{"id":30,"date":"2011-10-02T19:23:35","date_gmt":"2011-10-03T01:23:35","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/cc-3-3-valuing-play\/"},"modified":"2026-02-12T17:44:34","modified_gmt":"2026-02-12T17:44:34","slug":"cc-3-3-valuing-play","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/cc-3-3-valuing-play\/","title":{"rendered":"CC 3.3 Valuing play"},"content":{"rendered":"
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\"Child<\/figure>\n<\/div>\n\n\n

Article 31 of the United Nations Convention on the Rights of the Child (CRC) recognizes the right of the child to engage in play and the provision of appropriate and equal opportunities for play (United Nations, 1989).<\/p>\n\n\n\n

As discussed on page 2.6 of this module, opportunities for play in early childhood build competence and coping skills. Through play, children learn to negotiate with each other, understand each other’s thinking and feelings, explore the world around them and experiment with how things work. Through play, children develop a repertoire of flexible responses to situations they both create and encounter.<\/p>\n\n\n\n

The next two videos are of groups of children playing in Tajikistan. This first video, filmed in a park, shows children playing on a slide. In the second video, children are playing football.<\/p>\n\n\n

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\n VIEW<\/span>Sharing the slide (2:59)<\/span> \n \n <\/div>\n <\/div>\n
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