Through play children and young people make connections between themselves and the world around them. Quality play provision creates an environment in which children and young people are able to play

directed by them. Children and young people need to play and want to play, but the options and environments open to them today are very

Over the past 25 years, social, technological and environmental changes have transformed the environment in which our children are growing up, with the loss of outdoor play opportunities being one of the most dramatic changes.

that play can bring to both the individual child and to wider society; and also to highlight the critical importance of establishing collaborative working relationships between government departments, public bodies and the community and voluntary sectors at a policy level.

The case for children’s play as an aspect of public policy is well made. First and foremost, it is an established human right, recognised under the United Nations Convention on the Rights of the Child (1989). It could indeed be argued, that the right to play is the one human right that is most distinctive

a young person. The UNCRC states that all children and young people have the right to engage in play and recreational activities appropriate to their age, and to participate freely in cultural life and the arts (Article 31). Play and leisure

interests. One the key strengths of the UNCRC is that all of the articles of the convention are interrelated and indivisible, thus creating a connection between play and other aspects of a child’s life including, by way of example health, education and the right to have a voice on decisions that impact upon them.

If you ask any adult to recall their memories of play, these are almost always based outside – often in natural surroundings – with friends; exciting, social, creative experiences often high in challenge and anticipation. Ask the same

picture emerges. PlayBoard believe that children today should have access to just as wide a range of play opportunities as their parents had. Creating

they might remember for the rest of their lives, requires careful thought and imaginative design. We need to strive to create imaginative, innovative, and stimulating play spaces that will enrich the lives of children and young people across Northern Ireland.

Northern Ireland has the youngest population within the UK and the EU. According to current population estimates, approximately 25% of our population is made up of children or young people. This number is expected to increase over the next 15 years, reaching 398,000 children in 2023. Such growth in numbers highlights the increased importance of recognising and meeting the diverse needs of children and young people.

Makingconnectionsthrough play‘Play is the highest form of research.’ Albert Einstein

‘Children need the freedom and time to play. Play is not a luxury. Play is a necessity.’

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As adults we need to think about how our public spaces can be opened up for children to play and consider the impact of our attitude when we see children and young people playing in our streets, in our parks, in our countryside and in our villages, towns and cities. Childhood is such a precious time and play is vital to

directed freely chosen play are clear in terms of cognitive, social and physical development with children developing

including the management of risk. There are numerous examples where children are not allowed to play in our public spaces, where parents who let their children play in the streets are chastised and where others are so fearful that their children will be harmed they would not even consider letting their children play without adult supervision or surveillance.

Play for its own sake

Play deserves respect. Hallowell (2002) believes that it is one of the key childhood roots for adult happiness. Play therefore needs to be mainstreamed within policy development and implementation, with explicit reference given as to why it is important. Lester & Russell (2008) found in an extensive review of literature on play, that much of it relates to instrumental outcomes for play provision whether they be motor, cognitive, social or emotional skills, physical activity or crime reduction. They identify that there is a need to gather the evidence on what works best in providing play for its own sake.

We need to strive to create outdoor play spaces that do justice to children and young people’s endless capacity for adventure and imagination, their fundamental need for exercise and social interaction and, above all, to encourage their innate sense of fun.

Connections to higher level outcomes

Play is an intrinsic aspect of childhood and growing up, and

under 18’s or children’s services planning at local and regional levels.

Research shows that play is a highly complex process which operates at multiple and interconnected levels, making any

incomprehensibility. It must be highlighted however that the key

of the relationship between play, well-being and the high level outcomes from the NI children and young people’s strategy:

• Being healthy (Diamond 2007, Siviy 1998, Poulsen & Ziviani 2004)• Staying safe (Spinka et al 2001, Kalliala 2006, Levin & Hart

2003)• Enjoying and achieving (Burghardt 2005, Fantuzzo et al 2004,

Isen & Reeve 2006)• Making a positive contribution (Freeman & Brown 2004,

Corsaro 2003, Hofer 2006, The Big Deal 2011)• Achieving economic well-being (Attree 2004, Russ 2004,

Barker at al 2003)• Rights(Davey & Lundy 2011, Taylor and Percy-Smith 2008)

There is a strong need to continue to connect research, practice and policy to meet the play needs of children and young people, families and communities. We believe that we need to work hard to foster a genuinely collaborative approach, share resources and agree priorities for action around play. PlayBoard fully endorse the inclusion of play in the programme for government in Northern Ireland.

