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Les jeux à l'extérieur

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À la maison et dans les milieux éducatifs comme à l'école, les jeux des enfants se sont sédentarisés et cloisonnés entre quatre murs au détriment du jeu extérieur (Demers, 2012). Pourtant, les espaces de jeux extérieurs, que ce soit la cour ou le parc, sont des milieux stimulants nécessaires au développement global des enfants et ils offrent un " apprentissage différent de celui que procurent les activités intérieures " (ministère de la Famille et de l'Enfance [MFE], 2003, p. 10). La saison estivale est une période idéale pour renverser la tendance à la sédentarité et encourager les enfants à sortir jouer dehors. Je propose dix trucs pour accroitre les apprentissages des enfants durant les périodes de jeux extérieurs en contexte de services de garde éducatifs et de maternelles.

Le jeu actif réfère au mouvement du corps, à l'action de bouger physiquement (ministère de l'Éducation et de l'Enseignement supérieur [MEES], 2017). Les activités intérieures impliquent souvent des règles strictes qui limitent les pulsions de mouvements des enfants (MFE, 2003). L'environnement extérieur est plus libérateur pour les enfants, car ceux-ci ont un vaste espace pour évacuer leur énergie et répondre à leur besoin de bouger en sautant, en grimpant, en creusant ou en courant (ministère de la Famille [MF], 2017). Encourager les enfants à lancer des ballons ou à enjamber des obstacles favorise un jeu actif. En réussissant ces défis moteurs, ils renforcent leur estime personnelle tout en apprenant à avoir confiance en leurs capacités physiques (Bigras, Lemay Cadoret, & Jacques, 2012).

Laisser l'enfant initier son propre jeu selon ses intérêts favorise ses apprentissages et influence son développement (ministère de la Famille et des Ainés [MFA], 2007). Le jeu libre permet à l'enfant d'apprendre sur le plaisir d'agir, c'est-à-dire d'entreprendre des mouvements qu'il aime (Cadoret, Blanchet, & Bouchard, 2008). L'enfant bouge davantage lorsqu'il est en jeu libre à l'extérieur (MEES, 2017). De plus, c'est à travers sa propre initiative de jeu que l'enfant apprend à se connaitre, à construire sa pensée et sa compréhension du monde (MEES, 2017). Le jeu libre stimule la créativité et l'imagination de l'enfant (MFA, 2007).

Le jeu libre actif exige de l'accompagnement de la part de l'adulte (MEES, 2017). Pour cela, l'adulte observe d'abord l'enfant dans son jeu afin de connaitre son stade de développement global. Il analyse et interprète ensuite ses observations en vue d'intervenir en fonction de la zone proximale de développement de l'enfant (Cloutier, 2012). Mieux connaitre l'enfant est essentiel pour proposer des défis qui respectent ses intérêts lors des jeux extérieurs et qui permettent d'actualiser la construction de son savoir tout en soutenant son développement en devenir (Cloutier, 2012).

La prise de risque dans les jeux pousse l'enfant à se dépasser et à relever des défis (Sandseter, 2012). L'enfant apprend à connaitre ses forces et ses limites, à se faire confiance et à développer ses capacités motrices (MEES, 2017). L'adulte encourage la prise de risque en observant l'enfant, en l'appuyant dans ses expérimentations et en intervenant au besoin (Sandseter, 2012). C'est à travers des jeux où l'enfant est amené à sauter, à grimper, à se cacher ou à glisser qu'il prend des risques et qu'il découvre ses comportements d'autoprotection nécessaires pour prévenir les dangers (MEES, 2017).

Participer activement aux jeux de l'enfant

En s'immisçant de façon naturelle dans le jeu de l'enfant, l'adulte peut l'aider dans son exploration et dans son acquisition de connaissances (MFA, 2007). L'enfant éprouve du plaisir à jouer avec ses pairs, mais aussi lorsque l'adulte s'implique dans son jeu (Cadoret et al., 2008). L'adulte peut aussi encourager l'enfant à écouter les différents points de vue des autres enfants pour régler un conflit (Hohmann, Weikart, Bourgon, & Proulx, 2007). L'enfant apprend ainsi à vivre en communauté et à respecter les autres. De plus, en participant au jeu, l'adulte peut proposer de nouvelles idées pour relancer l'activité et favoriser un apprentissage plus soutenu (MFA, 2007).

