Developing School Age Childcare - Department of Children and ...

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9.3 The importance of play for the child9.3.1 Play is recognised as a basic human right for all children. The importance of play hasbeen reaffirmed by the United Nation’s Convention on the Rights of the Child, whichIreland ratified in 1992. Article 31, sets out the child’s right to play:“Parties recognise the rights of the child to rest and leisure, to engage in play andrecreational activities appropriate to the age of the child and to participate freely incultural life and the arts: parties shall respect and promote the rights of the child toparticipate fully in cultural and artistic life and shall encourage the provision ofappropriate and equal opportunities for cultural, artistic, recreational and leisureactivity” 549.3.2 Article 7 of the same Convention states“The child shall have full opportunity to play and recreation, which should be directed tothe same purposes as education; society and the public authorities shall endeavour topromote the enjoyment of this right.”9.3.3 These views are enshrined in the National Children’s Strategy which states that”All children will have access to play, sport and recreation and cultural activities toenrich their experience of childhood.” 559.3.4 On the same topic of play, but specifically referring to childcare, the P2000 ExpertWorking Group on Childcare noted that:“Play is one of the essential experiences of childhood. It is central to all aspects of youngchildren’s development and learning. All childcare services, therefore, should providechildren with opportunities, materials, time and space (both indoor and outdoor) toplay 56 ”9.4 What is Play?9.4.1 The Children’s Play Council in the United Kingdom defines “Play” as“an essential part of every child’s life and vital to their development. It is the waychildren explore the world around them and develop and practice skills. It is essentialfor physical, emotional and spiritual growth, for intellectual and educationaldevelopment, and for acquiring social and behavioural skills.“Play is a generic term applied to a wide range of activities and behaviours that aresatisfying to the child, creative for the child and freely chosen by the child. Children’splay may or may not involve equipment or have an end product. Children play on theirown and with others. Their play may be boisterous and energetic or quiet andcontemplative, light-hearted or very serious.” 579.4.2 Through play, children learn about themselves, other people, their environment and theworld around them. Play enables children to explore and practice the roles andexperiences that they will meet and fulfil in later life.54 United Nations Convention on the Rights of the Child : signed by Ireland 1990, ratified 199255 Our Children - Their Lives : National Children’s Strategy : Stationery Office : 200056 National Voluntary Council for Children’s Play : The New Charter for Children's Play, 199857 Op.cit.65
9.4.3 Play can be either structured or free and there is a place for each in the activityprogramme for a school age childcare facility. Structured play is play that has beenprearranged in some way - it may be planned and may be facilitated by the adult inconjunction with the participant. Structured play may involve the use of formal toys andgames and may be enjoyed by the child alone or as a participant in a group activity.9.4.4 Free play is spontaneous play which happens when children choose and use thematerials and resources in their own way. Free play enables the child to lead the playexperience and to control the manner in which it develops, without the involvement ofan adult. On the topic of free play, the European Network on School Age Childcare(ENSAC) noted that“For some children, free play is playing with one friend in a quiet corner; for anotherchild it might mean experimenting with paint, on her own or with a group; still otherswant to join in elaborate make-believe; running about, hiding, or building dens; or theymight just want to sit and chat with a member of staff. These opportunities are often notpossible either at home or during the school day. We believe that in their free timechildren should be able to develop and exercise appropriate autonomy” 589.4.5 Given today’s changing lifestyles, children have fewer opportunities to play freely withother children in their locality and on the streets than did children in the past. This inno way takes from the range of opportunities which still present themselves for childrenin the 21st century and a well planned School Age Childcare service will ensure that thefacility is equipped in a manner which affords the child opportunities for explorationunder the discrete supervision of the childcare practitioner.9.4.6 The National Children’s Office has published a useful policy document on thedevelopment of play 59 and this is a useful tool to inform public policy on the broad issueof children’s needs in this field. The objectives of the play policy are as follows and theseare linked in the policy document to a range of key recommendations for action:“to give children a voice in the design and implementation of play policies andfacilities;to raise awareness of the importance of play;to ensure that children’s play needs are met through the development of a childfriendly environment;to maximise the range of play opportunities available to all children, particularlychildren who are marginalised, disadvantaged or who have a disability;to improve the quality and safety of playgrounds and play areas;to ensure that the relevant training and qualifications are available to personsoffering play and related services to children;to develop a partnership approach in funding and developing play opportunities; andto improve information on, and evaluation and monitoring of, play provision forchildren in Ireland.”As with all work published by the National Children’s Office, the key emphasis is on the“whole child perspective” which sees the active, developing child as the central focus 60and to children’s rights to engage in play and recreational activity 61 , views with which theWorking Group concurs in the context of its own work.66 58 ENSAC: ibid.59 National Children’s Office: Ready Steady Play. A National Play Policy : Page 960 ibid.61 ibid.: Page 11
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DEVELOPINGSCHOOL AGECHILDCAREREPORT
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FOREWORDThe early years of the new
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The development of this sector also
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D.6 The Working Group reviewed mate
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G.3 A number of key elements contri
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I. Other Key Issues Impacting on a
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J. Training for School Age Childcar
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L. GuidelinesL.1 In accordance with
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aimsire agus forbartha a sholáthar
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lianta beaga ó bhunlíne íseal (m
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G. Caighdeán an Chúraim Leanaí d
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feasacht maidir le cumais an linbh;
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molann an Grúpa Oibre go n-úsáid
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áitiúil chun cúram leanaí a fho
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INTRODUCTION AND CONTEXT1.1 Introdu
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1.3.3 The Mid Term Review of the pe
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Page 43 and 44: 3.12 The average cost per hour of s
Page 45 and 46: 3.19 The objectives of each service
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Page 51 and 52: New Zealand4.11.1 New Zealand also
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Page 58 and 59: may not have childcare requirements
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Page 79 and 80: TABLE 8.3NATIONAL NETWORK FOR CHILD
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Page 95 and 96: Every facility should have adequate
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Page 99 and 100: Chapter 11QUALITY SCHOOL AGECHILDCA
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Page 103 and 104: 11.3.7 Five universities in England
Page 105 and 106: understand and promote all aspects
Page 108: THE WAY FORWARD12.1 The Equal Oppor
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