Article 31: Play, Leisure, and Recreation

Abstract

The focus of this chapter is the role of play within educational settings, including the ways in which school psychologists can support play development and children's right to access play. Playing is at the heart of early years education and is central to children's learning, as well as their physical, mental, social and emotional health and wellbeing. Through playing, children develop resilience and flexibility, contributing to physical and emotional wellbeing. The chapter begins by setting out the different dimensions of children's play, before considering the potential contribution of play to children's experience within educational establishments, within both the classroom and unstructured play times. Tensions between supporting play for its intrinsic value to children and using play for instrumental purposes are noted. Strategies for supporting and developing children's play will be considered, before the role of the school psychologist in promoting, protecting and providing for the right to play in educational establishments is explored. The chapter is underpinned by research evidence which indicates that playing contributes to the healthy development of children. Furthermore, it reinforces that playing is an integral part of childhood and when play and playing is valued, it follows that children are valued. UN General Comment no. 17 on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (Article 31) described as 'the 'most urgent contribution to this complex field' (Brooker & Woodhead, 2013, p. ix), is taken as a key reference point for this chapter.