prepare them for what they might need to do later, are often confused. A description of play widely accepted by play practitioners freely chosen, personally directed, intrinsically motivated behaviour that actively engages the child (NPFA, 2000: 6). By extension, if we hope to implement article 31 fully then we are concerned with creating the conditions in which this is the way children are able to play if that is what they choose. For many children - including some disabled children - at least some of the time free play of this sort is unlikely to happen in a way that is satisfying to them without some additional support (direct or indirect) from peers or informed adults. Play happens in numerous places home, school, playgrounds, bedrooms, streets, gardens, supermarket queues, railway tracks and so on and so on - but in terms of play provision one recent piece of qualitative research is illuminating. Written by Demos for Play England, People Make Play, looked at the role and potential impact of local, good quality, staffed play provision. The research argued that the hardware of sites and fixed play equipment do not provide the best play opportunities for children but that: Playworkers and play rangers turn physical spaces into places of opportunity, imagination and belonging. For many children in many places, investing in hardware will never be enough. The best opportunities to play are shaped by people the software of play. Implementing disabled childrens play rights We might therefore decide that implementation of the play rights of disabled children requires such things as: opportunity, places, and time to play (as in GC No 9); greater understanding of the nature of play (as for example in the UNCRC implementation handbook); conditions supportive of play including the software of supportive, informed, enabling peers and adults (as in Demos); recognition that restricted opportunities for play (as noted in the COs to the UK government) are a form of discrimination, that is, an infringement of childrens rights. In the UK we have uneven support for childrens play. In England for example, The Childrens Plan and subsequent Play Strategy, following on from a significant injection of lottery funding, has brought unprecedented investment into childrens play in the form of infrastructure, local authority play policies, new play spaces, new staffed play approaches , a wide range of original and innovative playful ideas and publication of excellent research, advice and guidelines. Play England was contracted by Department for Children, Schools and Families (DCSF) to support and challenge English local authorities receiving funding under the Play Strategy. In turn it commissioned KIDS to provide advice and guidance on promoting inclusive play and accessible design within universal provision. Wales led the way on political commitment to childrens play with the first UK Play Policy and a strong expression of childrens rights. In Scotland only limited higher level attention has been paid to play though support has increased (at a pretty slow pace) in recent years. The Scottish Government funded the Go Play programme and has recognised play in a number of Government policy frameworks. In my opinion, these are not characterised by the more sophisticated thinking weve seen in Wales nor the strategic gains weve seen in England. The Go Play Fund which announced its portfolio of funded projects in January this year is the only significant funding in Scotland specifically for play. It did not address the play opportunities of disabled children in its baseline research nor prioritise disabled childrens play in its programme of funding. It could be argued that had the research considered groups of children rather than geographic locations then the play rights of disabled children may have emerged as a higher priority. The proposed General Comment on article 31 I mentioned above two previous General Comments issued by the UN Committee on the Rights of the Child. IPA and international partner organisations have requested that the UN Committee publish a General Comment on article 31 and the childs right to play. General Comments are issued by the Committee to elaborate on the meaning of an aspect of the convention and to increase state accountability with regard to compliance. In our initial letter of request we highlighted barriers to childrens