Building a System of Indicators to Evaluate the Right of a Child to Play

Rico, Andrés Payá; Janot, Jaume Bantulà i

doi:10.1111/chso.12291

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…By managing to formulate a system of indicators to evaluate recognition of the child's right to play (Payà & Bantulà, 2019), it will be possible to have benchmarks or points of reference to monitor compliance with this right, enable it to be evaluated and suggest both the inclusion of indicators of child play in indices and indicators of childhood and ensure that play is part of the objectives, goals and strategies of the action plans in favour of children.…”

Section: Discussionmentioning

confidence: 99%

Children’s Right to Play and Its Implementation: A Comparative, International Perspective

Rico

Janot

2021

J. New Approaches Educ. Res.

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The child's right to play is specifically addressed in the framework of the Convention on the Rights of the Child. The international recognition of this right is the central theme of this study. Through a documentary analysis of the reports of the States Parties to the Convention and the Concluding Observations of the Committee on the Rights of the Child, the study assesses the recognition of this right. The entry into force of General Comment 17 on the right of the child to rest, recreation, play, recreational activities, cultural life and the arts (art. 31) in 2013 should have marked a turning point in policies on children in the States Parties, but this did not occur. Policies cannot be developed in favour of children where play is ignored. Identifying the difficulties in exercising this right is also a challenge. Play should be part of the objectives, goals and strategies of action plans for children.

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Section: Discussionmentioning

confidence: 99%

Children’s Right to Play and Its Implementation: A Comparative, International Perspective

Rico

Janot

2021

J. New Approaches Educ. Res.

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“…The existence of a play policy or strategy indicates a recognition of the importance of play (Paya & Bantula, 2019) and an awareness of the need to promote play. Each of the documents included in this study acknowledges the UNCRC right of the child to play and the states own responsibilities in this regard.…”

Section: Methodsmentioning

confidence: 99%

“…To this end, the CRC receive periodic reports from countries on the measures in place to bring the rights of the child to fruition. There is a wide variation in the interpretation and implementation of the UNCRC as the Convention does not define how the principles it enshrines should be implemented in individual countries (Smith, 2009) and interpretations are influenced by differing needs, resources, political systems, cultures and ideologies resulting in variations in the prioritisation and relegation of its principles across nations (Paya & Bantula, 2019).…”

Section: Introductionmentioning

confidence: 99%

Review of the international play policies and their contribution to supporting a child's right to play

Armstrong

Gaul

2023

Children & Society

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Play is recognised as a fundamental children's right protected by the United Nations Convention on the Rights of the Child. Despite legal and constitutional requirements for ensuring children's right to play, there are few international policies dedicated to play. This paper seeks to use a critical discourse analysis lens to compare the current international policies dedicated to play and identify examples of good practice and perceived barriers to the successful development and implementation of play policies.

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Design and validation of a scale for the assessment of educational competencies in traditional musical games

Fernández Amat,

Zarza-Alzugaray,

del Barrio Aranda

2024

Humanit Soc Sci Commun

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This work studies the traditional musical game as a didactic resource in the development of educational competencies in primary school students. The purpose of the study is to validate a scale for the evaluation of essential educational factors in the work of intrinsic competencies in traditional musical games. With a mixed design, the study involves a qualitative approach to the review and discussion of the contributions of social psychology theories: contact theory, cultural values theory, and attitude theory as well as a quantitative approach using an exploratory factor analysis, a parallel analysis and a confirmatory factor analysis of the use of traditional musical games in a sample of 276 primary school students. From an initial questionnaire of 30 items, a final questionnaire of 18 items was obtained, grouped into 4 subscales (Right to Play/Fun and Preferences/Choice of Game Partners/Emotion and Inclusion) derived from the theories of social psychology. The results demonstrate the need for effective tools to measure the educational value of traditional games. This scale could serve as a tool to contribute to the educational research on traditional musical games. Finally, the educational implications that the adoption of traditional games in the classroom can have in terms of integration, equal inclusion, and the social, physical, emotional, and cognitive development of primary school students are discussed.

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Building a System of Indicators to Evaluate the Right of a Child to Play

Cited by 7 publications

References 10 publications

Children’s Right to Play and Its Implementation: A Comparative, International Perspective

Children’s Right to Play and Its Implementation: A Comparative, International Perspective

Review of the international play policies and their contribution to supporting a child's right to play

Design and validation of a scale for the assessment of educational competencies in traditional musical games

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