This statement was developed in 2016, and has been revised in 2020, 2021 and 2022.
Every child is entitled to love and safety. When these rights are guaranteed, adults can address the child’s right to True Play - deep and uninterrupted engagement in the activity of their choice.
The Rights and Responsibilities of True Play provide a foundation for reflecting on individual and organizational decision-making, design, assessment, and accountability.
Expectation of Safety
Children and adults should expect to be safe and protected from harm.
Children and adults are expected to take care of themselves, take care of others, and take care of the environment.
Self-determined Play
Child’s Rights
Select materials from a wide variety, determine their use and how long to play with them.
Self-structure play.
Select with whom to play.
Play in large groups, small groups, and alone.
Choose not to play.
Teacher/adult responsibilities
Support, but not direct or interfere with play.
Allow for child-initiated risk-taking, collaboration, problem-solving, and pacing.
Provide emotional support, and have confidence in children’s capacities and abilities.
Be interested and curious. Closely observe children’s play, including their discoveries, interests, challenges, etc.
Time and Space
Child’s rights
Determine where, when, and how to use materials.
Move freely within and between play areas.
Determine the pace of play.
Teacher/adult responsibilities
Ensure that children have expansive time and space to play without interruption.
Reflection and Expression
Child’s rights
Be heard, without judgement.
Teacher/adult responsibilities
Listen to children without judgement, and with an interest in understanding their expression.
Materials
Child’s rights
Access to open-ended materials that do not determine or direct the experience or outcome of play.
Access to materials that are selected, and organized to respond to the child’s observed needs and abilities in play.
Access to materials that are safe and sturdy.
Access to materials that are stored and labeled in a manner that is accessible and allows the child to take responsibility for their management.
Teacher/adult responsibilities
Provide and maintain materials as described above.
Provide children with a clear and simple introduction to the materials.
Observe and reflect on the child’s use of materials.
Adjust materials in response to the children’s interests, needs, and abilities.
Physical Environments
Child’s rights
Access to open-ended and varied environments that do not determine or direct the experience or outcome of play.
Access to environments that provide access to the natural world as much as possible.
Access to environments that allow maximum freedom of movement.
Access to environments that allow for play in large groups, small groups, and as an individual.
Access to environments that are free of hazards.
Teacher/adult responsibilities
Provide and maintain environments as described above.
Observe and reflect on the child’s interactions with the environment.
Adjust the environment in response to the children’s interests, needs, and abilities.
*These rights and responsibilities are described in terms of the early childhood setting, but the words “child” or “children” can be replaced with the words “learner” or “learners,” and the world “adult” can be replaced with the phrase “creator and maintainer of the conditions of learning,” or like description.