True Play
The educators of Anji County did not have a clear, shared definition of play when they took their first steps back together. But when they recalled their own childhood experiences of play prompted by Ms. Cheng, they recalled freedom and joy. They stepped back to free the children in their care. And when they did this, they did not turn away. Instead, they stayed put to see what would happen. They saw children deeply and uninterruptedly engaged in activities that the children had freely initiated, organized, and led. The educators saw this and said, “Now this is true play.”
Their shared definition of play - that true play is the child's deep and uninterrupted engagement in the activity of their choice - allowed the educators of Anji County to paint a clear, bright line between their shared commitments as educators and the false play that they had arranged, guided, and directed in the past.
The True Play Statement
The True Play Statement was first made on May 15, 2019 in Anji County, China at the 1st International True Play Conference. After Ms. Cheng Xueqin read the statement in Chinese, and Mr. Jesse Coffino read the statement in English, educators from ten countries, including China, signed the statement as founding members of the True Play Advocacy Alliance.
True Play, as defined below, is valued as the primary experience of learning in Anji Play environments. Routines, schedules, reflection, and other activities in Anji Play programs are organized to provide the greatest potential for trust, freedom and depth in these True Play experiences.
True Play Statement
True play is deep and uninterrupted engagement in the activity of one’s own choice.
True Play is most frequently characterized by observable experiences of risk, joy and deep engagement. This is the deepest manifestation of learning, growth and development.
True Play flourishes in places of love where the materials, environments and decision-making attend to the needs and differences of the individual and the group.
When given space to reflect, those who experience True Play and those who take part in deep and engaged observation of True Play will create ecologies that prioritize the understanding of learning and development in their respective communities.
Educators and policy-makers committed to True Play protect the child’s right to experiences of True Play, and make True Play a priority in their decision-making about education.
The Rights and Responsibilities of True Play
Every child is entitled to love and safety. When these rights are guaranteed, adults can address the child’s right to True Play - deep and uninterrupted engagement in the activity of their choice. The Rights and Responsibilities of True Play provide a foundation for reflecting on individual and organizational decision-making, design, assessment, and accountability.
Expectation of Safety
Children and adults should expect to be safe and protected from harm.
Children and adults are expected to take care of themselves, take care of others, and take care of the environment.
Self-determined Play
Child’s Rights
Select materials from a wide variety, determine their use and how long to play with them.
Self-structure play.
Select with whom to play.
Play in large groups, small groups, and alone.
Choose not to play.
Teacher/adult responsibilities
Support, but not direct or interfere with play.
Allow for child-initiated risk-taking, collaboration, problem-solving, and pacing.
Provide emotional support, and have confidence in children’s capacities and abilities.
Be interested and curious. Closely observe children’s play, including their discoveries, interests, challenges, etc.
Time and Space
Child’s rights
Determine where, when, and how to use materials.
Move freely within and between play areas.
Determine the pace of play.
Teacher/adult responsibilities
Ensure that children have expansive time and space to play without interruption.
Reflection and Expression
Child’s rights
Be heard, without judgement.
Teacher/adult responsibilities
Listen to children without judgement, and with an interest in understanding their expression.
Materials
Child’s rights
Access to open-ended materials that do not determine or direct the experience or outcome of play.
Access to materials that are selected, and organized to respond to the child’s observed needs and abilities in play.
Access to materials that are safe and sturdy.
Access to materials that are stored and labeled in a manner that is accessible and allows the child to take responsibility for their management.
Teacher/adult responsibilities
Provide and maintain materials as described above.
Provide children with a clear and simple introduction to the materials.
Observe and reflect on the child’s use of materials.
Adjust materials in response to the children’s interests, needs, and abilities.
Physical Environments
Child’s rights
Access to open-ended and varied environments that do not determine or direct the experience or outcome of play.
Access to environments that provide access to the natural world as much as possible.
Access to environments that allow maximum freedom of movement.
Access to environments that allow for play in large groups, small groups, and as an individual.
Access to environments that are free of hazards.
Teacher/adult responsibilities
Provide and maintain environments as described above.
Observe and reflect on the child’s interactions with the environment.
Adjust the environment in response to the children’s interests, needs, and abilities.
These rights and responsibilities are described in terms of the early childhood setting, but the words “child” or “children” can be replaced with the words “learner” or “learners,” and the word “adult” can be replaced with the phrase “creator and maintainer of the conditions of learning,” or like description.