In August, we’ll be focusing on play — here on the blog and on ChildFund’s social media — and what it means to children’s physical, mental and social development. We asked our staff in Asia, Africa and the Americas to share pictures and quotes from children about their favorite sports, games and toys. One thing that’s striking is that some games are common to many children, regardless of age group, country and continent. As you’d expect, many of the children ChildFund works with are fans of soccer, but you’ll also see them playing with marbles or jumping rope. Many make their own toys out of materials found around their homes and communities. It takes a lot to keep children from playing, even when they don’t have toy stores around the corner.
Below is a slideshow of photos from Brazil, Ecuador and Ethiopia, all of girls jumping rope, a skill that requires good balance, stamina and high energy. Stay tuned throughout this month for more play!
By Meg Carter, ChildFund Sponsorship Communication Specialist
Long before recorded history, children played. From the beginning, their play took three outward forms: conflict, imitation and chance. Play as conflict appears in games of skill and competitive sports. We associate imitation with cooperative games, such as role playing and creative or imaginative play. Games of chance — most familiar to us in cards and dice — often involve sticks, stones, shells, beads, or bones in developing countries.
We also know now that play is critical to children’s development, and many who live in developing countries do not have the time and opportunity to play with their peers, to lay down their worries for a moment and just be children.
Today is Universal Children’s Day, an event that aims for greater understanding of and among children of all nations. Its roots are in a 1954 United Nations conference when officials recommended that each country set aside a day for children. Nov. 20 has special meaning as the date on which the U.N. General Assembly adopted the Declaration of the Rights of the Child in 1959 and, 30 years later, the Convention on the Rights of the Child.
Educators describe play as the young child’s work. It’s more than self-expression. Unstructured play teaches children about the natural world, themselves and society. Through play, children develop motor and cognitive skills, learn cultural values and mature in emotional intelligence. Strategic thinking, pattern matching, problem solving, math mastery, negotiation, sensitivity to others and conflict resolution are just the beginning of play’s hidden benefits.
If child’s play is the foundation of our intellectual, social, physical and emotional development, then play is education. And if education is human development, then development truly begins when each young child plays.
Last year, U.N. Secretary-General Ban Ki-moon launched Global Education First (GEFI), a new initiative raising the political profile of education. Its premise is that education leads to gender equality, economic opportunity, health and environmental sustainability. GEFI aims to put every child in school, provide them all with quality education and, ultimately, transform children into global citizens.
ChildFund also seeks to improve educational opportunities and learning environments in every community where we work.
Having taught both here in the United States and in Africa, I know there’s more to education than schools, equipment, materials and instructors, essential as they are. The Declaration of the Rights of the Child reminds us: “The child shall have full opportunity for play and recreation.”
Play is universal; it comes naturally. Kids everywhere turn anything into a game. Think of hide-and-seek, kick-the-can, string games, Simon Says, clapping rhymes, rope skipping and hopscotch. You find them in Virginia, Eastern Europe, Southern Asia, Latin America and West Africa. In ChildFund International’s lobby, we have toys created by children in the countries we serve, playthings that demonstrate resourcefulness and creativity.
In developing countries, children play with scrap materials. A stick turns a wheel rim into a perpetual motion machine. Gathering up discarded plastic shopping bags, village boys weave them into soccer balls. Empty aluminum cans and bottle caps morph into toy animals or race cars. In a girl’s hands, a bit of cloth, some string and a corn husk become a doll.
Here in the United States, we’re blessed with leisure and money to spend on play dates, soccer lessons and computer games. But when play becomes our babysitter, we tend to forget its true value in children’s lives.
Kristina, a tutor at an Early Childhood Development center in Indonesia, often makes toys from available resources, including recycled materials, that teach her children about shapes and numbers. “With these resources, they get to play with a range of different educational toys, and we know that they are learning while enjoying being a child,” she says. “I wish I had these when I was a child.”
By Mario Lima, ChildFund Guatemala National Director
After an event such as a major earthquake, it is very easy to see the dramatic effects of the disaster. Damaged or destroyed homes, collapsed roads, no electricity, no phones; the devastation is a silent witness of what people went through.
Having experienced a major earthquake as a child, I know there is underlying damage that is not as obvious to the naked eye. The fear, anxiety and the possibility of losing your loved ones, or even your own life, is really scary. Post-traumatic stress disorder can occur after seeing or experiencing a traumatic event that involved the threat of injury or death.
In the aftermath of Guatemala’s earthquake on Nov. 7, ChildFund, through its ChildAlert Emergency Fund, began providing psychosocial support to thousands of children. Our goal was to bring happiness back to children as soon as possible.
The school year is over in Guatemala (it runs from January to October). However, after the earthquake, children are coming back to schools to play and have fun as they address their fears. A group of trained community volunteers, led by ChildFund’s team members, gather to provide children with a day full of fun and learning games.
Within the space of the familiar community school, we’ve set up a series of workstations designed by a team of five psychologists from ChildFund’s local partners. The stations are designed similarly to stands at local fairs. Children walk through and spend time at each station, experiencing different moments, from telling their own stories during the earthquake, to playing musical instruments to engaging with puppets to discussing a movie to playing logic games.
The ChildFund team had a pleasant but challenging surprise, as the back-to-happiness activities took place. A large group of unanticipated participants came – mothers. They wanted to know how they could further help their children at home. So we opened a new station to teach moms how they could help their own children.
All told, ChildFund is providing psychosocial support in 25 schools reaching more than 12,000 children affected by the earthquake. All these activities have been designed with one objective in mind: kick fear out and invite happiness back!