Playwork_Nvq_Level_3

Unit 101 The theory and practise of children and young people’s play Task 3 1st Assumption – Children’s play is freely chosen, personally directed behaviour, motivated from within; through play, the child explores the world and her or his relationship with it, elaborating all the while a flexible range of responses to the challenges she or he encounters; by playing, the child learns and develops as an individual. 2nd Assumption – Whereas children may play without encouragement or help, adults can, through the provision of an appropriate human and physical environment, significantly enhance opportunities for the child to play creatively and thus develop through play. 1st Value – The child must be at the centre of the process; the opportunities provided and the organisation which supports, co-ordinates and manages these should always start with the child’s needs and offer sufficient flexibility to meet these; 2nd Value – Play should empower children, affirm and support their right to make choices, discover their own solutions, to play and develop at their own pace and in their own way. 3rd Value – Whereas play may sometimes be enriched by the playworkers participation, adults should always be sensitive to children’s needs and never try to control a child’s play so long as it remains within safe and acceptable boundaries. 4th Value – Every child has the right to a play environment which stimulates and provides opportunities for risk, challenge and the growth of confidence and self esteem. 5th Value – The contemporary environment in which many children grow up does not lend itself to safe and creative play; all children have a right to a play environment which is free from hazard, one which ensures physical and personal safety, a setting within which the child ultimately feels physically and personally safe. 6th Value – Every child is an individual and has the right to be respected as such: each child should feel confident that individuality and diversity are valued by the adults who work and play with them. 7th Value – A considerate and caring attitude to individual children and their families is essential to competent playwork and should be displayed at all times. 8th Value – Prejudice against people with disabilities or who suffer social and economic disadvantage, racism and sexism have no place in an environment which seeks to enhance development through play. Adults involved in play should always promote equality of opportunity and access for all children, and seek to develop anti-discriminatory practise and positive attitudes to those who are disadvantaged. 9th Value – Play should offer the child opportunities to extend her or his exploration and understanding of the wider world and therefore physical, social and cultural settings beyond their immediate experience. 10th Value – Play is essentially a so-operative activity for children both individually and in groups. Playworkers should always encourage children to be sensitive to the needs of others; in providing play opportunities, they should always seek to work together with children, their parents, colleagues and other professionals and, where possible, make their own expertise available in the wider community. 11th Value – Play opportunities should always be provided within the current legislative framework relevant to children’s rights, health, safety and well being. 12th Value – Every child has a right to an environment for play, and such environments must be accessible to children.