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Playing
This publication is a collaboration Early Childhood Funders
between Early Childhood Funders Group Group in Mexico
in Mexico and MACIA Estudio Fundación Cinépolis
Fundación CMR
This publication has been funded by: Fundación FEMSA
together
Fundación Banorte Fundación Gentera
Fundación LEGO
Fundación Televisa
First published in Mexico City in 2019
Design
Fernando Arpio
Illustrations
Israel Hernández, isra.pop
Andrea Roa
Copyeditor
Marian Pipitone
Typefaces
Aperçu Pro, Colophon
Tiempos Text, Klim Type
Thank you to all the children and
This work is published and licensed under a Creative caregivers who were part of the design
Commons Attribution-NonCommercial-ShareAlike 4.0 process of these activities:
International License. To see a copy of this licence, Adriana, América Regina, Ángel, Axel,
please visit: Brian, Camila, Carlos, Charlie, Chris, Danna,
creativecommons.org/licenses/by-nc-sa/4.0/deed.es Dayanna, Diana, Didier, Diego, Emiliano,
Emily Daniela, Fabiola, Fernanda, Gabriel,
Geraldyne, Giannin, Isaac, Ivana, Joshua,
Julissa, Lani, Leo, Lourdes, María Valentina,
ISBN pending Mateo, Maya, Mich, Michelle, Miranda, Norma,
Patricio, Rosy, Santiago, Susana and Vanessa.
Printed and made in Mexico
colectivoprimerainfancia.org
maciaestudio.com
Table of contents
42
Physical development activities
P1 Ants
46 P2 Human pyramid
50 P3 Skipping rope
6 Introduction 54 P4 Lemon spoons
58 P5 Obstacle race
Appendices Creative development activities
132 Filters to select activities 118 R1 Free play construction
138 Traditional games 122 R2 Stone sculptures
140 Glossary and related terms 124 R3 Masks
148 References 128 R4 Surprise egg
130 R5 Free play
Introduction As part of the support strategies to boost development in our country
through early childhood development, the Banorte, Cinépolis, CMR,
FEMSA, Gentera, LEGO and Televisa Foundations, conformed the
Early Childhood Funders Group in Mexico. This corporate foundation
workgroup promotes actions that drive the holistic development of
early childhood in Mexico.
Early childhood is the period of time from birth until the age of 6 years.
This life stage determines the future of children since 90% of brain con-
nections are formed, and the foundations on which future skills and
knowledge will be built upon are established.
The Early Childhood Funders Group in Mexico would like to thank Banorte
Foundation's invaluable support in funding this publication. All our grat-
itude and acknowledgment for being part of the Early Childhood Funders
Group in Mexico until 2019.
6–7
The value Our brain never ceases to develop. Every time we learn something new,
a neural connection¹ is formed. However, the brain's fastest growing pe-
of Early
riod is during the first years of life. This means that human beings learn
much more quickly between the ages of 0 and 3 years than in any other
period of their lives.
Childhood
In order to play, children need a space that can grow together with
their capacity, their autonomy and their skills. A space that can ac-
company them during their development, which can offer them
new experiences, new discoveries, new treasures.²
8–9
“Brain development is The quality and quantity of experiences in the first years of life become
a key factor for brain development in every child, and thus, for their
an essential part of early physical and emotional health, their happiness, their learning ability,⁷ and
the way they adapt to change. This means that through experiences
childhood development, and the neural connections formed in the first 1,000 days of a person's
life, a solid or weak base is established, on which all future learning builds:
the process by which a young each stage of brain development paves the way for the following one.
However, with no solid or strong foundation, it is difficult for more com-
physical, motor, cognitive, One of the most important scientific findings in recent years points out
that every child's brain is the product of their genes as well as their ex-
for health, learning and Neural connections are formed and modified in accordance with posi-
tive and negative experiences to which every child is exposed. Positive
wellbeing”. experiences include good nutrition, sensory¹² and gross motor stimula-
tion, interaction with peers and other generations, and protection pro-
vided by caregivers. Negative experiences like neglect, indifference,
stress, any kind of violence—physical, psychological or verbal—or expo-
sure to pollution, can seriously hinder early development and have a
negative impact on adult life.¹³ When an adult's response to a child is not
clear, non-existent or negative, it can cause delay and influence his or
her development.