NI Play & Leisure Implementation Plan

& Deputy First Minister’s commitment to the development of the Play and Leisure Implementation Plan (2011). The plan provides

underpin its commitment to children and young people’s play and leisure. In Northern Ireland there exists a range in the quality and quantity of adequate and accessible play and leisure opportunities

people. We need to continue to ensure that those government departments and public bodies who are duty bearers work together to deliver the outcomes of the Implementation Plan. The key outline areas of the implementation plan are:

• access to play and leisure• places and spaces for play and leisure• championing play and leisure • play workforce

PlayBoard NI calls for the new Executive in Northern Ireland to continue to prioritise provision for play and leisure. The plan

an interest in the cross cutting outcomes to be achieved from Play and Leisure can work innovatively together to plan and meet shared outcomes.

need to be realised to support children’s development both as children now and as future adults in Northern Ireland. Local play

top-tier plans and strategies for our cities and counties. These must be coordinated within the overall vision of the NI children and young people’s strategy to create joined up children’s services and child-friendly environments, that genuinely place children at the heart of their communities.

Connecting communities

The lesson for policy-makers is that paying attention to children’s environments and making them more ‘playable’ could produce

evidence shows the interconnectedness of environment, health, well-being and development. Lester & Russell (2008)

Research suggests that children and young people playing outdoors and establishing relationships with others in their

The more social networks children and young people have in a

safety of that area. Parents also establish their own networks through their children, subsequently, play also helps to build social capital and supports community cohesion amongst adults.

Play provision that is well-planned and connected to wider locality planning initiatives can promote and harness social inclusion opportunities and revitalize disadvantaged neighbourhoods. By building a greater level of shared responsibility, working collectively

reach a stage where public spaces have playfulness at their heart. It is essential that we do not see children and young people in isolation but as an integral part of families and communities. Strong families and communities have a key role to play in aiding economic recovery, providing an essential part of a strong society, supporting us to navigate our way through these challenging times in a spirit of cooperation and collaboration leading to action.

There is also a clear correlation between child poverty and the ability to engage in play and leisure opportunities and experiences. Child poverty research has indicated that 21% of our children in NI do not have access to a nearby play area, 14% are unable to participate in a hobby or leisure activity, whilst 15% are unable to go to the cinema regularly (McLaughlin and Monteith 2004). Play can help build resilience – the capacity for children and young people to thrive despite adversity and stress in their lives.

Connecting health and well-being

Children and young people playing within their local community enables them to develop relationships with adults who are beyond their family and live in the wider neighbourhood. These forms of neighbourhood relations establish a strong sense of community and less fear of crime, in turn can reduce feelings of loneliness during adolescence (Prezza and Pacilli 2007). This has great implications and resonance for the rising suicide rates among our young people in Northern Ireland. There is an emerging pattern of increased teen suicide rates with a 95% increase in male suicide and 34% in female suicide between the period 1995 and 2009. Such an increase in teen suicide may be linked in part, to poorly designed spaces and places which fail to meet community needs and develop a sense of belonging in the areas in which they live.

Evidence from the Mental Health Foundation’s Bright Futures Inquiry (1999) found that whilst factors like poverty, social isolation and a lack of strong relationships have a negative impact on children’s mental health, positive or resilience factors, including play, can provide a balance. It is noted that opportunities to play including

esteem and resilience in more than just the short term.

swings and roundabouts. Embracing the whole spectrum of play promotes community cohesion and supports regeneration. Play provision promotes community well-being and security. Community-based evaluations by the New Economics Foundation show that play provision can enhance connections and trust in

friendship networks, community know-how and community safety.

By valuing and respecting the strength of children, families and communities themselves and their opinions, we can create lasting change. By creating places and spaces for play across

and sustainable lifestyles. This can however only be achieved by

connecting academics, policy-shapers and practitioners from transport, planning, environment, housing and development, public health, children’s services and play.

between a time for learning and a time for play without seeing the vital connection between them.” Leo Buscaglia

“Children being seen and heard in public places is oneof the hallmarks of a vital community.” (Playlinks 2006)

Overcoming barrierswithin communities

Play is at the heart of children and young people’s everyday lives and experiences throughout childhood. Children enjoy playing and many prefer to be outside, but opportunities to do this are falling. We know that parents and children want more opportunities to play safely close to where they live. They want a variety of places to play and to be consulted and involved in the development of attractive, exciting and welcoming places. Safety is an issue for parents and children, and is often a barrier to encouraging outdoor play. We need to develop play spaces that help children to play safely and encourage parents to let their children play outside.

Recent research carried out by PlayBoard (March 2011) and supported also by the PlayDay opinion poll in 2010 reveals that concerns about risk are pervasive among the general public, particularly parents, impacting on children’s opportunities for unsupervised outdoor play. The survey highlighted a number of key issues, namely that:

• 97% of respondents felt that opportunities for play and leisure are an important part of community life;

• • 89% agreed that there were not enough places to go and

things to do.

