CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 5 Play and learning © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator LO2 Understand children’s rights in relation to play. AC 2.1 Identify children’s rights in relation to play. AC 2.2 Explain how early years settings support children’s right to play. © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator Starter activity LO2 Understand children’s rights in relation to play [AC 2.1] Time: 15 mins Write a list of what you need to function on a day-to-day basis. Once you have completed this list, split it into a list of what you want on a day-to-day basis and what you actually need. Compare your list with a partner. Are your needs similar? © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator In 1989 leaders from around the world came together to decide on the human rights that every child under the age of 18 years should have. Once they had all agreed they signed the UN Convention on the Rights of the Child (UNCRC). Since this was signed, UNICEF have carried out a lot of work to promote these rights and work for children. UN Convention on the Rights of the Child © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.1]

CACHE Level 3 Early Years Educator Independent research activity Time: 30 mins Carry out further research into the United Nations Convention on the Rights of the Child (UNCRC) and the work that UNICEF does. Produce a leaflet from your findings. Make a note of your sources. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.1]

CACHE Level 3 Early Years Educator Every child has a right to play and to be stimulated during the days. Play supports children's educational needs and it opens up a number of opportunities to implement skills in relation to making relationships, developing feelings and growing in confidence. Children’s rights to play © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.1]

CACHE Level 3 Early Years Educator The government policy for play ‘The Play Strategy’ includes how governments are committed to delivering better play opportunities. Millions of pounds have been invested to create and maintain high-quality play spaces. Existing play spaces have been updated and there was a promise to create new adventure playgrounds or play parks. Children’s rights to play © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.1]

CACHE Level 3 Early Years Educator Group activity Time: 15 mins Many local parks and outdoor spaces have been created or improved on the basis of the government’s Play Strategy. In your group consider: How does this support a child’s right to play? Have you seen evidence of improved outdoor spaces in your local area? Is this enough to promote the right to play? What else could be done to support children’s right to play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.1]

CACHE Level 3 Early Years Educator Depending on the age of the children, settings will accommodate play in different ways. Whilst children are in a nursery setting they will become used to having clear set areas where different types of play takes place. Since the implementation of the Early Years Foundation Scheme (EYFS), nurseries have invested a lot of time into ensuring that children have the opportunity to learn and develop their skills through play activities. How do settings accommodate play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.2]

CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Can you design a nursery classroom that accommodates a range of opportunities for children to play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.2]

CACHE Level 3 Early Years Educator It is important that the areas of play and development are not restricted as children make the transition to primary school. In the early classes of school children are still given the opportunity to experience learning through play. As children move through the stages of school the play opportunities change and become more structured and routine for the children. Space unfortunately does not allow for the designated area to be set up permanently, however the classroom space is often utilised through more table top activities that can be set up when required. How do settings accommodate play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.2]

CACHE Level 3 Early Years Educator Reflection activity Time: 15 mins Reflect on the play provision within your setting and consider: Does it accommodate a range of ages and stages? Is it varied and exciting? Does it fully meet individual needs? Do children have ‘free’ access to play opportunities? Describe one thing you would change to improve play provision. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.2]

CACHE Level 3 Early Years Educator Extension activity Time: Ongoing Collect photographs of different settings with their play activities set up, so as to be able to compare the different ages and how play can be accommodated. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play [AC 2.2]

CACHE Level 3 Early Years Educator In this lesson we: We have explored the UN Convention on the Rights of the Child. We have discussed government strategies on play. We have understood how settings meet the right for children to play. © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator 1.Share your leaflet on the UN Convention on the rights of the Child with someone else and discuss what you have found out. 2.Write two ways in which a nursery setting and a school accommodate children's rights to play. © Hodder & Stoughton Limited