10–11
“A child who feels safe with Creating emotional connections
respect to his or her adult Basic trust is the result of numerous positive interactions between children
and their caregivers. It is essential for children to know that the adults
caregivers does not ignore around them are receptive to their physical and emotional needs, and that
they are available when needed. This trust encourages the free exploration
the risks in venturing away of the limits of their immediate world, to eventually become independent.
from them slightly, but Creating emotional connections¹⁴ between children and their caregivers,
parents or playmates, allows them to develop their ability to think about
moves on anyway knowing the world around them and to be aware of themselves as part of that
environment. Through sensations, perceptions, emotions, actions and
The first 1,000 days of life have a considerable effect on the future of
people. Hence, adults and caregivers have a big responsibility and could
have a transformative impact on children's lives. Holistic development
of children depends on warm, stimulating and responsive parenting in
these first days—in terms of nutrition, health, protection and positive
stimulation. This way, children are much more likely to reach their full
potential in adulthood.
12–13
Skills for holistic development Cognitive skills
Developing cognitive skills is essential for solving complex tasks. The
In early childhood,¹⁸ interaction with the environment occurs through ability to create strategies to identify effective solutions depends on
caregivers. However, positive stimulation “with love, play, communica- these skills. Abstract and flexible thinking is also involved. In early
tion, songs and reading […], is not as simple as it looks”,¹⁹ since there childhood, it is important for children to get involved in decision
must be a balance between physical, social, cognitive, emotional and making of their environment, as well as to feel free to transform,
creative skill development. undo, shape and modify it. Also, in order to strengthen thinking skills,
it is important to be still and observe, explore, discover and ponder.
Physical skills
Maintaining an active and healthy body, increasing physical resistance Emotional skills
and exercising the mind through spatial understanding, are funda- From an early age, people need to understand, guide and express
mental aspects to promote the building of motor skills in children. their feelings in order to build self-awareness. That is why children
Movements that stimulate this development include: jumping, climb- must put into practice their ability to control impulses, maintain
ing, rolling, running, holding, balancing, turning, pulling, pushing, motivation and feed self-confidence, especially when faced with
going down, going up, stretching, carrying, riding, dancing, throw- difficulties.²² These complex processes allow them to strengthen
ing, exploring and falling.²⁰ their emotional universes and prepares them to build nourishing
and healthy relationships. Furthermore, it endorses empathetic and
responsible responses towards the people around them, as well as
Social skills with the environment. Thus, it is important to remember that in early
As adults, and thanks to complex social skill development, we have childhood, children need to have regular contact with nature,²³ and
the capacity to work in teams, communicate assertively, be open to carry out exploration, collection and observation activities in the pro-
different perspectives, be understanding towards other people, cess of building an awareness of themselves and an emotional stability.
and build significant and meaningful relationships. It is thus essen-
tial for children to put these skills into practice from early years. In
this sense, activities involving socialising, talking, sharing, taking part Creative skills
in free play, negotiating, solving problems as a group, doing sports In childhood, everything is possible by just imagining it. Imagination is
or participating in games with rules should be encouraged.²¹ the engine that fuels creativity, sharpens ingenuity and provides oth-
er spaces for conventional thinking in order to broaden the estab-
lished parameters of reality. Exploring new ways of doing things helps
develop critical thinking and strengthens trust through trial and error
processes. These characteristics evolve as new possibilities are
tested, ideas are evaluated, and solutions are identified. Hence, it is
fundamental to give children space and time to create, transform,
associate, express ideas, and most importantly, make mistakes.
14–15
“Children's play is ‘any Learning through Play
behaviour, activity or process Playing is a universal right²⁴ for all children. However, despite play²⁵ be-
ing extremely important for health, wellbeing and holistic develop-
initiated, controlled and ment²⁶—for childhood as well as for society—, it is rarely taken seriously²⁷
or people are not aware of the learning resulting from children playing.
structured by children Thus, General Comment No. 17 under Article 31 of the United Nations
Convention on the Rights of the Child²⁸ emphasises the importance of
themselves; it takes place recognizing and facilitating this right for children of all ages. Additionally,
it highlights the role of play in creating opportunities to express creativity,
non-compulsory, driven
world on a daily basis.²⁹
Some researchers question this definition and argue that play can be
by intrinsic motivation and manipulated by adults who want to meet their own—aforementioned—
outcomes for children. Especially, when they encourage playful activi-
undertaken for its own sake, ties to impose adult rules, through a kind of invisible coercion.³⁰ For
children, defining play is much more simpler: almost all activities can be
rather than as a means to play, except the boring ones. The level of fun is what determines wheth-
er something is play or not; as soon as an activity is no longer enjoyable,
When parents talk, sing and play with their babies, they help to build
a healthy brain that is well wired to learn and interact with others.³²
16–17
Doctor in cognitive development psychology, David Whitebread, sum- Symbolic play
marises the five major categories of play, which when balanced in child- This is an experimental activity in which, through sounds, made-up
hood, have a long-term impact on the development of physical, social, words, jokes and object counting—among others—the development
cognitive, emotional and creative skills. Arquitectura para el juego of language, interest in reading and writing, using numbers or music
urbano, the first guide to design plays spaces published by the Mexico appreciation is seen. Symbolic play gradually increases skills and
City government³³—that included a child perspective on design pro- means of expression, furthermore the ability to reflect on experi-
cesses and urban planning, especially in public spaces for play³⁴—dives ences, ideas and emotions.
into these categories.