play including those that particularly impinge on disabled childrens play such as lack of training of professionals, accessibility issues, institutionalisation, lack of awareness, poor urban planning, lack of childrens participation. We also raised the links between articles 31 and 23, and with article 24 on standards of health for example. While this request is being considered, and to strengthen our case, IPA has organised eight Consultations on childrens right to play around the world. These are currently in taking place in Johannesburg, Nairobi, Mumbai, Bangkok, Beirut, Tokyo, Sofia and Mexico City and are being organized in conjunction with regional or national partners and with funding from the Bernard van Leer Foundation. The goals of the project are: to mobilize a worldwide network of article 31 advocates and to harness expertise to raise awareness of the importance of play in the lives of children; to gather specific material demonstrating the infringement of the childs right to play; to formulate practical recommendations for governments with regard to compliance with article 31. These will be formed into one report to present to the UN Committee in Geneva in about August this year. Of course I cannot pre-empt the results of the consultations and the final report but I think I can pretty much guarantee that the play rights of disabled children will emerge. For example we have just received the draft report of the consultation which took place in Mumbai at the beginning of April. It identified Discrimination and marginalization of children with disabilities as one of the major issues causing infringements of childrens play rights. They report lack of physical accessibility and inclusion, lack of awareness, state apathy towards children with disabilities and say that the situation is aggravated for children from poor families. I anticipate that we will hear more about this from the other project sites. I heard recently from Professor Yanghee Lee that the UN Committee is currently discussing and finalising the forthcoming General Comments and that the right to play is on the list for consideration. IPA is doing all that it can to make the case for a General Comment on article 31 and this time I think I can guarantee that if it is approved and if IPA is involved in the writing, then the play rights of disabled children will certainly be addressed. Reflections on disabled childrens right to play After graduating, I spent about 10 years working on an adventure playground as a playworker. It focussed on the play needs of children with disabilities along with their friends and families and the local community. Ive also worked overseas on play projects for children in more disadvantaged situations which also of course included children with disabilities and have led action research on play and inclusion in schools and communities. And so, I wanted to finish by saying something about childrens play which wasnt about policies and campaigning but that reflected on play and childhood. Many children with disabilities have few areas in their lives in which they feel able to exercise real choice and control. It may be because of change or disruption in their lives, because their time is colonised by adults, because they spend time having treatments or therapy, or simply because they have to rely on adults to get them around. One of the things I was often told on the adventure playground was that it was a special place in childrens lives because the children were allowed to be children with no other agenda than to support them to play. Play can be a process through which they can regain a sense of control or work through difficult or challenging experiences. Play environments which have elements that can manipulated, and that can cope with processes of creation and destruction, are of great importance to children. Risk and challenge are integral parts of the play experience and it has been said that children with disabilities have an equal if not greater need for opportunities to take risks, since they may be denied the freedom of choice enjoyed by their non-disabled peers.  