Adrian Voce succeeds Jan van Gils as child-friendly city network president

14 Dec

re-posted from childinthecity.eu

The English writer and campaigner Adrian Voce OBE has been elected to succeed Jan van Gils PhD, as President of the European Network for Child Friendly Cities (ENCFC). Dr. Van Gils announced his retirement from the role that he has filled for more than 14 years at the conclusion of the 8th biennial event, held in Ghent, Belgium in November.

Jan van Gilsjanvangils-230x230 was the founder of the ENCFC and inaugurated the Child in the City conference in Bruges, Belgium in 2002. Under his leadership, the network and the conference have grown in popularity and influence. Produced every two years in a different European city by a partnership of the ENCFC and the Child in the City Foundation, the conference has become a fixture for children’s rights advocates, academics, practitioners and policy-makers working for more child friendly towns and cities around the world.

Warm tributes were paid by the conference in Ghent to the immensely popular Van Gils, who is a Doctor in Pedagogic Sciences, author of several books and was the director of the Research Centre for Childhood and Society in Belgium, as well as being also President of the International Council for Children’s Play. He was described by the Chair of the Child in the City Foundation, Johan Haarhuis, as ‘a great man to work with; incredibly generous with his time and inspiring with his vision’. His successor, Adrian Voce, speaking on behalf of the whole network, said that Dr Van Gils would be ‘a very tough act to follow’ who had ‘given more to the movement for children-friendly approaches to planning and managing our towns and cites than anyone will ever know’.

img_2061Adrian Voce, who has taken on the role of President for an initial two years, is a former playworker, trainer, special needs assistant and residential social worker who became the first director of London Play in 1998 and then the founding director of Play England in 2006. He is the author of Policy for Play: responding to children’s forgotten right, which documents the story of the play strategy for England of 2008-11 and the influencing and campaigning work that led to it. He played a key role in securing London as the host city for the second Child in the City conference in London in 2004 and has been a member of the ENCFC steering group since 2012.

Space to Play symposium – call for papers

1 Dec

The Foundling Museum in London has issued a call for papers for its forthcoming symposium, Space to Play, to be held at the Museum on 20 March 2017.  The symposium is  organised in collaboration with children’s play author, consultant and campaigner, Adrian Voce OBE and is running in conjunction with the Museum’s Spring exhibition Child’s Play, which features the photographic work of artist Mark Neville.

The exhibition and symposium aim to raise awareness and generate debate around the complex nature of children’s play, and to advocate for improved provision for this universal right.

The deadline for proposals is 6 January 2017.

The call papers can be downloaded here

Artist Mark Neville explores childhood play in collaboration with The Foundling Museum

12 Oct

By Tom Seymour (reblogged from bjp-online.com)

mark-neville-the-jungle-book-rehearsals-sewickley-academy-2012-courtesy-mark-neville

Main image: Mark Neville, ‘The Jungle Book Rehearsals, Sewickley Academy’, 2012. All images © Mark Neville, courtesy The Foundling Museum

As identified by the UN in the 2013 General Comment on Article 31 of the Convention on the Rights of the Child – a child has a universal human right to play. A new exhibition of photographs, as well as a symposium and photobook, by photographer Mark Neville, aims to generate debate around the complex nature of child’s play, and to advocate for improved provision for this universal right. At a time when up to 13 million children have been internally displaced as a result of armed conflict, photographer Mark Neville presents a series of images of children at play in diverse environments around the world.

Immersing himself in communities from Port Glasgow to North London, and in the war zones of Afghanistan and Ukraine, the series is a celebration of the thing that all children, regardless of their environment do – play.

mark-neville-boy-with-hoop-in-kakuma-refugee-camp-kenya-2016-courtesy-mark-neville

Mark Neville, ‘Boy with Hoop in Kakuma Refugee Camp, Kenya’, 2016

The exhibition includes new photographs of internally displaced children in Ukraine; residents of Kakuma, Kenya’s second largest refugee camp, and depictions of children at play in London adventure playgrounds.

Through his photographs Neville captures children’s spontaneous urge to play and their determination to do so in the most unfavourable environments. His images reveal how, through play, children claim a place of power, safety and freedom.