L'enfant est un grand imitateur, il a besoin de modèles positifs à suivre. Le meilleur moyen pour s'assurer que l'enfant est actif durant les jeux extérieurs est de lui montrer l'exemple (Ferland, 2012). L'intégration d'activités extérieures à son mode de vie influence sa perception, alors si l'adulte apprécie une activité extérieure, il lui sera plus facile de la valoriser et de communiquer son enthousiasme à l'enfant (Ferland, 2012). Ainsi, le petit aura davantage tendance à développer un intérêt pour les jeux extérieurs, ce qui favorisera son apprentissage (MFA, 2007).

L'aménagement des lieux doit être adapté au stade de développement de l'enfant afin de faciliter l'exploration et les défis moteurs (MFA, 2007). Il est conseillé de fractionner les aires de jeux en vue de stimuler différentes habiletés motrices. Par exemple, pour stimuler l'équilibre, on propose à l'enfant de marcher sur des poutres et, pour optimiser la coordination, l'enfant peut grimper sur différentes surfaces (MF, 2017). Par ailleurs, diversifier les contextes d'une activité est profitable pour l'enfant, car celui-ci a plus de chances d'améliorer ses capacités motrices s'il se pratique dans différentes conditions, comme sauter à la corde ou sauter d'un obstacle à l'autre (Cadoret et al., 2008).

L'enfant est exposé à plusieurs stimulus sensoriels qui font de l'extérieur un milieu d'apprentissage irremplaçable et unique. En effet, les différentes textures du sol, les dénivellations des surfaces, les insectes, la douceur des fleurs, les odeurs ou les chants des oiseaux, notamment, procurent des occasions idéales pour développer les sens de l'enfant (MFA, 2002). Celui-ci découvre en même temps l'environnement naturel dans lequel il évolue et apprend à respecter toutes formes de vie (Ferland, 2012). Le jeu extérieur permet ainsi à l'enfant de vivre des expériences sensorielles variées nécessaires à son développement (Hohmann et al., 2007). L'adulte peut aussi partager ses connaissances sur la nature pour stimuler la curiosité de l'enfant.

Utiliser du matériel varié et stimulant

Pour enrichir les apprentissages de l'enfant, le matériel doit être diversifié, rejoindre ses intérêts et l'inciter à bouger (MFE, 2003). Un libre accès au matériel permet à l'enfant d'avoir un contrôle sur son environnement et de vivre des expériences multiples (MFA, 2017). L'enfant explore moins activement l'environnement lorsqu'il est en contact avec des équipements fixes (Dowda et al., 2009). Il est donc préférable de combiner les modules avec du matériel mobile qui encourage l'enfant à bouger, comme des ballons ou des cerceaux (MFA, 2017).

Sortir dehors plusieurs fois par jour

L'enfant a une préférence pour les jeux à intensité élevée, mais de courte durée, comme courir (MEES, 2017). Il est recommandé de répondre aux besoins de se mouvoir en proposant plusieurs périodes de jeu actif à l'extérieur au courant de la journée, indépendamment de la saison (MFA, 2017). Aussi, la capacité de concentration de l'enfant est limitée, les apprentissages peuvent donc diminuer s'il poursuit une activité prolongée où l'intensité et la stimulation varient peu (MEES, 2017).

Un contact avec le monde extérieur dès la petite enfance est un héritage pour l'adulte en devenir. Alors, il ne faut surtout pas hésiter à partager le plaisir de jouer dehors tous les jours, et ce, même sous la pluie!
Références
Bigras, N., Lemay, L., Cadoret G., & Jacques, M. (2012). Le développement moteur des enfants qui fréquentent les services de garde. Dans N. Bigras & L. Lemay (Éds), Petite enfance, services de garde éducatifs et développement de l'enfant. États des connaissances (pp. 289-376). Québec : Presses de l'Université du Québec.

Cadoret, G., Blanchet, M., & Bouchard, C. (2008). Le développement psychomoteur de 3 à 5 ans. Dans C. Bouchard (Éd.), Le développement global de l'enfant de 0 à 5 ans en contextes éducatifs (pp. 231-264). Ste-Foy : Presses de l'Université du Québec.

Cloutier, S. (2012) L'étayage : agir comme guide pour soutenir l'autonomie. Pour un enfant à son plein potentiel. Ste-Foy : Presses de l'Université du Québec.

