Access to Play in Crisis Toolkit

Page 39

Staff Tool 10 Useful and basic play items We asked people working in crisis situations if they could take just one thing to support children to play, what would it be?

Balloons have multiple uses and are easy to pack.

Matches – because making and sitting round fires can be very communal and convivial. Fires can be cooked on, provide warmth and offer place for reflection.

Chalk – to draw with, make games, can transform a space, and can mark a space for play.

Sheets of polythene that can be spread over a dip in the ground to make a shallow pool or a water slide.

Play dough.

Rope, string, elastic for games, making swings and ladders and den building.

Balls (ready-made or home-made) – for games and game starting.

39

Staff section

Paper – for games and to make things.

SECTION 2

A good resource is a large, coloured parachute or bits of fabric sewn together. The parachute works well as it is clearly meant for sharing and the children don’t see it as a possession. It can be used to call children together. It is sensory and can be both quiet/ safe and loud/active. It provides shelter and shade. Many camps and urban environments are devoid of colour so the parachute gives an amazing focal point and opportunity for the kids to experience colour, particularly with the sun shining through and casting different colour light. The parachute allows lots of children to engage and gives the freedom for games to develop naturally (in our camp the kids liked to sing Syrian chants whilst bouncing up and down under the parachute).


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Policy Makers Tool 2 Models of provision

12min
pages 68-73

Policy Makers Tool 3 Working together to provide for the right to play in situations of crisis

1min
page 74

Policy Makers Tool 4 Self-assessment tool: providing an optimum environment for play

5min
pages 75-80

Advocating for play

2min
pages 64-66

Policy Makers Tool 1 Play policy

1min
page 67

Spending donations for play

1min
page 61

Thinking about risk and challenge in play

6min
pages 58-60

Identifying and protecting environments for play

2min
pages 56-57

Providing induction about play

2min
page 50

Providing support to staff

1min
page 49

Providing training to support play within programme activities

8min
pages 51-55

Staff Tool 12 Questions to support reflection/reflective practice

1min
pages 43-44

Staff Tool 13 Ethical considerations

4min
pages 45-48

Staff Tool 11 Facilitating the beginning, middle and end of a play session

4min
pages 40-42

Staff Tool 10 Useful and basic play items

1min
page 39

Staff Tool 7 Placemaking

2min
pages 33-34

Staff Tool 9 Resourcing play – loose parts

1min
page 38

Staff Tool 8 Observing children’s play

1min
pages 35-37

Staff Tool 6 More features of play environments for play

2min
page 32

Staff Tool 5 Play environments

1min
pages 30-31

Staff Tool 4 Types of play

1min
page 29

Staff Tool 3 Responding to children’s play – play clues and responses

4min
pages 26-28

Staff Tool 2 The role of adults in supporting play in situations of crisis

2min
pages 24-25

The importance of play in situations of crisis

4min
pages 12-14

Introduction

1min
page 4

The features of an optimum environment for play

1min
page 15

Using the toolkit

0
page 6

Staff Tool 1 The importance of play

1min
page 23

Key roles and responsibilities in situations of crisis

4min
pages 7-11

Overcoming the challenges to playing in situations of crisis

4min
pages 17-19

The toolkit

1min
page 5
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