Some concerns and risks within communities include for

be responded to through physical changes, others - stranger danger, fear of upsetting neighbours involve challenging myths and stereotypes. This needs to involve challenging pubic fears, concerns and perceptions. If perceptions such as that it is unsafe for children and young people to play outdoors, unsupervised, are not challenged, resources that do exist will be unused and negative assumptions regarding young people’s presence on the streets will be perpetuated.

moving, appears to be correlated to perceptions of neighbourhood safety and the ability to supervise and track one’s children. There is a strong evidence base for investing in children’s play provision and the need for seriously tackling the many barriers to their access to it. Letting children and young people go out to play is one of the best things that parents can do for their health and wellbeing (Department of Health, Physical Activity, Health Improvement and Protection 2011).

developers, architects, housing managers, landscape architects and designers, play equipment suppliers, parks and recreation managers, community groups, health professionals and, of course, play practitioners, are just some of the people who have, or should have, an interest in promoting enjoyable play spaces that feel safe for children and young people.

A Government review of the impact of current planning policy guidance would be welcomed. Anecdotally, what we are hearing and what we are observing is that planning standards being adopted locally (PPS 7 and PPS 8) are open to misinterpretation by developers, leading to new residential developments which do not properly take into account the ways in which children and young people need to use space for play.

Connecting with youngpeople’s needs

“Children and teenagers being seen and heard in shared public spaces is the hallmark of a society at ease with itself.”Playlink policy (2006)

Many of the open space strategies developed by councils have demonstrated that provision for teenagers across Northern Ireland is particularly limited. Often deemed too old for ‘play’, teenagers need more than youth shelters and areas for ball games - more places where they can congregate and socialise with their friends are especially important.

PlayBoard’s consultations and research with young people exposes the lack of respect and tolerance they experience, particularly in relation to their use of public space. They report that it is often assumed they are, or will be, involved in anti-social behaviour leading to them being moved on (Play and Leisure Implementation Plan Consultations with Children and Young People 2011; Playscapes at 16, Ark Research Update 2011). Within a recent PlayBoard Community Survey, stereotypes about young people causing trouble were strong and prejudice against young people’s presence in public spaces was clearly evident (Community Survey on Play 2011). Given the scope and volume of concerns we need to collectively challenge these negative perceptions.

85% of respondents to the Young Life and Times Survey (2010) felt young people were judged negatively due to their age, with 79% feeling that the media portray young people negatively. This

Connecting to therealities of childrenand young people

Children and young people’s outdoor play and their movement around their local neighbourhood are very closely linked. Short local journeys, on foot or by bicycle are frequently times for play and experimentation. Also, children and young peoples journey to and from school represents an important opportunity for play if they are able to travel independently. It is important to recognise that the nature of the built environment

opportunities for outdoor play and by connection physical activity (Pretty et al 2009, Department of Health, Physical Activity, Health Improvement and Protection 2011).

When children and young people themselves are asked about what is important in their own lives, playing and friends are consistently at the top of the list. In consultations with children and young people they cite the cost of accessing play and youth opportunities and of transport to and from them, as key barriers to participation (Consultations with children & Young people Play & Leisure implementation plan 2011).

Inadequate and poorly resourced play and leisure facilities are consistently raised as a priority in consultations with children and young people

do not have access to adequate play facilities. Research carried out by Contact a Family (2010) points to a high degree of social exclusion of disabled children and young people across the UK, including Northern Ireland, in accessing play and leisure activities. In the survey 65% of parents/carers of disabled children said that they

made to feel uncomfortable while 55% had to

facilities.

In the case of play and leisure, research shows that space is often religiously segregated (Leonard 2004, 2010) with children reporting concerns about not being able to use public spaces without being labelled as trouble makers or being considered a risk to the community. Research by McAlister et al (2009), highlighted that for many the lack of safe social and leisure space, and the failure of providers to consider what ‘safe communities’ mean for children, young people and their families remains a key concern. ‘Actual and feared intimidation, abuse, verbal and physical violence remain key factors in sustaining exclusivity and maintaining geographical boundaries’ (p.26)

In January 2011 PlayBoard carried out a series of consultations with children and young people on both the NI Executives Play and Leisure Policy and the Child Poverty Strategy. Key issues of

• Safety concerns when travelling between

• The lack of access to spaces and places for play and leisure for those living in rural areas and for those with disabilities;

• spaces and places;

• The lack of spaces and places for teenagers to hang out and socialise in;

• A need for more creative use of the environment to support play, learning, leisure, healthy lifestyles and community cohesion for all; and

• The need to engage children, young people and communities in the design of spaces and places, ensuring they are relevant and meet local needs;

Further research commissioned by OFMDFM and PlayBoard through the Young Life and Times

relating to spaces and places, including:

• A discrepancy between the desire of 16 year-olds to use public spaces for social/leisure purposes and the negative attitude they face when doing so;

• 56 per cent of respondents had been told to ‘move on’ when standing on the street with their friends – predominantly by residents;

• 85 per cent of respondents felt that they as young people were judged negatively simply for being young, and

• 79 per cent felt that the media portrayed young people mostly negatively.