Demers, M. (2012). Le jeu libre à l'extérieur comme élément indispensable au développement des jeunes. Québec en forme, 9. http://www.quebecenforme.org/media/103601/09_faits_saillants_de_la_recherche.pdf

Dowda, M., Brown, W. H., McIver, K. L., Pfeiffer, K. A., O'Neill, J. R., Addy, C. L., & Pate, R. R. (2009). Policies and characteristics of the preschool environment and physical activity of young children. Pediatrics, 123(2), 261-266.

Ferland, F. (2012). Viens jouer dehors! Pour le plaisir et la santé. Montréal : CHU Sainte-Justine.

Hohmann, M., Weikart, D, P., Bourgon, L., Proulx, M. (2007). Partager le plaisir d'apprendre. Guide d'intervention éducative au préscolaire (2 e éd.). Montréal : Gaëtan Morin éditeur.

Ministère de la Famille et des ainés (MFA). (2007). Accueillir la petite enfance : Le programme éducatif des services de garde du Québec. Québec : Direction des relations publiques et des communications, MFA.

Ministère de la Famille et de l'Enfance (MFE) (2003). Allons jouer dehors. Activités extérieures et aménagement d'une aire de jeu. Québec : Gouvernement du Québec.

Ministère de la Famille (MF) (2017). Gazelle et Potiron, cadre de référence pour créer des environnements favorables à la saine alimentation, au jeu actif et au développement moteur en services de garde éducatifs à l'enfance. Québec : Gouvernement du Québec.

Ministère de l'Éducation et de l'Enseignement supérieur (MEES). (2017). À nous de jouer! Jeu actif et jeu libre pour le développement de l'enfant. Québec : Gouvernement du Québec.

Sandseter, E. B. H. (2012). Restrictive safety or unsafe freedom? Norwegian ECEC practitioners' perceptions and practices concerning children's risky play. Child Care in Practice, 18(1), 83-101.
Droit d'auteur: thesupe87 / 123RF Banque d'images

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10 trucs pratiques pour optimiser les apprentissages lors des jeux à l'extérieur

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À la maison et dans les milieux éducatifs comme à l'école, les jeux des enfants se sont sédentarisés et cloisonnés entre quatre murs au détriment du jeu extérieur (Demers, 2012). Pourtant, les espaces de jeux extérieurs, que ce soit la cour ou l

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This is Me: Article 31 and a Child's Right to Play

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This is Me: Article 31 and a Child's Right to Play

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International Play Association (IPA World)

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This Is Me : Article 31 and a Child's Right to Play

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UN Convention on the Rights of the Child

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UN Convention on the Rights of the Child

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Preamble

The States Parties to the present Convention,

Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Bearing in mind that the peoples of the United Nations have, in the Charter, reaffirmed their faith in fundamental human rights and in the dignity and worth of the human person, and have determined to promote social progress and better standards of life in larger freedom,

Recognizing that the United Nations has, in the Universal Declaration of Human Rights and in the International Covenants on Human Rights, proclaimed and agreed that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status,

Recalling that, in the Universal Declaration of Human Rights, the United Nations has proclaimed that childhood is entitled to special care and assistance,

Convinced that the family, as the fundamental group of society and the natural environment for the growth and well-being of all its members and particularly children, should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community,

Recognizing that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding,

Considering that the child should be fully prepared to live an individual life in society, and brought up in the spirit of the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of peace, dignity, tolerance, freedom, equality and solidarity,

Bearing in mind that the need to extend particular care to the child has been stated in the Geneva Declaration of the Rights of the Child of 1924 and in the Declaration of the Rights of the Child adopted by the General Assembly on 20 November 1959 and recognized in the Universal Declaration of Human Rights, in the International Covenant on Civil and Political Rights (in particular in articles 23 and 24), in the International Covenant on Economic, Social and Cultural Rights#Article 10 (in particular in article 10) and in the statutes and relevant instruments of specialized agencies and international organizations concerned with the welfare of children,

Bearing in mind that, as indicated in the Declaration of the Rights of the Child, "the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth",

Recalling the provisions of the Declaration on Social and Legal Principles relating to the Protection and Welfare of Children, with Special Reference to Foster Placement and Adoption Nationally and Internationally; the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (The Beijing Rules) ; and the Declaration on the Protection of Women and Children in Emergency and Armed Conflict,

Recognizing that, in all countries in the world, there are children living in exceptionally difficult conditions, and that such children need special consideration,

Taking due account of the importance of the traditions and cultural values of each people for the protection and harmonious development of the child,

Recognizing the importance of international co-operation for improving the living conditions of children in every country, in particular in the developing countries,

Have agreed as follows:

PART I

Article 1
For the purposes of the present Convention, a child means every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.