Socio-Dramatic play
Physical play It is also known as role play: where children act out imaginary situa-
This is divided into three types: active play, play fight and games tions or pretend to be something or someone they are not. Creating
where fine motor skills are used. These types of play are related to new worlds is common in this type of play, and these can—or cannot—
developing hand-eye coordination and aggression management. have something to do with the environment they play in. Examples
Manipulating construction toys, running, jumping, dancing, playing include: using costumes, representing a superhero, playing with
wrestling with peers and coloring are—among others—play activities stuffed animals or camping in the schoolyard. Role play or pretend
that encourage the development of concentration and persever- play gives children the opportunity to explore and create multiple play
ance skills, strength and endurance. scenarios, and change identities. Socio-dramatic play has a big im-
pact on the development of narrative, deductive, social, represen-
tative, self-regulatory and self-representation skills.
Play with objects
This type of play starts at a very early age and is derived from curi-
osity and exploration. It relates to the development of abstract Play with rules
thought, reasoning and problem solving. This repertoire of cogni- In the process of discovering how the world around them works,
tive skills and strategies unfolds in the narratives children compose children are attracted to games with rules and sometimes make up
while they put together, build, create, order and associate objects. their own. When playing hide and seek, tag or stop, social skills
learning is promoted, such as understanding different perspectives,
taking turns and the importance of sharing, among others. As chil-
dren grow older, board or electronic games, as well as a variety of
sports, become increasingly attractive.
18–19
Recent studies have shown that play experiences are not only fun or a Characteristics
way of spending time until adulthood. Instead, play has a central role in
of playful experiences
learning and in preparing children for challenges later on.³⁵ From this
standpoint, it must be pointed out that while human beings are biologi-
cally programmed to play and explore, we cannot understand play and In order to explain playful learning processes, the LEGO Foundation has
learning independently from each other, but rather, we must see them established five characteristics that playful experiences must include.³⁸
as a flexible and symbiotic experience,³⁶ a mental state of children that These features do not arise at the same time, but should appear during
should be encouraged and celebrated. Similarly, skill development does the time of play. They were developed based on the idea³⁹ that a deep
not happen on its own, but in an interconnected and dynamic way. and conceptual understanding of childhood requires children to re-
main immersed in activities that invite them to continuous interaction.
Imagine a group of neighbourhood children playing on a playground.
These children are pretending to be part of a family, with different
children taking on different roles in the family—the parents, the sib- Meaningful
lings, even the family pet! At first glance, this appears to be a simple Meaningful play occurs when children can relate new experiences
game of pretend. But when viewed through the lens of playful learn- with something they already know; they tend to explore and repeat
ing, we see that children are actually building much more than a what they have already done or what they have seen other people
pretend family. As they negotiate roles, they are building the skills of do. This is how they have a better appreciation of what their actions
communication and collaboration. As they look around for new ma- mean and how they relate to their own world. Making play meaning-
terials to incorporate into their pretend reality, they are exhibiting ful allows them to express and increase their understanding through
creative innovation (e.g., a bicycle turned upside down becomes an different media, symbols and tools.
ice cream truck). As the younger ones begin to question the ‘rules’
imposed by the older children, they are practicing their critical
thinking skills. As they all begin to act out things outside of their com- Joyful
fort zones, they are building confidence in themselves and their Joy is in the heart of play, both when enjoying a task in itself, and
ability to face new challenges. Finally, even content knowledge is when experiencing a momentary feeling of surprise, reflection or
being strengthened through increased exposure to language and success when overcoming a challenge. Recent research⁴⁰ has
even math as they pay the ice cream seller with their “currency” shown how curiosity and positive experiences relate to learning. For
(e.g., sticks)”.³⁷ example, children demonstrate deeper learning after a surprising
event than they do after a predictable one.
Socially interactive
During play, social interaction is a powerful tool for learning. By com-
municating thoughts, understanding other people's perspectives,
having intergenerational interaction and sharing ideas, children can
build a deep understanding of the world and have greater opportuni-
ties to create more meaningful relationships with their surroundings.
20–21
Actively engaging Play for everyone
Playful learning means actively getting involved in play. For example,
if a girl is absorbed in a play activity of building blocks and imagining Discrimination is an ongoing challenge Mexico faces everyday. Various
how pieces can come together, she would be so concentrated that sectors of the population, such as people with disabilities, face struc-
she would not realise that her father was calling her for dinner. Mental tural obstacles that prevent them from exercising a full enjoyment of
immersion, eye contact and physical stimulation are especially pow- their rights. Governments are not the only ones who need to face this
erful in the context of playful learning and to promote engagement. reality; it is a shared responsibility that includes all society.