Children and young people had plenty of ideas for improving the play and leisure facilities in their area. The most common suggestion was to have many more age appropriate facilities and make current services (such as cinemas, bowling

Children and young people wanted activities that were local, easily accessible, and which catered for a variety of interests.

There were also suggestions to extend the opening hours of youth clubs, skate parks and bowling alleys; build new play facilities or improve existing ones by providing grants;

clubs; and provide more subsidised trips. In addition, children and young people wanted more swimming pools, better football facilities, more bike and skate parks, designated areas for motorbike tracks, basketball courts, separate bicycle lanes, and more play centres for younger children. Having a range of age-appropriate activities was deemed to be crucial in reducing crime among children and young people.

Schools were seen as an excellent and available resource that should be used to increase children’s and young people’s access to play and leisure opportunities. For example being allowed to use their playground after school. Children and young people (particularly those aged 11 and under) were keen that playgrounds, basketball courts, swimming pools and football pitches owned by schools should be open after school and during the school holidays.

What children and young people

have told us?

Disabled children and young people consistently say

that leisure and play, after school, in the holidays and

at weekends, is the most important missing element in their lives. Parents strive

to make opportunities for

unnecessary barriers(Contact a family 2010)

“I go to the cinema with my friend who is a catholic, but

my dad drives me there and picks him up because I don’t

feel safe travelling between

we might get something bad done to us”

(Boy aged 12 January 2011)

“There are play parks but there are problems with broken

use them in the winter after 6pm because it gets too dark

and there areno lights in the park”

(Girl aged 14 January 2011)

“Things in parks are sometimes not right for both

younger and older children and young people. If you

want people to use it at least put in the things that they

want to use – adults need to ask us what we want to do,

and not just assumethat they know”

(Boy Aged 8 January 2011)

“We need more time in school to play at break times and

lunchtime…we sometimes only get 5 or 10 minutes”

(Girl Aged 6 January 2011)

ReferencesAttree, P (2004) ‘Growing up in disadvantage: a systematic review of the qualitative evidence’, Child: Care, Health and Development 30(6): 679–689.

Barker, J, Smith. F, Morrow, V, Weller, S, Hey, V and Garwin, J (2003)The Impact of Out of School Care: A qualitative study examining theviews of children, families and playworkers. DfES Research Report RR446. London: DfES.

Big Deal NI (2011) http://www.thebigdealni.com/

Burghardt, GM (2005) The Genesis of Animal Play: Testing the limits. Cambridge, Ma: The MIT Press.

Cohen B (2010) Space to develop: How architecture can play a vital role in young children’s lives. CELE Exchange 2010/6 – ISSN 2072-7925 OECD

Contact a family (2010) Holidays, Play and Leisure.Web: www.cafamily.org.uk/pdfs/leisure.pdf

Corsaro, WA (2003) We’re Friends Right? Inside kids’ cultures. Washington DC: Joseph Henry Press.

Davey, C and Lundy L (2011) Towards greater recognition of the right to play: an analysis of Article 31 of the UNCRC. Children and Society, 25(1), January 2011, pp.3-14.

Department of Health, Physical Activity, Health Improvement and Protection (2011) Start Active, Stay Active: A report on physical activity

Diamond, A (2007) ‘Interrelated and interdependent’, Developmental Science,10(1): 152-158.

Fantuzzo, J, Sekino, Y and Cohen, H (2004) ‘An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children’, Psychology in the Schools, 41(3): 323-336.

Freeman, N and Brown, B (2004) ‘Reconceptualizing Roughand Tumble Play’,Advances in Early Education and Day Care, 13: 219-234.

Gender Equality Strategy Statistical Indicators (2011) Northern Ireland Executive.

Hallowell, Edward M (2002). The Childhood Roots of Adult Happiness. New York: Ballantine Books.

Hofer, M (2006) ‘Psychobiological roots of early attachment’, Current Directions in Psychological Science, 15(2): 84-88.

and extrinsic motivation: facilitating enjoyment of play, responsible work behaviour and self-control’, Motivation and Emotion, 29(4): 297-325.

