Access to Play in Crisis Toolkit

Page 75

Policy Maker Tool 4 Self-assessment tool: providing an optimum environment for play The Committee on the Rights of the Child asserts that children have a spontaneous urge to play and participate in recreational activities and will seek out opportunities to do so in the most unfavourable environments. However, certain conditions need to be assured, in accordance with children’s evolving capacities, if they are to realise their rights under article 31 to the optimum extent. The Features column: sets out the features of an optimum environment as set out in General comment No. 17 (para. 32) Red (0), Amber (1), Green (2) (RAG) status is a tool to communicate status quickly and effectively. You can use the colour or number system.

RAG Status Criteria not met.

0

Criteria partially met.

1

Criteria fully met.

2

RAG status column: can be used by an organisation to show its assessment of whether that feature is fully met, partially met, or not met. Evidence to support strengths column: should be used to provide the reason for the chosen status and how the evidence is held. Shortfall column: should be used to explain the areas in which the play space/opportunities/ provision do not fully meet the criteria.

SECTION 4

Policy Makers section

Identified Action column: should be used to show the intended action to rectify shortfalls.

75


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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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