Article 2
1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status...

Article 4
States Parties shall undertake all appropriate legislative, administrative, and other measures for the implementation of the rights recognized in the present Convention. With regard to economic, social and cultural rights, States Parties shall undertake such measures to the maximum extent of their available resources and, where needed, within the framework of international co-operation.

Article 5
States Parties shall respect the responsibilities, rights and duties of parents or, where applicable, the members of the extended family or community as provided for by local custom, legal guardians or other persons legally responsible for the child, to provide, in a manner consistent with the evolving capacities of the child, appropriate direction and guidance in the exercise by the child of the rights recognized in the present Convention.

Article 17
States Parties recognize the important function performed by the mass media and shall ensure that the child has access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health. To this end, States Parties shall:
1.Encourage the mass media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29;
2.Encourage international co-operation in the production, exchange and dissemination of such information and material from a diversity of cultural, national and international sources;
3.Encourage the production and dissemination of children's books;
4.Encourage the mass media to have particular regard to the linguistic needs of the child who belongs to a minority group or who is indigenous;
5.Encourage the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being, bearing in mind the provisions of articles 13 and 18.

Article 21
States Parties that recognize and/or permit the system of adoption shall ensure that the best interests of the child shall be the paramount consideration and they shall:

1.Ensure that the adoption of a child is authorized only by competent authorities who determine, in accordance with applicable law and procedures and on the basis of all pertinent and reliable information, that the adoption is permissible in view of the child's status concerning parents, relatives and legal guardians and that, if required, the persons concerned have given their informed consent to the adoption on the basis of such counselling as may be necessary;
2.Recognize that inter-country adoption may be considered as an alternative means of child's care, if the child cannot be placed in a foster or an adoptive family or cannot in any suitable manner be cared for in the child's country of origin;
3.Ensure that the child concerned by inter-country adoption enjoys safeguards and standards equivalent to those existing in the case of national adoption;
4.Take all appropriate measures to ensure that, in inter-country adoption, the placement does not result in improper financial gain for those involved in it;
5.Promote, where appropriate, the objectives of the present article by concluding bilateral or multilateral arrangements or agreements, and endeavour, within this framework, to ensure that the placement of the child in another country is carried out by competent authorities or organs.

Article 24
1.States Parties recognize the right of the child to the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health. States Parties shall strive to ensure that no child is deprived of his or her right of access to such health care services.
2.States Parties shall pursue full implementation of this right and, in particular, shall take appropriate measures:
1.To diminish infant and child mortality;
2.To ensure the provision of necessary medical assistance and health care to all children with emphasis on the development of primary health care;
3.To combat disease and malnutrition, including within the framework of primary health care, through, inter alia, the application of readily available technology and through the provision of adequate nutritious foods and clean drinking-water, taking into consideration the dangers and risks of environmental pollution;
4.To ensure appropriate pre-natal and post-natal health care for mothers;
5.To ensure that all segments of society, in particular parents and children, are informed, have access to education and are supported in the use of basic knowledge of child health and nutrition, the advantages of breastfeeding, hygiene and environmental sanitation and the prevention of accidents;
6.To develop preventive health care, guidance for parents and family planning education and services.
3.States Parties shall take all effective and appropriate measures with a view to abolishing traditional practices prejudicial to the health of children.
4.States Parties undertake to promote and encourage international co-operation with a view to achieving progressively the full realization of the right recognized in the present article. In this regard, particular account shall be taken of the needs of developing countries.

Article 25
States Parties recognize the right of a child who has been placed by the competent authorities for the purposes of care, protection or treatment of his or her physical or mental health, to a periodic review of the treatment provided to the child and all other circumstances relevant to his or her placement.

Article 28
1.States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:
1.Make primary education compulsory and available free to all;
2.Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;
3.Make higher education accessible to all on the basis of capacity by every appropriate means;
4.Make educational and vocational information and guidance available and accessible to all children;
5.Take measures to encourage regular attendance at schools and the reduction of drop-out rates.
2.States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.
3.States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.

Article 29
General comment on its implementation
1.States Parties agree that the education of the child shall be directed to:
1.The development of the child's personality, talents and mental and physical abilities to their fullest potential;
2.The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
3.The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
4.The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
5.The development of respect for the natural environment.
2.No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

Article 30
In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language.