22–23
“Many studies have shown General considerations
for children with disabilities
that stressful experiences
in the first months of life Words to use and avoid
when naming a disability
General considerations to
appropriately include children
have negative emotional and Yes Person with a visual impairment
with disabilities:
neurological effects. Thus, No The blind A Respect their silences and personal
space.44
it is important to increase the Yes Person with a physical disability Allow autonomy in carrying out
B
24–25
Why the need As previously explained, play is an exercise of autonomy that children
carry out individually or in groups, and that involves physical, mental
to design a
and emotional processes. It can manifest in infinite forms, spaces and
imaginaries. Moreover, play enables skill development in a natural and fun
way in different scenarios. While it is true that “children play anywhere,
it is also true that the current environment can have a significant impact
handbook
on the ability of children […] finding time and places to play”.47
The urban environment, among other variables, is a key factor that has
to enhance
an impact on health, behaviour and development of every child, not
only within childhood, but also across their adult life. Daily activities like
walking, riding a bicycle and especially playing, foster physical activity.
play in public
Conversely, lots of traffic, poor air quality and the scarcity of public
spaces discourage people from being physically active. This phenome-
non results in a lack of opportunities for children to build skills freely,
spaces?
and the absence of spaces to interact—spontaneously—with their ur-
ban environment.4⁸
One could say that, historically, the car-centred city model has trans-
formed the way generations interact with public space,⁴⁹ and has not
considered the specific needs of vulnerable and minority groups, in-
cluding children. While child-friendly cities and urban planning is an
emergent field, it recognises the fundamental importance of indepen-
dence, play and the environment, which as a whole, help shape chil-
dren's holistic development.
26–27
“Physical activity and How to use the Playing
Together handbook
an outdoor environment
can additionally play a About this publication
part in improving caregiver Activities proposed here were designed to encourage the building of
mood and wellbeing”. physical, social, cognitive, emotional and creative skills in early child-
hood. These can all be carried out among children and their caregivers.
In some cases, activities can be made between two children or partici-
pants while others will be for groups of more than two people.
Furthermore, general and specific considerations are included so chil-
dren with disabilities⁵¹ get the assistance they need from their peers,
caregivers or adults.
Some activities designed for this handbook are inspired in existing and
well known activities and aim to motivate participants—children and
adults—to adapt, modify, complement or transform them according to
their wishes and needs. It is worth mentioning that activities to be add-
ed must be carried out with equal opportunities for each and every
child. The play facilitator must foster inclusion,⁵⁴ respect and interac-
tion among peers and other generations.
28–29
Every play facilitator and adult that joins the play must: 2 Breaking the ice: it can start with an original introduction of the
play facilitator and caregivers who will participate in the play activi-
A Allow children to take control of the activities ties. Children are then encouraged to introduce themselves in a
B Encourage curiosity funny way. For example, after saying their name, they can mention
C Guide and support children to try as many times as necessary, without their favourite activity or what they had for breakfast that day.
caring about failure 3 Anticipating: in a very simple and clear way, introduce the theme
D Motivate them to overcome complex emotions, especially the neg- and activities to be carried out on that day.
ative ones 4 Playing: it involves staying responsive and committed without for-
E Encourage the creation of new play activities getting that play can be messy. The ultimate goal of these activities is
to have a good time and generate collective memories as well as a
sense of community. As play facilitator, it is essential to know how to
About the space: have fun and enjoy the benefits that play brings at any stage of life.
5 Sharing: we invite play facilitators, parents and caregivers to
A Play activities can be carried out in any public, open, accessible and share their experience with these activities on social media with
inclusive space.⁵⁵ #LearningThroughPlay and tagging @colectivoprimerainfancia,
B The use of a jumper or piece of fabric is recommended for protec- @maciaestudio and @LEGOfoundation. Before posting any infor-
tion during activities carried out on the ground. mation, remember that parents, caregivers and/or legal guardians
C Necessary measures should be taken with children with disabilities⁵⁶ must give their consent. You must also follow the basic security
so they have the support material and technical aids⁵⁷ to play. rules for photographs or videos of children on the Internet. These
D Care and appreciation for nature (plants and animals), and respect include: never show a close-up of a child; always introduce them
for the space where play takes place will be encouraged. as a group; do not identify them with names and surnames; and
never disclose contact or confidential information.
