| The word"play" is used to describe activities of | | | | support and build a meaningful relationship. Games |
| children from babyhood until the early teenage years. | | | | such as hand holding games, face painting, three |
| Play is explicitly recognised in the United Nations | | | | legged race, blowing bubbles etc can be used to build |
| Convention of the Rights of the Child article 31 which | | | | trust. Dolls, toys, games and books that promote a |
| states"Parties recognise the right of the child to rest | | | | positive sense of the child's ethnic, religious and |
| and leisure to engage in play and recreational | | | | cultural background can be used to build self esteem |
| activities appropriate to the age of the child and to | | | | and a sense of identity. |
| participate freely in cultural life and the arts". | | | | Babies need reciprocal activities such as peek-a-boo, |
| Play is not only fun but is crucial to children's | | | | singing, rolling a ball and clapping games to help them |
| development and is especially important for | | | | learn communication, language, co-ordination and self |
| supporting children in reaching social, emotional and | | | | worth. Toddlers are able to use their imagination and |
| cognitive milestones. Abused and neglected children in | | | | will benefit from singing games, reading stories, |
| fostercare have many gaps in experience which limit | | | | games with balls or bean bags or using clay or finger |
| their development. Children in fostercare have often | | | | paints. Older fostered children will also benefit from |
| had little or no experience of play and sometimes | | | | play and will learn more readily through play than |
| they do not know how to play. Foster carers can | | | | criticism or lecturing. Play can overcome isolation; |
| play a crucial role in helping children; teaching them | | | | fostered children often want to avoid connecting |
| how to play and using play to help in communication | | | | with people and prefer to spend time with |
| and expressing feelings. It does not necessarily | | | | computers, television or electronic games. |
| require expensive toys or equipment. What is | | | | Children who are allowed to explore their sense of |
| important is that the child is given attention by the | | | | hearing, touch, sight and smell are more securely |
| foster carer and they are encouraged to learn and | | | | based in the world and this is a sound building block |
| develop through play. | | | | for later healthy development. Play can help a |
| Children in fostercare have experienced significant | | | | fostered child make sense of the world around them. |
| change in their lives and have often survived | | | | In play children can explore their own potential, their |
| traumatic events; they need to be helped to manage | | | | skills and limitations, and with support can gain |
| their feelings and behaviour in a safe environment. | | | | enjoyment in extending themselves. Play can help |
| Foster carers are in a unique position to build a | | | | children to handle fear and worry. Children can |
| trusting relationship with children using a range of | | | | re-enact in play particularly worrying and frightening |
| approaches. Play is a great way for carers and | | | | experiences and begin to make sense of what |
| children to connect. Through play a foster carer can | | | | happened to them. |
| learn about the child's special needs, convey love and | | | | |