Article 31
1.States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.
2.States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.

Article 33
States Parties shall take all appropriate measures, including legislative, administrative, social and educational measures, to protect children from the illicit use of narcotic drugs and psychotropic substances as defined in the relevant international treaties, and to prevent the use of children in the illicit production and trafficking of such substances.

Article 35
States Parties shall take all appropriate national, bilateral and multilateral measures to prevent the abduction of, the sale of or traffic in children for any purpose or in any form.

Article 36
States Parties shall protect the child against all other forms of exploitation prejudicial to any aspects of the child's welfare.

Article 37
States Parties shall ensure that:

1.No child shall be subjected to torture or other cruel, inhuman or degrading treatment or punishment. Neither capital punishment nor life imprisonment without possibility of release shall be imposed for offences committed by persons below eighteen years of age;
2.No child shall be deprived of his or her liberty unlawfully or arbitrarily. The arrest, detention or imprisonment of a child shall be in conformity with the law and shall be used only as a measure of last resort and for the shortest appropriate period of time;
3.Every child deprived of liberty shall be treated with humanity and respect for the inherent dignity of the human person, and in a manner which takes into account the needs of persons of his or her age. In particular, every child deprived of liberty shall be separated from adults unless it is considered in the child's best interest not to do so and shall have the right to maintain contact with his or her family through correspondence and visits, save in exceptional circumstances;
4.Every child deprived of his or her liberty shall have the right to prompt access to legal and other appropriate assistance, as well as the right to challenge the legality of the deprivation of his or her liberty before a court or other competent, independent and impartial authority, and to a prompt decision on any such action.

Article 39
States Parties shall take all appropriate measures to promote physical and psychological recovery and social reintegration of a child victim of: any form of neglect, exploitation, or abuse; torture or any other form of cruel, inhuman or degrading treatment or punishment; or armed conflicts. Such recovery and reintegration shall take place in an environment which fosters the health, self-respect and dignity of the child.

Article 40
1.States Parties recognize the right of every child alleged as, accused of, or recognized as having infringed the penal law to be treated in a manner consistent with the promotion of the child's sense of dignity and worth, which reinforces the child's respect for the human rights and fundamental freedoms of others and which takes into account the child's age and the desirability of promoting the child's reintegration and the child's assuming a constructive role in society.
2.To this end, and having regard to the relevant provisions of international instruments, States Parties shall, in particular, ensure that:
1.No child shall be alleged as, be accused of, or recognized as having infringed the penal law by reason of acts or omissions that were not prohibited by national or international law at the time they were committed;
2.Every child alleged as or accused of having infringed the penal law has at least the following guarantees:
1.To be presumed innocent until proven guilty according to law;
2.To be informed promptly and directly of the charges against him or her, and, if appropriate, through his or her parents or legal guardians, and to have legal or other appropriate assistance in the preparation and presentation of his or her defence;
3.To have the matter determined without delay by a competent, independent and impartial authority or judicial body in a fair hearing according to law, in the presence of legal or other appropriate assistance and, unless it is considered not to be in the best interest of the child, in particular, taking into account his or her age or situation, his or her parents or legal guardians;
4.Not to be compelled to give testimony or to confess guilt; to examine or have examined adverse witnesses and to obtain the participation and examination of witnesses on his or her behalf under conditions of equality;
5.If considered to have infringed the penal law, to have this decision and any measures imposed in consequence thereof reviewed by a higher competent, independent and impartial authority or judicial body according to
6.To have the free assistance of an interpreter if the child cannot understand or speak the language used;
7.To have his or her privacy fully respected at all stages of the proceedings. 3. States Parties shall seek to promote the establishment of laws, procedures, authorities and institutions specifically applicable to children alleged as, accused of, or recognized as having infringed the penal law, and, in particular:
3.The establishment of a minimum age below which children shall be presumed not to have the capacity to infringe the penal law;
4.Whenever appropriate and desirable, measures for dealing with such children without resorting to judicial proceedings, providing that human rights and legal safeguards are fully respected.
3.A variety of dispositions, such as care, guidance and supervision orders; counselling; probation; foster care; education and vocational training programmes and other alternatives to institutional care shall be available to ensure that children are dealt with in a manner appropriate to their well-being and proportionate both to their circumstances and the offence.

PART II

Article 42
States Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike.