6 Reflecting: after the play activity is over, it is important to think about
Guiding steps for activities: the moments those involved in play enjoyed most and had most fun
in. Useful questions for play facilitators could include the following:
1 Preparing: before starting, the play facilitator will explore the space what did I do differently from other times? was the playful experience
to choose the area that best suits the activity. All activities pro- meaningful, joyful and actively engaging? what aspects of my perfor-
posed in this publication must be carried out in safe environments mance can I improve to make the activities more successful?
and in the presence of adults. If it is a sunny day, it is important to 7 Hacking⁵⁸ and adding: feel free to adapt, reinvent, reinterpret or
look for an area under the shade. In addition, to avoid unnecessary include other play activities in this handbook. However, what must
accidents, soft and levelled surfaces should be chosen. Also, a rea- be taken into account is that any activity must contribute to skill
sonable proportion of play facilitators per number of participants is and holistic development and more importantly, they must be fun and
suggested, according to the specific characteristics of each activity. include every child.
30–31
List of materials Symbology
· Cardboard · Salt Skill development groups Activity codes
· Cardboard boxes · Sand
· Chalk in different colours · Screw lids in different colours Physical development Physical development activities
· Coloured pencils · Sheets of paper in different colours activities P1 Ants
· Cushions (preferably recycled) Social development P2 Human pyramid
· Flour · Shoe belonging to a play facilitator activities P3 Skipping rope
· Food colouring or an adult Cognitive development P4 Lemon spoons
· Glue · Small pieces of paper with indications⁵⁹ activities P5 Obstacle race
· Jumpers or tracksuit tops · Soft leaves in different Emotional development Social development activities
· Kraft-paper bags, approximately colours from a shrub, tree activities S1 Duck, duck, feather
25 × 30 cm or plant (found on the ground) Creative development S2 Dancing chairs
· Lemons · Soil activities S3 Smelly shoe
· Markers in different colours · Speakers (optional) S4 Earthquake
· Natural branches in different sizes · Spoons S5 The stone soup
· Paint brushes · Stones in different sizes Duration of play activities Cognitive development activities
· Paint in different colours · String C1 Hanging forest
· PET bottles in different sizes · Water 8 minutes C2 City fossils
· Pieces of fabric · White sheets of paper 15 minutes C3 Animal memory activity
· Play dough (preferably recycled) 24 minutes C4 Swappaton
· PVC pipes and elbows · Wooden spoons 30 minutes C5 Colours
· Rope · Yarn in different colours 60 minutes Emotional development activities
Indefinite time E1 Sensory activity gym
E2 Cradles
E3 Bugs
Number of play facilitators E4 Hugs
per number of participants E5 Silly walks
(children, parents and caregivers) Creative development activities
R1 Free play construction
1:5 One play facilitator R2 Stone sculptures
for every five children R3 Masks
1:10 One play facilitator R4 Surprise egg
for every ten children R5 Free play
1:15 One play facilitator
for every fifteen children
: No particular proportion
32–33
How to read the play activities
in this handbook
Activity code Name of the
play activity
R3
Masks
Skill group
Materials List of materials
to develop
• Water, PET bottles, kraft-paper bags, coloured pencils,
sheets of paper in different colours (preferably
Other skills recycled), dry leaves, pencils, glue, paint brushes, paint
developed in different colours, markers and branches.
1 A kraft-paper bag will be given to every child.
2 If necessary, adults can help mark the holes for the eyes,
Number of play 1:5 nose and mouth. Considerations for children with disabilities Considerations
facilitators 3 Children will make the holes for the aforementioned areas. • For children with physical disabilities or any kind of for children
per number of 4 The sheets of paper in different colours, markers, dry fine motor skills condition, caregivers will help as guides with disabilities
participants 24 min. leaves or branches will be used to make the mask. in the activity without taking it over.
5 The play facilitator can spark some ideas by asking • Each step of the activity as well as the possible materials
questions: does the mask have hair?, what size will the to use will be explained to visually impaired children.
teeth be?, do you like using many or few colours?, Care will be taken to ensure they have understood and
will you glue something on your mask? are able to carry out the activity.
Duration 6 It is important for adults not to take over the mask • If children have hearing, intellectual or psychosocial
design since the activity is not aimed to making them disabilities, visual aids may help to carry out this activity.
perfect. • If necessary, help will be provided when gluing
Instructions 7 Have you all finished? Now it's time for everyone to put the materials.
on their masks!
124–125
34–35
Notes
1 See Neural connection in the Glossary. 28 Committee on the Rights of the Child. (2013). 43 National Commission on Human Rights. (n.d.). 49 See Public space in the Glossary.
2 Tonucci, F. (2005, spring). Citizen Child: Convention on the Rights of the Child: General Trato adecuado a las personas con discapacidad. 50 See Playful experience in the Glossary.
