Fair play - the winning way (Qui joue loyalement est toujours gagnant) Aims The basic principle of the Code of Sports Ethics is that ethical considerations leading to. Child's Play is an American television game show in which adult contestants tried to guess words based on definitions given by children. The Mark Goodson-produced. What are the cognitive benefits of play? Read what scientific studies reveal about play and the developing brain. Culture and Development in Children's Play . Making sense of developmentally and culturally appropriate practice (DCAP) in early childhood. No Contest, which has been stirring up controversy since its publication in 1986, stands as the definitive critique of competition. Drawing from hundreds of studies. The Federal Register of Legislation (the Legislation Register) is the authorised whole-of-government website for Commonwealth legislation and related documents. The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent- Child Bonds . Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. Parents do a lot more than make sure a child has food and shelter, researchers say. They play a critical role in brain development. More than a decade of.This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child- centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children’s lives to create the optimal developmental milieu. INTRODUCTIONPlay is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child. This birthright is challenged by forces including child labor and exploitation practices, war and neighborhood violence, and the limited resources available to children living in poverty. However, even those children who are fortunate enough to have abundant available resources and who live in relative peace may not be receiving the full benefits of play. Many of these children are being raised in an increasingly hurried and pressured style that may limit the protective benefits they would gain from child- driven play. Because every child deserves the opportunity to develop to their unique potential, child advocates must consider all factors that interfere with optimal development and press for circumstances that allow each child to fully reap the advantages associated with play. No single set of guidelines could do justice to the many factors that impact on children’s play, even if it was to focus only on children living in the United States. These guidelines will focus on how American children with adequate resources may be limited from enjoying the full developmental assets associated with play because of a family’s hurried lifestyle as well as an increased focus on the fundamentals of academic preparation in lieu of a broader view of education. Those forces that prevent children in poverty and the working class from benefiting fully from play deserve full, even urgent, attention, and will be addressed in a future document. Those issues that impact on play for children with limited resources will be mentioned briefly here to reinforce that play contributes to optimal child development for all children and that we must advocate for the changes specific to the need of each child’s social and environmental context that would enhance the opportunities for play. These guidelines were written in response to the multiple forces that challenge play. The overriding premise is that play (or some available free time in the case of older children and adolescents) is essential to the cognitive, physical, social, and emotional well- being of children and youth. Although the guidelines were written in defense of play, they should not be interpreted as being against other forces that compete for children’s time. Academic enrichment opportunities are vital for some children’s ability to progress academically, and participation in organized activities is known to promote healthy youth development. It is essential that a wide variety of programming remain available to meet the needs of both children and families. Rather, these guidelines call for an inclusion of play as we seek the balance in children’s lives that will create the optimal developmental milieu to prepare our children to be academically, socially, and emotionally equipped to lead us into the future. THE BENEFITS OF PLAYPlay allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers. As they master their world, play helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self- advocacy skills. When play is allowed to be child driven, children practice decision- making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue. Ideally, much of play involves adults, but when play is controlled by adults, children acquiesce to adult rules and concerns and lose some of the benefits play offers them, particularly in developing creativity, leadership, and group skills. In contrast to passive entertainment, play builds active, healthy bodies. In fact, it has been suggested that encouraging unstructured play may be an exceptional way to increase physical activity levels in children, which is one important strategy in the resolution of the obesity epidemic. Perhaps above all, play is a simple joy that is a cherished part of childhood. Children’s developmental trajectory is critically mediated by appropriate, affective relationships with loving and consistent caregivers as they relate to children through play. When parents observe their children in play or join with them in child- driven play, they are given a unique opportunity to see the world from their child’s vantage point as the child navigates a world perfectly created just to fit his or her needs. Less verbal children may be able to express their views, experiences, and even frustrations through play, allowing their parents an opportunity to gain a fuller understanding of their perspective. Quite simply, play offers parents a wonderful opportunity to engage fully with their children. Play is integral to the academic environment. It ensures that the school setting attends to the social and emotional development of children as well as their cognitive development. It has been shown to help children adjust to the school setting and even to enhance children’s learning readiness, learning behaviors, and problem- solving skills. Social- emotional learning is best integrated with academic learning; it is concerning if some of the forces that enhance children’s ability to learn are elevated at the expense of others. Play and unscheduled time that allow for peer interactions are important components of social- emotional learning. REDUCED CHILD- DRIVEN PLAY AND THE POTENTIAL REPERCUSSIONSDespite the numerous benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This trend has even affected kindergarten children, who have had free play reduced in their schedules to make room for more academics. A 1. 98. 9 survey taken by the National Association of Elementary School Principals found that 9. Another survey a decade later found that only 7. Currently, many schoolchildren are given less free time and fewer physical outlets at school; many school districts responded to the No Child Left Behind Act of 2. This change may have implications on children’s ability to store new information, because children’s cognitive capacity is enhanced by a clear- cut and significant change in activity. A change in academic instruction or class topic does not offer this clear- cut change in cognitive effort and certainly does not offer a physical release. Even a formal structured physical education class may not offer the same benefit as free- play recess. Reduced time for physical activity may be contributing to the discordant academic abilities between boys and girls, because schools that promote sedentary styles of learning become a more difficult environment for boys to navigate successfully. Some children are given less time for free exploratory play as they are hurried to adapt into adult roles and prepare for their future at earlier ages. Parents are receiving carefully marketed messages that good parents expose their children to every opportunity to excel, buy a plethora of enrichment tools, and ensure their children participate in a wide variety of activities. Children are exposed to enrichment videos and computer programs from early infancy as well as specialized books and toys designed to ensure that they are well- rounded and adequately stimulated for excelled development. Specialized gyms and enrichment programs designed for children exist in many communities, and there is an abundance of after- school enrichment activities. These tools and programs are heavily marketed, and many parents have grown to believe that they are a requirement of good parenting and a necessity for appropriate development. As a result, much of parent- child time is spent arranging special activities or transporting children between those activities. In addition to time, considerable family financial resources are being invested to ensure that the children have what are marketed as the “very best” opportunities. It is clear that organized activities have a developmental benefit for children, especially in contrast to completely unsupervised time. Some research substantiates that for most children, benefits increase with higher levels of participation. In addition, it has been suggested that because this lifestyle is associated with middle- class families, it may have a benefit in maintaining social class or in creating upward mobility. It is less clear, however, at what point a young person may be “overscheduled” to their developmental detriment or emotional distress. Soundgarden - Birth Ritual (Singles Soundtrack)Lying like needles On forest earth Euphoric rush Trees bend to brake for us. I'm sputtering Like cold machines Late for the birth ritual. You can drive my tail To watch the circus A birth ritual A birth of idiots Now I woke up blessed And good strives for heartache Marked for the death ritual. As you start the song And face this garden I light a cigarette before the execution And now you see your crime For every miracle Add another drug at every birth ritual. I took the drug To make me stay And now everything Dies in shyness The snake retreats Admits defeat And waits for the birth ritual. As you start the song And face this garden I light a cigarette before the execution And now you see your crime For every miracle Add another drug at every birth ritual. Shining like. Child's eyes. Marbels size Bright until the newness wears off As you start the song And face this garden I light a cigarette before the execution And now you see your crime For every miracle Add another drug at every birth ritual.
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