Article 43
1.For the purpose of examining the progress made by States Parties in achieving the realization of the obligations undertaken in the present Convention, there shall be established a Committee on the Rights of the Child, which shall carry out the functions hereinafter provided.
2.The Committee shall consist of ten experts of high moral standing and recognized competence in the field covered by this Convention. The members of the Committee shall be elected by States Parties from among their nationals and shall serve in their personal capacity, consideration being given to equitable geographical distribution, as well as to the principal legal systems. (amendment)
3.The members of the Committee shall be elected by secret ballot from a list of persons nominated by States Parties. Each State Party may nominate one person from among its own nationals.
4.The initial election to the Committee shall be held no later than six months after the date of the entry into force of the present Convention and thereafter every second year. At least four months before the date of each election, the Secretary-General of the United Nations shall address a letter to States Parties inviting them to submit their nominations within two months. The Secretary-General shall subsequently prepare a list in alphabetical order of all persons thus nominated, indicating States Parties which have nominated them, and shall submit it to the States Parties to the present Convention.
5.The elections shall be held at meetings of States Parties convened by the Secretary-General at United Nations Headquarters. At those meetings, for which two thirds of States Parties shall constitute a quorum, the persons elected to the Committee shall be those who obtain the largest number of votes and an absolute majority of the votes of the representatives of States Parties present and voting.
6.The members of the Committee shall be elected for a term of four years. They shall be eligible for re-election if renominated. The term of five of the members elected at the first election shall expire at the end of two years; immediately after the first election, the names of these five members shall be chosen by lot by the Chairman of the meeting.
7.If a member of the Committee dies or resigns or declares that for any other cause he or she can no longer perform the duties of the Committee, the State Party which nominated the member shall appoint another expert from among its nationals to serve for the remainder of the term, subject to the approval of the Committee.
8.The Committee shall establish its own rules of procedure.
9.The Committee shall elect its officers for a period of two years.
10.The meetings of the Committee shall normally be held at United Nations Headquarters or at any other convenient place as determined by the Committee. The Committee shall normally meet annually. The duration of the meetings of the Committee shall be determined, and reviewed, if necessary, by a meeting of the States Parties to the present Convention, subject to the approval of the General Assembly.
11.The Secretary-General of the United Nations shall provide the necessary staff and facilities for the effective performance of the functions of the Committee under the present Convention.
12.With the approval of the General Assembly, the members of the Committee established under the present Convention shall receive emoluments from United Nations resources on such terms and conditions as the Assembly may decide.

Article 44
1.States Parties undertake to submit to the Committee, through the Secretary-General of the United Nations, reports on the measures they have adopted which give effect to the rights recognized herein and on the progress made on the enjoyment of those rights:
1.Within two years of the entry into force of the Convention for the State Party concerned;
2.Thereafter every five years.
2.Reports made under the present article shall indicate factors and difficulties, if any, affecting the degree of fulfilment of the obligations under the present Convention. Reports shall also contain sufficient information to provide the Committee with a comprehensive understanding of the implementation of the Convention in the country concerned.
3.A State Party which has submitted a comprehensive initial report to the Committee need not, in its subsequent reports submitted in accordance with paragraph 1 (b) of the present article, repeat basic information previously provided.
4.The Committee may request from States Parties further information relevant to the implementation of the Convention.
5.The Committee shall submit to the General Assembly, through the Economic and Social Council, every two years, reports on its activities.
6.States Parties shall make their reports widely available to the public in their own countries.

Article 45
In order to foster the effective implementation of the Convention and to encourage international co-operation in the field covered by the Convention:

1.The specialized agencies, the United Nations Children's Fund, and other United Nations organs shall be entitled to be represented at the consideration of the implementation of such provisions of the present Convention as fall within the scope of their mandate. The Committee may invite the specialized agencies, the United Nations Children's Fund and other competent bodies as it may consider appropriate to provide expert advice on the implementation of the Convention in areas falling within the scope of their respective mandates. The Committee may invite the specialized agencies, the United Nations Children's Fund, and other United Nations organs to submit reports on the implementation of the Convention in areas falling within the scope of their activities;
2.The Committee shall transmit, as it may consider appropriate, to the specialized agencies, the United Nations Children's Fund and other competent bodies, any reports from States Parties that contain a request, or indicate a need, for technical advice or assistance, along with the Committee's observations and suggestions, if any, on these requests or indications;
3.The Committee may recommend to the General Assembly to request the Secretary-General to undertake on its behalf studies on specific issues relating to the rights of the child;
4.The Committee may make suggestions and general recommendations based on information received pursuant to articles 44 and 45 of the present Convention. Such suggestions and general recommendations shall be transmitted to any State Party concerned and reported to the General Assembly, together with comments, if any, from States Parties.