Play as Welfare Parameter for Urban Life, comment No. 17 on the right of the child to rest, Retrieved on 18 October, 2019: https:// 51 See Disability in the Glossary.
in Topoi 24, p. 183. leisure, play, recreational activities, cultural life mecanismodiscapacidad.cndh.org.mx/Main/ 52 See Play facilitator in the Glossary.
3 See Stimulus in the Glossary. and the arts, (Article 31, par.1). Trato_Adecuado 53 See Materials in the Glossary.
4 See Environment in the Glossary. 29 Brooker, L. and Woodhead, M. (eds.) (2013). 44 See Personal space in the Glossary. 54 See Inclusion in the Glossary.
5 Center on the Developing Child / Harvard Early Childhood in Focus 9: The Right to Play. 45 See Assistive devices and technologies 55 See Inclusive space in the Glossary.
University. (2007). The Science of Early Childhood 30 Brooker, L. and Woodhead, M. (eds.) (2013). in the Glossary. 56 See types of disability in the Glossary.
Development, [summary]. Retrieved on 12 October, 31 Schepers, S., Dreessen, K. and Kosten, N., To Play, 46 National Commission on Human Rights. (n.d.). 57 See Technical aids in the Glossary
2019: https://developingchild.harvard.edu/ or Not to Play? That's the Question!: Exploring 47 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 8. 58 See Hacking in the Glossary.
resources/inbrief-science-of-ecd/ a Child-Perspective on Play to Negotiate Power 48 Gill, T. (2017). Cities Alive: Designing for Urban 59 See Obstacle race activity on page 58
6 Rebello, P. (2017, September). Early Moments Relations in Participatory Design Processes Childhoods, London: ARUP. for more information.
Matter for Every Child. New York: UNICEF, p. 35. Involving Children, in Golchehr, S. (ed.) (2016).
Retrieved on 22 October, 2019: https://www. Mediations: Art & Design Agency and Participation
unicef.org/media/48886/file/UNICEF_Early_ in Public Space—Conference Proceedings—.
Moments_Matter_for_Every_Child-ENG.pdf London: Royal College of Art.
7 See Learning ability in the Glossary. 32 Urban 95. (2019). An Urban 95 Starter Kit: Ideas
8 Urban 95. (2019). An Urban 95 Starter Kit: Ideas for Action. p. 7.
for Action. The Netherlands: Bernard Van Leer 33 This work was developed by the Lab for the
Foundation, p. 6. Retrieved on 22 October, 2019: City—the experimental and creative area of the
https://bernardvanleer.org/app/ Mexico City government (2013-2018)—from its
uploads/2018/05/Urban95-Starter-Kit.pdf research-action branch Ciudad Lúdica. APJU
9 Idem, p. 7. leveraged the four years of this research and
10 See Caregivers in the Glossary. connected with the experiences of national and
11 See Community in the Glossary. international allies that—from their professional
12 See Sensory experience in the Glossary. practice—promote the right to play, catalyse the
13 Rebello, P. (2017, September). p. 9. voice and opinion of children, and seek the
14 See Emotional connections in the Glossary. creation of accessible, inclusive and healthy
15 See Psychic apparatus in the Glossary. spaces for everyone.
16 Armus, M., et al. (2012, April). 34 Whitebread, D. in Ríos, M., Lozano, L. and Blanco, L.
17 The LEGO Group. (2019). What We Mean By: Playful (2018). Arquitectura para el juego urbano:
Parenting in the Early Years. [white paper]. The Lineamientos para diseñar espacios públicos
LEGO Foundation, p. 5. Retrieved on 22 October, de juego en la CDMX. Mexico City: Mexico City
2019: https://www.legofoundation.com/ Government - Lab for the City, pp. 16-17. Retrieved
media/1695/what-we-mean-by-playful- on 22 October, 2019: https://issuu.com/
parenting-in-the-early-years.pdf maciaestudio/docs/apju__dig_single
18 See Early childhood in the Glossary. 35 Zosh, J. M., et al. (2017, November). Learning
19 Rebello, P. (2017, September). p. 33. Through Play: A Review of the Evidence [white
20 Ríos, M., Lozano, L. and Blanco, L. (2018). paper]. The LEGO Foundation. Retrieved on 2
Arquitectura para el juego urbano: Lineamientos October, 2019: https://www.legofoundation.com/
para diseñar espacios públicos de juego en la media/1063/learning-through-play_web.pdf
CDMX. Mexico City: Mexico City Government - 36 See Symbiotic experience in the Glossary.
Lab for the City, p. 17. Retrieved on 22 October, 37 Zosh, J. M., et al. (2017, November). p. 10.
2019: https://issuu.com/maciaestudio/docs/ 38 Idem, p. 6.
apju__dig_single 39 Hirsh-Pasek, K., et. al. cited in Zosh, J. M., et al.
