Introduction:
My strong belief is that every child has the right to flourish and thrive, regardless of their background, circumstances, or any societal barriers. As we consider Out of School Hours Care (OSHC) in Australia, it is essential to reflect on how we can provide inclusive and accessible services without fear or favour. OSHC plays a vital role in the Australian landscape, but have we truly explored the central role of play in this context? This blog delves into the role of risky play, adventure playgrounds and street play in the Australian context - and provoking discussion about a rights-based approach to OSHC to access and enable play opportunities - a developmental space, an enabler, and a skill for all children, a skill which may be challenged and diminishing due to the allure and acccess to digital devices over access and engagement with natural environments.
The Power of Play and Children's Rights:
At the recent IPA conference, concerns were raised about children's diminishing ability to engage in free play and their limited access to natural environments. Presentations highlighted the importance of play and natural surroundings in a child's development and emphasized the responsibility of adults to enhance these opportunities. In light of this, I have been thinking about our approach to OSHC. How do enhance children's access within a regulated environment? How do we navigate the barriers and strengthen the opportunities our curriculum framework provides us? Could we follow the Scottish Government's lead and develop a Charter of Children's Rights that guides governmental decision-making and provides a central framework for play in our decision making? This dialogue presents numerous opportunities to explore alternative approaches in our diverse Australian landscape.
Competition and Challenges in OSHC:
One of the significant challenges faced by independent OSHC providers in the UK, that I have heard, is the competition from local authorities, who often receive greater government funding and resources, leading to superior wages and benefits for their staff. This competition intensifies the already complex staffing challenges in the sector. Additionally, managing children's behavior, fostering positive relationships, and navigating administrative complexities contribute to the demanding nature of operating OSHC facilities, not only here inthe UK, but globally.
Integrating Play for Positive Outcomes:
Amidst these challenges, we must acknowledge and harness the transformative power of play. Play has the ability to cultivate joy, engagement, and a sense of connection to the environment. Raymond Branton's organisation, Play Works, exemplifies this transformative potential through their community play days, such as Mankey Monday and Wet Wednesday, which bring together hundreds of children and families for activities that foster creativity, exploration, and happiness - building skill, imagination, community engagement and familial connectedness. This prompts us to consider how we can enhance the role of play in society and whether schools can play a more active role in promoting its importance. Could we employ Play Specialists in schools - instead of followng a negative 'behavioural managment' route, could we you play as a tool to develop and enhance a child's ability to engage both in school and in social relationships? I would be excited if we saw play skills in children as important as academic skills.
Conclusion:
Reflecting on the IPA Conference and recent meetings, it is clear that attracting and retaining a competent workforce in the OSHC sector is a global challenge, not limited to a specific location. However, amid these challenges, there are dedicated individuals and organizations working tirelessly to promote play, not only as a concept, but as a right for children. Their commitment, in partnership with some Governtment's commitment improve conditions, and emphasize the significance of play in children's lives. I love the Scottish Government's commitment to advocating for children's rights, considering alternative play concepts like adventure playgrounds and street play, and fostering collaboration among stakeholders by testing and trialling different concepts in different environments with different dosages. By considering alternatives, by learning from other countries, we can consider what this means for Australia and our OSHC environments which are our most prominent organised play environments across the country. We know by continuing to consider and reflect on these environments we can support the holistic development of all children, where they can flourish and thrive, unrestricted by societal barriers.
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