Children need opportunities in their play to learn to judge their own capacities and extend them, explore limits and to experience excitement, nervousness, courage, daring, thrills and real spills. Ultimately it is the nature of play that there is no right or wrong. It is therefore an arena in which children with additional support needs can be themselves, making their own meaning, gaining their own satisfaction from play in their own way and at their own pace. Child-mediated play (particularly outdoor play, school playtime, free play with low levels of adult intervention) is especially important to how included children feel. These are the opportunities for children to have a place among peers and take part in the particular culture of play in a particular place. Childrens play culture can have its own language, fads and phases, values, even its own history and geography as seen in the play landscapes children create and recreate for themselves. Acceptance by peers is significant in the development of a childs sense of self and personal identity. We can all remember from our own childhoods how quickly children can see through well-intentioned social engineering by adults so child-mediated play is particularly important. In play children may have to take on the world and learn about relationships, how they work and are negotiated including through teasing, falling out, making up, loyalty, quarrels, shifts in groups, jealousy and so on. These are real experiences that all children have to tackle and learn about. When discussing inclusion with children, friendship is usually at the centre. Friendships developed through specific attempts to provide for inclusive play can be carried over into other parts of childrens lives. A friendship developed at playtime or in a playscheme has the possibility of developing into play in the childrens local community or homes. These are the types of experiences that are stifled before they even have a chance to develop, when children are not able to access local play provision. Play provokes wide-ranging language and communication and through inclusive play children will hear flexible use of language by peers including slang and word play. There is enormous motivation to use language in play and flexible use of non-verbal communication can often be more readily exchanged in the context of play. Play also offers opportunities for behaviour and traits to be appreciated in a way they might not be elsewhere taking daring risks, making rude noises, mimicry, silliness, jokes, or telling unbelievable tales. I think that in supporting play for children with disabilities we have to remember that like for all children play can be deeply serious or as light as air. It can be loud, abrasive, rude, smutty, hilarious, gentle or tender. It can fully absorb the whole attention of a child or of a group of children and yet can also be frivolous, throw-away or fleeting. It can be dangerous, dark and alarming. It can look like play and not be play, or vice versa. The concepts of inclusion in and through play link inseparably the right to play and the right of disabled children to participate fully in society. It embraces dimensions of richness, diversity and appreciation of difference. By aiming for inclusive play opportunities we are aiming for the best play experiences we can offer to all children. Theresa Casey, 2010 References Casey, T. (2010) Inclusive Play Practical Strategies for Children from Birth to Eight. London: SAGE Publication DCMS (Department for Culture, Media and Sport) (2004) Getting Serious About Play: A Review of Childrens Play. London: DCMS. Hodgkin, T and Newell, P (2007) Implementation Handbook for the Convention on the Rights of the Child: UNICEF Beunderman, J. (2010) People Make Play. London: Demos for Play England. Lester, S. and Russell, W. (2009a) Childrens Right to Play: an examination of the importance of play in the lives of children worldwide. The Hague: IPA/ Bernard van Leer Foundation Lester, S. and Russell, W. (2009b) Play for a Change, Summary Report. London: Play England NPFA (National Playing Fields Association) (2000) Best Play: What Play Provision Should Do for Children. London: NPFA/Childrens Play Council/PLAYLINK. Play Safety Forum (2002) Managing Risk in Play Provision: A Position Statement. London: Childrens Play Council. Sutton-Smith, B. (2001) The Ambiguity of Play. Cambridge, MA: Harvard University Press. UNICEF (1989) Convention on the Rights of the Child. Online: HYPERLINK "http://www.unicef.org/crc"www.unicef.org/crc  United Nations Committee on the Rights of the Child (2006) General Comment No.9 The Rights of Disabled