Reflection on 'Right to Play' for Children

Running head: REFLECTION ON ‘RIGHT TO PLAY’ FOR CHILDREN
REFLECTION ON ‘RIGHT TO PLAY’ FOR CHILDREN
Name of the Student
Name of the University
Author note

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REFLECTION ON ‘RIGHT TO PLAY’ FOR CHILDREN
Play is an engaging activity to enjoy for recreational purpose. As per the Article 31 of
UNCRC, every child is privileged to have the right to play, repose and rejoice respite, to
indulge themselves into some recreational activities and to partake freely in cultural works
and activities (www.unicef.org.uk, 2019). The government shall admire and promote the
‘right to play’ behaviour and should also stay active towards extra-curricular activities and
shall endure provisions of providing opportunities for recreational, cultural and leisure
activities. This essay will discuss about the significance of Right to play and why there is a
need for EC’s to protect right to play. It will also state that how right to play for children is
respected in early childhood setting. The aim of the essay is to reflect the practices and
policies of early childhood with respect to the ‘right to play’.
The significance of Article 31 of Right to play is to protect distinctive nature of
childhood by providing recreational activities which are vital for the well-being of children.
Besides the pleasure, it strengthens the physical and cognitive aspects of children. Article 31
ensures involvement of cultural and creative life which creates a sense of competitiveness
among the children by giving them a platform to perform and stay ahead (Brooker &
Woodhead, 2013). Children participating in cultural activities are learning from various
things and enhancing knowledge. Next, it ensures the importance of rest in children’s life
which keeps their lives balanced throughout the day. It repairs the mental health resulting in
better performance. It is essential for Early Childhood to protect the right to play because
Children are the base of tomorrow’s generation. In order to maintain proper health of the
children, play is an essential inclusion with other routine tasks. It provides opportunities to
socialize with people around and also acts as a platform for creativity. Protection of right to
play is directly encouraging play to be a part of education systems. Play is motivation to
children to maintain attendance in schools. Right to play is very important to protect as it
ensures healthy welfare in terms of families and social communities (Andersen & Dolva,

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REFLECTION ON ‘RIGHT TO PLAY’ FOR CHILDREN
2015). To maintain physical, cognitive and emotional stabilities of a child. It is thus
important to protect as it promotes healthy leisure options of play and learn besides
education.
The children’s right to play as per UNCRC is respected in the early childhood setting
as it is highly effective on the updated policies along with the practices in early involvement
and inclusion of children with personal disabilities and slow developmental process(Brooker
& Woodhead, 2013). Previously, the stress for early childhood practices was seldom based on
therapies and other interventions to meet goals for children set by professional members.
Achieving these kind of goals seldom needs removing a child with special requirements from
their group of peers whereas the child itself practised an identified skill to reach that goal.
The ways Children’s right to play can be improved to be respected by the early childhood as
per article 31 rights (www.unicef.org.uk, 2019). The challenges are different for respective
regions, which include, shortage of identification of the significance of play and recreation,
harmful environments, use of public spaces are restricted to children, risk and safety both
needs to be balanced, negligible reach to nature, stress for educational goal achieving, Less
attention of article 31 in developmental and creative programmes, Less speculation in
creating recreational opportunities for children, Growth in technological resource, Marketing
and creating awareness of play.
The three examples of right to play in childcare environment elaborately describes its
significance in the children’s life, firstly, children from institutions like, remand homes,
hospitals, schools, refugee camps have negligible opportunities to play and partake in
recreational activities to learn and grow with diversified culture. Secondly, there are children
who belong from minority categories or indigenous communities are not exposed to perform
cultural activities from their community (Andersen & Dolva, 2015). Thirdly, children with
disabilities cannot enjoy the privilege of play, going to schools and to take part in cultural