21 Ibidem. (2017, November). Learning Through Play: A Review
22 Learning through play: definition of the authors. of the Evidence [white paper]. The LEGO
23 See Nature in the Glossary. Foundation. Retrieved on 2 October, 2019:
24 See Right to Play in the Glossary. https://www.legofoundation.com/media/1063/
25 See Play in the Glossary. learning-through-play_web.pdf
26 See Holistic development in the Glossary. 40 Hirsh-Pasek, K., et. al. cited in Zosh, J. M., et al.
27 Brooker, L. and Woodhead, M. (eds.) (2013). Early (2017, November).
Childhood in Focus 9: The Right to Play. United 41 Solís, P. (2017). Discriminación estructural y
Kingdom: The Open University. Retrieved on 22 desigualdad social: Con casos ilustrativos para
October, 2019: https://icdi.nl/media/uploads/ jóvenes indígenas, mujeres y personas con
publications/the-right-to-play-young-children- discapacidad. Mexico City: Conapred, p.7.
in-focus-2013.pdf 42 See Integration in the Glossary.
36–37
Activities
Physical
development
activities
~March 20
20
Adaptatio
ns to play
inside the
Ants house
When the
anteater ca
ticipant’s b tches an an
ack. The an t, he or sh
t will not fa e should o
standing an nly touch th
d will wait ll on the gr e par-
fo r the othe ound , bu t
pulling on r ants. Ants rather rem
their cloth will be resc ain
the ant’s n es, on their ued by oth
est. back, and e rs
will walk bac
kwards tow
ards
Human pyr
amid
A human p
yramid can
dep end on be made u
the numbe p of 2 or 3
r of family m par ticipan
top of a ca ts. The vari
regiver, on embers insi ations
e sm de the hou
of two care all girl on to se: one bo
givers, thre p of a big ge y on
e girls, etc r boy, one
. boy on top
Skipping ro
pe
The rope ca
n be tied to
par ticipan the leg of
ts inside th a table if th
e house. ere’s not m
ore than tw
o
Lemon sp
o o ns
It is played
the same w
on and the ay inside th
spoon tho e house. R
roughly be emember
fore playin to wash th
g. e lem-
Obstacle
race
Every statio
n can be in
living room a dif ferent
. To build par t of the
o b stacles, ele house: kitc
with comm ments from hen, a roo
on househ m or
old items. nature will
chair, craw Fo r ex ample, jum be replace
l down a ru p over a sh d
touching it g, go unde oe, dodge
. r a table, o a
r jump ove
r a cushion
without
P1
Ants Considerations for children with disabilities
• The anteater must wear a bracelet or rattle on their
leg or arm.
• Always ask children with disabilities if they need
any specific support or help.
1 Choose a person among the participants to be • When the anteater catches a child in a wheelchair, live
the anteater. The rest will be ants. ants must help by pushing the wheelchair to the ant's
1:15 2 Choose a place to be the ant's nest.* nest, with prior permission from the child to move them.
3 On the count of three, the anteater will go after the ants • Visually impaired participants must have support from
and after it touches them, they will fall on the ground. a caregiver or another child.
24 min. 4 The ants that are still alive or standing must help the
ones that have fallen to come back to life by grabbing
their foots or hands, and taking them to the ant's nest. 0 to 1.5 years old
Try to have “carrying ants” with similar height and weight. • When the anteater touches a baby, the parent or
An adult should always carry the head of the fallen ants. caregiver must sit on the ground without crossing their
5 The anteater cannot touch live ants while they are legs, place the child on their legs and be face-to-face
carrying fallen ants. with him or her to make eye contact.
6 If the anteater manages to have all ants fall on the • To bring the ant back to life, the adult must touch their
ground, another person will become the anteater fingers and count them out loud or, clap along with the
and the activity will continue. child. After the caregiver or parent-child interaction,
they can walk towards the ant's nest.
* See Ant's nest in the Glossary. • If the baby crawls, when the anteater touches him
No materials are needed for this activity. or her, their caregiver must guide them to the ant's nest
to bring them back to life.
44–45
P1
46–47
P2
Human Considerations for children with disabilities
• Wheelchair users can guide this activity if they wish.
pyramid
In any case, they will get help to go to the edge of
the pyramid.
• Visually impaired children will get help to get to
a position of the human pyramid.
• Adults will use gestures, signs or sounds to explain
what is happening at all times.