Presenting the images on display along with an overview of the groundbreaking work in the field of child’s play, a book will seek to raise awareness of this universal right, and also focus attention on attitudes towards play in the UK and how the conditions for children can be improved.

mark-neville-child-jacket-slaughtered-goat-sweets-painted-nails-xmas-day-helmand-2010-courtesy-mark-neville

Mark Neville, ‘Child, Jacket, Slaughtered Goat, Sweets, Painted Nails, Xmas Day, Helmand’, 2010

Adrian Voce – playworker, writer and former director of the campaigning body Play England – gives an overview of the national and international work in the field of child’s play, alongside a review of cultural representations of children at play and historical attitudes towards childhood, as seen through the prism of the Foundling Hospital, by curator Nicola Freeman. Copies of the book will be disseminated free to key policy makers and government departments, experts in the field, and to each of the UK’s 433 local councils, in order to directly impact upon government policy thinking and strategy.

A symposium on 20 March will explore the issue of spaces for play, looking at the real and imagined barriers to play in our cities, and focusing in particular on the privatisation of space.

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Mark Neville, ‘Arts and Crafts at Somerford Grove Adventure Playground’, 2011, courtesy Alan Cristea Gallery

In the context of the Museum, the idea of spontaneous play is set against the institutional play evidenced at the Foundling Hospital through archive photographs and film footage. Founded in 1739, the history of the Hospital mirrors the growing recognition of the distinctive needs of children, and the role of play in their lives – from the proliferation of children’s toys and books in the 18th century and campaigns for playgrounds throughout the 19th century, to the closing of the Bloomsbury estate in the early 20th century, now within a fully developed area of London, to give the children better access to fresh air and nature.

Mark Neville said: ‘The right of the child to play a barely discussed, yet fundamental human right.

“We aim to use the Museum as a space for debate and an instrument to improve the rights of vulnerable children.

“By addressing the issues through three symbiotic strategies – an exhibition at the Museum, a hardback photobook with a targeted dissemination, and a symposium – we believe we can really make an impact on this forgotten right.”

Caro Howell, Director of the Foundling Museum, said: “Play is creative, disruptive and a universal human drive. Mark Neville’s powerful images demonstrate its essential role in enabling a child to make sense of the world and to shape their place in it, no matter how challenging the environment.”

Child’s Play is on show from 3 February – 30 April 2017 at The Foundling Museum, 40 Brunswick Square, London WC1N 1AZ.

More information is available here.

If we want children to be happy and healthy, we have to make space for them to play

7 Oct

The crisis in young people’s mental health needs resources for more and better services, but it should also be a wake-up call for policymakers who have neglected one of the most fundamental ways to prevent it in the first place: properly addressing children’s basic need for time and space to play

Reactions to what is widely being called ‘a crisis in young people’s mental health’ has tended to focus on the quality and availability of the services for children and teenagers who need help, and on the excessive pressures of an education system that causes such distress to young minds.

There are good reasons for such concern. NHS figures[1] have revealed that, as at June 2016, more than 235,000 young people (aged 18 and under) were accessing specialist mental health services for such problems as anxiety, depression, self-harming and eating disorders. Research by the Guardian suggests that a large majority of those working to deliver this support believe it is inadequate; a view endorsed by Young Minds, the UK’s leading mental health charity for children.

Meanwhile, Natasha Devon, the Government’s own mental health champion for schools until the role was abolished in May 2016, has produced a harshly critical report of the DfE and its recent reforms, blaming the education system’s narrow focus on academic subjects and passing exams at the expense of PSHE[2], sport and the arts, for ‘actively conspiring against good paediatric and adolescent mental health’.

if children are increasingly constrained in the behaviour they most enjoy, we should not be too surprised if they develop symptoms of unhappiness.

Commenting in the Guardian this week, Owen Jones attempted to broaden the picture, calling for a ‘remorseless focus’ on what he identifies as the economic and social causes that ‘drive children to mental distress in the first place: overcrowding, poor housing, poor diet; lack of exercise, family conflict … (and) poverty’. Nowhere in this debate has one of the more obvious issues been identified, which is that if children are increasingly constrained in the behaviour they most enjoy, we should not be too surprised if they develop symptoms of unhappiness.