Jans M (2009) Children and Citizens. Childhood 2004; 11; 27

Kalliala, M (2006) Play Culture in a Changing World. Berkshire: Open University Press.

Kilkelly, U., Kilpatrick, R., Lundy, L., Moore, L., Scraton, P., Davey, C., Dwyer, C. and McAlister, S. (2004) Children’s Rights in Northern Ireland. Belfast: Northern Ireland Commissioner for Children and Young People.

Belfast. Belfast: Save the Children.

Lester S & Russell W (2008) Play for a change. Play, policy and Practice: A review of contemporary perspectives. National children’s bureau & Play England.

Levin, I and Hart, S (2003) ‘Risk preferences in young children: early

losses’, Journal of Behavioural Decision Making, 16: 397-413.

Mental Health Foundation (1999) Bright Futures: Promoting Children and Young People’s Mental Health. http://www.mentalhealth.org.uk/publications/59259/

McAlister, S., Scraton, P. and Haydon, D. (2009) Childhood in Transition:

Queen’s University Belfast, Save the Children, Prince’s Trust.

McLaughlin, E. and Monteith, M. (2004) The Bottom Line, Save the Children

NICCY/QUB (2004) Children’s Rights in Northern Ireland; Haydon (2007) United Nations Convention on the Rights of the Child. Consultation with Children and Young People, OFMDFM.

OFMdFM & PlayBoard (2011) Report on play & Leisure implementation plan consultations with children and young people.

Our Children and Young People – Our Pledge A TEN YEAR STRATEGY FOR CHILDREN AND YOUNG PEOPLE IN NORTHERN IRELAND 2006 – 2016. OFMDFM

PLAYLINK (2006) Policy formally adopted by over 30 local authorities. Also subject of independent legal advice in respect of approach to risk, negligence and determination of reasonableness:http://www.playlink.org/articles/?p=8

Poulsen, A and Ziviani, J (2004) ‘Health enhancing physical activity:

Occupational Therapy Journal, 51: 69–79.

Pretty, J, Angus, C, Bain, M, Barton, J, Gladwell, V, Hine, R, Pilgrim, S Sandercock, G and Sellens M (2009) Nature, Childhood, Health and Life Pathways. University of Essex

Prezza M and Pacilli G (2007) Current fear of crime, sense of community and loneliness in Italian adolescents: The role of autonomous mobility and play during childhood’ Journal of community psychology 35(2): 151-170

Russ, S (2004) Play in Child Development and Psychotherapy. New Jersey: Lawrence Erlbaum Associates.

Shackell, A, Butler, N, Doyle, P and Ball, D. Design for Play: A guide to creating successful play spaces. Department for Children, Schools and Families (DCSF), and the Department for Culture, Media and Sport (DCMS).

Shier H (2009) Children as Public Actors: Navigating the Tensions. Children & Society Vol 24, (2010) pp. 24–37

M and Byers, J (1998) Animal Play: Evolutionary, Comparative and Ecological Perspectives. Cambridge: Cambridge University Press.

for the unexpected’, The Quarterly Review of Biology, 76(2): 141-168.

Taylor M and Barry Percy-Smith (2008) Children’s Participation: Learning from and for Community Development. International Journal of Children’s Rights 16 (2008) 379–394

Young Life and Times Survey (2010) Northern Ireland Young Life and Times Survey.http://www.ark.ac.uk/ylt/2010/LEISURE_AND_PLAY/index.html

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Contact PlayBoard NI 7 Crescent GardensBelfast BT7 1NSNorthern IrelandTelephone: 028 9080 3380Fax: 028 9080 3381Email: info@playboard.co.ukWebsite: www.playboard.org

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Concluding comments

There is a strong evidence base for investing

PlayBoard have sought to highlight the complexity

that can be derived for both the individual and wider society. Play is a highly complex process which operates at multiple and interconnected levels. As a result it is imperative that we achieve a connection between government policy and the experienced realities of children and young people.

PlayBoard NI recognise that the NI Executive have

of the Play and Leisure Policy. We must continue to build on this progress collectively, continuing to prioritise and resource provision for play and leisure.

strategic considerations:

• Policy makers should develop and implement comprehensive inter-sectoral strategies, recognising the critical value of play;

• We need to work collaboratively to strive to create imaginative, innovative, and stimulating play spaces that will enrich the lives of children and young people;

• There is a need to connect research, practice and policy to meet the play needs of children and young people, families and communities;

• Play should be promoted as an issue that complements current outcomes agendas for the rights of the child.