In a recent survey, carried out in the context of Scotland’s Play Strategy, the concept of ‘freedom’ emerged as particularly significant value for disabled children and their families when it comes to spaces to play. Freedom has different forms for those who took part in the survey: freedom to move in and around a space, to be able to access playful features and interact with the environment; for some children to move very expansively whether rolling down hills, running wildly ‘while being safe to do so’, enjoying the sensation of moving through space that a nest swing brings or being able to ‘wander’ at their own pace; they spoke about freedom to choose rather than be confined to one ‘inclusive’ bit of equipment; and freedom from judgement about communicating, looking or behaving differently. If anything seems to encapsulate what we mean by play, it is this sense of freedom.Read more ›
For children growing up in poverty, opportunities for play are often even more restricted. Today, there are 25 million children at risk of poverty or social exclusion in the EU. In fact, there are 9 million children in the EU, who do not have access to leisure activities at all (Eurostat).Read more ›
Play has always been a part of human life and, like everything else around us, it changes over time.
Since the first toy libraries were set up in Europe around 40 years ago, we have seen a lot of changes in the types of play we bring to children. In the beginning, it was mainly about board games and traditional toys like vehicles. Over the years the range of toys and play we offer has expanded.Read more ›
Parents always want the best for their children and also they are solely responsible for bringing them up, so a question that often comes is: how can they best educate their children? Plearning, playful learning, is surely one of the most important concepts we need to introduce to find the answer.Read more ›