Psychologists from a range of perspectives have long identified play as crucial to children’s emotional wellbeing, happiness and fulfilment; key to their capacity to experience the vitality of living in the here and now; and fundamental to their developing resilience, adaptability and creativity. The Mental Health Foundation recognises as much: placing the important role of play second on a checklist for maintaining children’s good mental health. The great play scholar Brian Sutton-Smith was not trying to be smart when he said ‘the opposite of play isn’t work, it’s depression’.

Successive governments have turned their back on play

Successive governments have turned their back on play

In 2008, after the UK came bottom of a Unicef league table of the wellbeing of developed nations’ children, there was a consensus  – across the child policy as well as the political spectrum – that children desperately needed more time, space and opportunity to play, not virtually, on screens and social media, but with their actual friends, outside, as they have done for millennia. A 10-year strategy was launched to ‘make England the best place in the world to grow up’, with every neighbourhood made safer from traffic and containing attractive places to play within easy reach of children’s homes.

a genuinely child-friendly, playable public realm seems further away than ever.

As we all know, the Play Strategy was abandoned almost immediately the Coalition Government took office in 2010 and, in spite of growing evidence that free play in the real world is a vital component of a healthy, happy childhood, no serious attempt was made by either of David Cameron’s governments to fashion their own response to what the former Prime Minister himself described as the dearth of ‘everyday adventures’ that was making British children ‘the unhappiest in the developed world’. Indeed, children’s play services up and down the country have been decimated by austerity measures ever since; and the play strategy’s broader ambition – to create a genuinely child-friendly, playable public realm – seems further away than ever.

Theresa May says her new government will be ‘driven not by the interests of a privileged few’, but aim to create a fairer society that ‘works for everyone’. She may not have had children in mind when she said this, but as she and her chancellor begin to again redefine the role of the state, to perhaps play a greater role in the funding of public infrastructure, we should hold her to account not just for the state of the services that children need when they are distressed, but for the quality of the environments they have to grow up in. If we ‘want a society that promotes happiness and wellbeing among children’ we must start by giving them back the space where they are happiest, and the freedom to enjoy it.

Adrian Voce

[1] Mental Health Services Data Set (MHSDS), NHS Digital

[2] Personal, Social and Health Education

A condensed version of this article has appeared in today’s Guardian, on the letters page.

Why we need the Playwork Foundation

13 Jul

In this adapted version of an article originally published in the International Journal of Play, Adrian Voce places the establishment of the Playwork Foundation in its historical context, and sugge…

Source: Why we need the Playwork Foundation

10 reasons to continue providing adventure playgrounds

7 Jul
Felix Rd AP 2

Photo: Felix Road Adventure Playground

The Playwork Foundation has published a blog setting out the case against closing adventure playgrounds, which is well worth a read:

‘Playwork is an essential component of adventure playgrounds, a form of staffed provision renowned the world over as offering children the best opportunities to play within a dedicated, manag…

Source: 10 reasons to continue providing adventure playgrounds

‘Risky play’: a clarification

4 Jul
This second in a short series of articles about risk and play, by Adrian Voce, aims to clarify that, while a more enlightened approach to risk management is an important aim – on which much progress has been made – the banner ‘risky play’ may not be a helpful one.

My blog last month, ‘The trouble with risky play’ stimulated some interesting debate, although some of it seemed to miss the essential point of the piece, which is my issue with the use the word ‘risky’. Some key commentators suggested that I was advocating that we avoid the word ‘risk’, or duck the issue altogether. This could not be further from the truth.

I applaud the way the play movement and parts of the play industry have fought back in recent years against the excessive risk-aversion that can so diminish real play value in managed settings. Indeed, as director of Play England (2006-11), I conceived and commissioned the first edition of the document, Managing risk in play provision: implementation guide, which has done so much to promote the risk-benefit approach and challenge the ‘safety first and last’ culture that was so inhibiting providers.

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Photo: Mick Conway

To be clear, my issue is with the term ‘risky play’, especially when used as a promotional banner for a form of provision. This is no pedantic fixation, but rather a plea that we recognise that language is important, and that its widest meaning is determined by common usage, not professional adaptations of it.