Children. Online:  HYPERLINK "http://www2.ohchr.org/english/bodies/crc/comments.htm" http://www2.ohchr.org/english/bodies/crc/comments.htm United Nations Committee on the Rights of the Child (2005) General Comment No.7 Implementing Child Rights in Early Childhood. Online: http://www2.ohchr.org/english/bodies/crc/comments.htm United Nations Committee on the Rights of the Child (2008) Concluding Observations United Kingdom of Great Britain and Northern Ireland. Online:  HYPERLINK "http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC.C.GBR.CO.4.pdf" http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC.C.GBR.CO.4.pdf  IPA and seven international partner organisations wrote to the UN Committee on the Rights of the Child in May 2008 to request that they issue a General Comment on article 31 and the childs right to play  Russell, W. and Lester, S. 2009  Burghardt, 2005 in Russell and Lester 2009 (a)  Pellis and Pellis, 2009: 94, in Russell and Lester 2009  Committee on the Rights of the Child, 2005:5  Committee on the Rights of the Child, 2006:19  Committee on the Rights of the Child, 2008:12  Sutton-Smith, B. 1999  DCMS, 2004: 9  Lester and Russell, 2009:16 (b)  Beunderman, J. 2010: xviii-xiv  See Play England for downloads  HYPERLINK "http://www.playengland.org.uk" www.playengland.org.uk  A charity working with disabled children, young people and their families  Source:  HYPERLINK "http://www.playengland.org.uk" www.playengland.org.uk  See for example: The Early Years Framework; Equally Well  See  HYPERLINK "http://www.ipaworld.org" www.ipaworld.org Global Consultations  Play Safety Forum, 2002     PAGE  PAGE 1 / 0 1 2 < D G a n o 軫rbO8O8-jh-ha~CJOJQJUaJmH sH $h-ha~CJOJQJaJmH sH ha~CJOJQJaJmH sH $hD`aha~CJOJQJaJmH sH $hD`aha~CJ OJQJaJ mH sH $hD`ahOCJ OJQJaJ mH sH hD`aCJOJQJaJmH sH (h-ha~CJOJQJ^JaJmH sH /h-hV55B* CJOJQJmHnHphu h-hV5 jh-hV5UmHnHuF0 1 2 a o 7   $IfgdaGl-DM ]gdOgda~$a$gda~$-DM `a$gdP $ Sa$gdN[_cc    ' B C N ` oZEZ3Z"h CJOJQJ^JaJmH sH (h-hOCJOJQJ^JaJmH sH (h-ha~CJOJQJ^JaJmH sH .h-hO6CJOJQJ]^JaJmH sH +h-hOCJOJQJ]^JaJmH sH (h-hOCJOJQJ^JaJmH sH h-ha~OJQJmH sH $h-ha~CJOJQJaJmH sH -jh-ha~CJOJQJUaJmH sH (h-ha~0JCJOJQJaJmH sH     ~ WXPQ|wwj T7]T^7gd-gdAEgdV5gd-DM gdV5gda~ekd$$Ifl,") t0644 la ` i w x  * 0 3 P Q fO\֬֗pppp[(h-hCJOJQJ^JaJmH sH (h-hAECJOJQJ^JaJmH sH "hkCJOJQJ^JaJmH sH (h-h5CJOJQJ^JaJmH sH (h-h CJOJQJ^JaJmH sH (h-hOCJOJQJ^JaJmH sH (h-ha~CJOJQJ^JaJmH sH (h-hcCJOJQJ^JaJmH sH #6DVWXYhj 믚ufQ??"hD`aCJOJQJ^JaJmH sH (h-hV5CJOJQJ^JaJmH sH h-hOCJaJmH sH $h-hCJOJQJaJmH sH "h0+CJOJQJ^JaJmH sH (h-hkCJOJQJ^JaJmH sH "hkCJOJQJ^JaJmH sH (h-hCJOJQJ^JaJmH sH (h-h/nCJOJQJ^JaJmH sH (h-h CJOJQJ^JaJmH sH .7Vhiyz딁mZE2$h-h6CJOJQJaJmH sH (h-hAECJOJQJ^JaJmH sH $h-hCJOJQJaJmH sH 'h-hAE6CJOJQJaJmH sH $h-hAECJOJQJaJmH sH (h-h6CJOJQJ^JaJmH sH 5jh-h/n0JCJOJQJU^JaJmH sH "hD`aCJOJQJ^JaJmH sH (h-hcCJOJQJ^JaJmH sH (h-hCJOJQJ^JaJmH sH vwxy^gڭyaJ6J&h CJOJQJaJmH nH sH tH ,h-hAECJOJQJaJmH nH sH tH /h-hAE6CJOJQJaJmH nH sH tH 9jh-hj?0JCJOJQJUaJmH nH sH tH ,h-hj?CJOJQJaJmH nH sH tH 2h-hAE0J56CJOJQJ^JaJmH sH $h-hAECJOJQJaJmH sH $h-h6CJOJQJaJmH sH $h-hV5CJOJQJaJmH sH  NOPQde9ҺlU@.@"hD`aCJOJQJ^JaJmH sH (h-hD`aCJOJQJ^JaJmH sH ,jh-hAEH*OJQJUaJnH tH -jh-hAE0JOJQJUaJnH tH  h-hAEOJQJaJnH tH hD`aOJQJaJnH tH /hkhAE5CJOJQJaJmH nH sH tH /h-hAE5CJOJQJaJmH nH sH tH ,h-hAECJOJQJaJmH nH sH tH ,h-h6CJOJQJaJmH nH sH tH  QSTJKdef} !gdia-DM gdiagd@cgdj?gdXZgd*P T7]T^7gdk-DM gdV57^7gdD`a-DM gdD`a T7]T^7gd-9:;Ei !"#$(3RSTϽϽϽϨlll\I$h-h6CJOJQJaJmH sH hD`aCJOJQJaJmH sH (h-hV5CJOJQJ^JaJmH sH "h CJOJQJ^JaJmH sH (h-hCJOJQJ^JaJmH sH (h-h6CJOJQJ^JaJmH sH "hD`aCJOJQJ^JaJmH sH (h-hD`aCJOJQJ^JaJmH sH 5jh-hD`a0JCJOJQJU^JaJmH sH ,IJKT02LQc{oZHZHZ9hXZhcCJOJQJaJ"h|PCJOJQJ^JaJmH sH (h-hCJOJQJ^JaJmH sH hXZCJOJQJaJ#jh*P0JCJOJQJUaJhXCJOJQJaJh*Ph*PCJOJQJaJh*PCJOJQJaJ$h-h6CJOJQJaJmH sH $h-h_CJOJQJaJmH sH $h-h/nCJOJQJaJmH sH $h-hV5CJOJQJaJmH sH cdef|}   ) H n ˹}}nYDY(h-h8tCJOJQJ^JaJmH sH (h-hiaCJOJQJ^JaJmH sH h-h@cOJQJmH sH h-h8tOJQJmH sH hD`aOJQJmH sH h-h/OJQJmH sH "h-h@c56OJQJmH sH "h-hj?56OJQJmH sH hi 56OJQJmH sH $h-hj?CJOJQJaJmH sH $h-hiCJOJQJaJmH sH n o p !=!c!!!!Z#^#$V$`$~$Ͻϫr_L=.h]QhT}CJOJQJaJh]Qh CJOJQJaJ$h]QhT}CJOJQJaJmH sH $h]QhiaCJOJQJaJmH sH "h]QCJOJQJ^JaJmH sH (h-hT}CJOJQJ^JaJmH sH "hT}CJOJQJ^JaJmH sH "hiaCJOJQJ^JaJmH sH "hD`aCJOJQJ^JaJmH sH (h-hiaCJOJQJ^JaJmH sH 5jh-h8t0JCJOJQJU^JaJmH sH !!!Z#[#\#]#^#$$&&w'!))*++-----. 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