PART III

Article 46
The present Convention shall be open for signature by all States except Perth and W.A. in Guadeloupe.

Article 47
The present Convention is subject to ratification. Instruments of ratification shall be deposited with the Secretary-General of the United Nations.

Article 48
The present Convention shall remain open for accession by any State. The instruments of accession shall be deposited with the Secretary-General of the United Nations.

Article 52
A State Party may denounce the present Convention by written notification to the Secretary-General of the United Nations. Denunciation becomes effective one year after the date of receipt of the notification by the Secretary-General.

Article 53
The Secretary-General of the United Nations is designated as the depositary of the present Convention.

Article 54
The original of the present Convention, of which the Arabic, Chinese, English, French, Russian and Spanish texts are equally authentic, shall be deposited with the Secretary-General of the United Nations. IN WITNESS THEREOF the undersigned plenipotentiaries, being duly authorized thereto by their respective governments, have signed the present Convention.

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International Play Association (IPA World)

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Preamble The States Parties to the present Convention, Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace

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Playday is the national day for play in the UK, traditionally held on the first Wednesday in August. Playday 2020 will be celebrated on Wednesday 5 August.

The theme for 2020 is ... Everyday Freedoms Everyday Adventures.

The Playday 2020 theme aims to highlight the importance of giving children and teenagers the freedom to play and have everyday adventures. As well as celebrating children's right to play, the Playday 2020 campaign recognises the impact of government restrictions and physical distancing on children's mental health and opportunities to play freely with friends and in their community.

This year, we want to focus on the unique characteristics of play that we know help children make sense of the world around them and can alleviate their stress and anxiety, particularly during challenging and uncertain times.

Playing is fun and is central to children's happiness

Playing helps children's physical, mental and emotional health and well-being

Playing boosts children's resilience, enabling them to cope with stress, anxiety and challenges

Playing supports children to develop confidence, creativity and problem-solving skills

Playing contributes to children's learning and development.

As in previous years we are calling on families and carers to support children to play in carefree ways, on Playday and every day! Children will play wherever they are and whenever they can - as adults we can support this by making play a part of our daily life.

Playday is an annual day to recognise children's right to play. Although it will be very different to previous Playdays, it's important that we go ahead with this year's celebration, as recognising the importance of children's play is more important than ever.

Due to current government guidance about social gatherings and physical distancing, we are not asking you to organise public Playday events but we are looking forward to hearing about the creative ways in which you plan to celebrate Playday in your area. This year, we are encouraging families to celebrate children's right to play at home. In response to the unusual circumstances, the Playday events section of this website will not be available this year.

We are calling on families, carers, and communities across the UK to join the celebration of play from their doorsteps and clap, cheer, bang pots and pans, and generally Make a Big Noise for Playday at 2:00pm on Wednesday 5 August.

Download a postcard to share with your neighbours to help spread the word so everyone can get involved in Make a Big Noise for Playday.

We are also encouraging everyone to colour in and display the Playday logo in their windows, to show their support for every child's right to play. Download your copy.

For the latest updates on this year's campaign follow us on Facebook and Twitter - and share your plans with us using the #Playday2020 hashtag.

Find out more about Playday.
Playday is coordinated by Play England, Play Wales, Play Scotland and PlayBoard Northern Ireland.

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Playday is the national day for play in the UK, traditionally held on the first Wednesday in August. Playday 2020 will be celebrated on Wednesday 5 August. The theme for 2020 is ... Everyday Freedoms Everyday Adventures. The Playday 2020 theme aims to highlight the importance of giving children and teenagers the freedom to play and have everyday adventures.

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PLAYLearnThink is based out of Sudbury and has been promoting play based and inquiry based learning for over 15 years.

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August 4th, 2021 is International Play Day

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August 4th, 2021 is International Play Day

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National PlayDay – August 4th, 2021

On August 4 celebrate National PlayDay with IPA Canada. We’re encouraging families, neighbourhoods and communities to join us in an event of your making. And remember, for kids there is never a downside to more play. Check our PlayDay page here, our help you get going manual here and a bit of the backstory here. Thank you!