Take a look at dictionary examples of sentences using the word ‘risky’: ‘It was much too risky to try to disarm him’. ‘It’s risky to buy a car without some good advice’. ‘We shouldn’t go there. It’s too risky’. ‘Risky investments can lead to financial ruin’. The meaning is clear. If something is deemed ‘risky’, the risks are understood to be excessive. Such activity is best avoided. Inviting parents to encourage their children to do things that are expressly risky is simply counterintuitive: where children are concerned, the instinct to protect is too profound.

 “the word ‘risky’ is most commonly used when the risks are judged to outweigh the benefits”

Everything contains an element of risk; we weigh risks all the time against benefits or rewards. My point is that the word ‘risky’ is most commonly used when the risks are judged to outweigh the benefits. The ‘risky play’ movement is an attempt to subvert that meaning as part of its aim to reverse a trend wherein ‘We have lost sight of the fact that there might be such a thing as a “good” risk’ (Furedi, 2002). But language doesn’t work like that; it evolves through common usage, not through appropriation by professional sectors.

The person who first coined the term ‘risky play’, as far as I can tell, is an academic, Ellen Beate Hansen Sandseter (2007). Her research is about an aspect of play behaviour. ‘Risky play’, in her terms, is something that children do. It does not follow that provision itself should therefore be ‘risky’. It is also worth noting here that Sandseter, a Norwegian, is not writing in her native language. She acknowledges that the ‘disagreement about terminology might be a result of different cultures and languages’ and also observes that, in Norwegian, there is no direct translation of ‘adventure’, as in adventure playgrounds. The Norwegian for ‘risky’ play, she says, has instead become the accepted term, appearing in policy documents dealing with education and childcare.

 

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Photo: Play England

It may be that I am over-cautious and that the same will happen here and in North America and Australasia. My concern is that it will not, and that in the English-speaking world, promoting ‘risky’ activity or behaviour in children through bespoke provision can seem to be cavalier, when it should be anything but. This makes us hostages to fortune.

Last year I received a troubled phone call from a colleague in East London after a child was killed on a playground in Mile End Park. An inquest has been adjourned until 2017, pending a police and Health and Safety Executive investigation, and it would be wrong to comment further on the case. But tragedies will sometimes happen in children’s play, and if the space is a managed one people will be held to account. In general, a diligent risk-benefit assessment, professionally executed, recorded and acted upon as necessary, should be a sound defence against charges of negligence. This approach is good practice, but if a provider is explicitly promoting ‘risky play’ in such terms, there will be an inevitable, added pressure to prove it – in the public eye, if not in the courts.

The potential harm to the cause of allowing children more freedom and better opportunities to play is great. Just consider the way some media honed in on one specific element of the All Party Parliamentary Group’s Play report last year, which advocated greater autonomy for children to explore the outdoor world. Taken out of context and therefore missing the nuances of the risk-benefit approach – as well as the scores of other recommendations within the report – newspapers invited an incredulous reaction by baldly headlining the suggestion that children be allowed opportunities for ‘risky play’ near ‘potentially dangerous elements such as water, cliffs and exploring alone with the possibility of getting lost’.

“the need for controversy and scapegoats can be relentless and ruthless, as many people working in child protection know too well”.

Children’s safety is an emotive issue. Any hint of corporate or professional culpability for endangering children will always attract media attention, not all of it fair or balanced; the need for controversy and scapegoats can be relentless and ruthless, as many people working in child protection know too well.

The risk-benefit approach recognises that playing involves elements of risk-taking by children, some of which we should not prevent, but rather encourage and support within a professional practice to avoid their serious harm, while recognising that accidents will nevertheless sometimes happen. When they do, and we have to account for our approach, do we really want to have to explain our particular meaning of the term ‘risky play’? Or do we want to simply stand up for children being given the fullest range of play opportunities, some of which include properly assessed challenges and risks, appropriate to their age and experience? We may think that one is shorthand for the other. Perhaps the courts would agree. But will the media? Will parents? Do we want to wait to find out?

Adrian Voce

 

References

Furedi, F. (2008), Paranoid parenting: Why ignoring the experts may be best for your child. London: Bloomsbury.

Sandseter, E. B. H. (2007). Categorizing risky play: how can we identify risk-taking in children’s play? European Early Childhood Education Research Journal, 15, 237- 252.

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