Free to play

Playwork training and qualifications are underpinned by essential values and assumptions. The first assumption is that: 'Children's play is freely chosen, personally directed behaviour, motivated from within; through play, the child explores the world and their relationship with it, elaborating all the while a flexible range of responses to challenges they encounter; by playing, the child learns and develops as an individual.'

The second assumption is: 'Whereas children play without encouragement or help, adults can, through the provision of an appropriate human and physical environment, significantly enhance opportunities for the child to play creatively and thus develop through play.'

(From the Playwork National Occupational Standards) The playwork values: 1. The child must be at the centre of the process; the opportunities provided and the organisation that supports, co-ordinates and manages these should always start with the child's needs and offer sufficient flexibility to meet these.

2. Play should empower children, affirm and support their right to make choices, discover their own solutions, to play and develop at their own pace and in their own way.

3. Whereas play may sometimes be enriched by the playworker's participation, adults should always be sensitive to children's needs and never try to control a child's play as long as it remains within safe and acceptable boundaries.

4. Every child has the right to a play environment that stimulates and provides opportunities for risk, challenge and the growth of confidence and self-esteem.

5. The contemporary environment in which children grow up does not lend itself to safe and creative play. All children have the right to a play environment that is free from hazard, one that ensures physical and personal safety, a setting within which the child ultimately feels physically and personally safe.

6. Every child is an individual and has the right to be respected as such.

Each child should feel confident that individuality and diversity are valued by the adults who work with them.

7. A considerate and caring attitude to individual children and their families is essential to competent playwork and should be displayed at all times.

8. Prejudice against people with disabilities or who suffer social and economic disadvantage, racism and sexism has no place in an environment which seeks to enhance development through play. Adults involved in play should always promote equality of opportunities and access for all children, and seek to develop anti-discriminatory practice and positive attitudes to those who are disadvantaged.

9. Play should offer the child opportunities to extend their exploration and understanding of the wider world and therefore physical, social and cultural settings beyond their immediate experience.

10. Play is essentially a co-operative activity for children both individually and in groups. Playworkers should always encourage children to be sensitive to the needs of others. In providing play opportunities, they should always seek to work together with children, their parents, colleagues, and other professionals and, where possible, make their own expertise available to the wider community.

11. Play opportunities should always be provided within the current legislative framework relevant to children's rights, health, safety and well-being.

12. Every child has a right to an environment for play, and such environments must be made accessible to children.