1 Participants will take off their shoes.
1:5 2 The cushions or jumpers will be placed on the floor
to protect knees from hard surfaces. 0 to 1.5 years old
3 At least five adults will be next to each other, shoulder • Caregivers will help children climb the human
15 min. to shoulder, on their hands and knees. pyramid. They will also help them roll or crawl on the
4 Children will climb on the adults' backs and stay in the backs, and will help them get down. Adults will never
same position, on their hands and knees. They will place let go of babies.
one hand and one knee on one adult's back, and the • It is important for all participants to warmly cheer when
other hand and knee on another adult's back. The aim babies walk or crawl on the pyramid.
is to distribute weight.
5 Only four children will go on the first row. The second
row will have three children, the fourth row two children, 1.5 to 3 years old
and the last row only one child, who will be the top of • Caregivers will hold toddlers from both hands so
the pyramid. they can walk along the pyramid.
6 This activity can be repeated as many times as wanted. • If there are more than three rows, children will be
helped by their caregivers in order to finish the rows.
NB: At least five adults will be needed to help children throughout this • At the end, children will go down the pyramid with
activity, in addition to the caregivers and play facilitators. the help of adults.
Safety consideration: This activity can only be carried out on grass.
3 to 6 years old
Materials • Children will climb up on their own—as much as
• Cushions, tracksuit tops or jumpers. possible—to be the second row of the human pyramid.
• If needed, children will get help in order to avoid falls
when forming the pyramid and when climbing down.
48–49
P2
50–51
P3
Skipping Materials
• Pieces of rope, at least 3.5 m long.
52–53
P3
54–55
P4
Lemon Materials
• Spoons and lemons.
56–57
P4
58–59
P5
Obstacle race Instructions for the race
1 Children—with their caregivers—are placed each inside
a circle. They must remember the colour of their circle.
2 On the count of three, participants must head to station
two. Once there, they will look for a circle of the same
Instructions for different stations colour they started off with, and they will take the stone
1 Station one: the play facilitator will draw as many inside. All participants—at the same time—will make a
circles as participants on the ground with different collective sculpture.
coloured chalks. 3 Adults must let the children put the stones in the
1:10 2 Station two: it must be approximately 20 metres sculpture on their own.
away from the first station. The same coloured circles 4 Before starting, they must all be together.
will be drawn, but this time, a stone will be placed inside 5 Be careful! The sculpture should not fall over. Did they
24 min. each one. do it? If so, they can now move to station three.
3 Station three: it must be approximately 10 metres away 6 Every participant will take a piece of paper and,
from the second station. Only one circle will be drawn as indicated in it, they will head to the next station.
here, and a pile of little pieces of paper will be placed 7 Children and caregivers will jump over the bumps
inside it. These papers will have indications on how to get or go down the paths to get to station five.
to the next station namely, walking backwards, crawling, 8 Once at station five, they will go down the path, in the
whistling, singing, jumping on one leg, and more. middle, without touching the rope or yarn. At the end
4 Station four: it must be approximately 10 metres away of the path, they will read the little piece of paper
from the third station. Instead of circles, this station will indicating where the finish line is.
have bumps, fringes or obstacles made with different
materials like branches, leaves, jumpers or stones.
5 Station five: a zigzag path—approximately 30 cm wide— Materials
will be traced with two pieces of rope or yarn. At the • Yarn or rope, chalk in different colours, leaves, small
end of it, there will be a little piece of paper with the pieces of paper in different colours (for station three),
location of station six. stones, branches, jumpers.
6 Station six: this is the finish line of the obstacle race
and adults will wait for the runners here. Every time
a runner gets to the finish line, they will cheer them on.
60–61
P5
Considerations for children with disabilities • At the next station, children will take the stones and place
• For wheelchair users, or participants who need any them—on their own—in the collective sculpture. Adults
other type of technical aid, the size of circles will be should not interfere in this activity.
proportionate to these aids. Also, the distance between • In between stations, adults will encourage children to
obstacles will need to be measured in order to allow walk or jump so that they continue the race on their own.
wheelchairs to go around them easily. If necessary, adults will hold children by the waist.
• For visually impaired participants, an adult will serve • At every station, or when something is achieved, caregivers
as a guide throughout the course. will be very cheerful and expressive.
• Caregivers will show children the colours of the circles,
the shapes of the stones and the materials the bumps are
0 to 3 years old made of, while also encouraging them to experiment with
• At station one, the babies and toddlers will draw the different textures they will find at the stations.
their circles, not paying attention to whether or not these
are perfect. They will keep the chalk to hold it and feel
the texture.
• The adults will ask children what colour the circle they
are drawing is, and will ask them to take them to the next
station. There must be caregiver-child language interaction.
62–63
Social
development
activities
e
20
ide t h e hous
20
s
play in
~March
ons to
ti
Adapta a soft o
b je c t (e
.g . a
w ith rs .
ather e made a re g ive
c k , d uck , fe C o n ta c t w ill b h il d r e n and c
D u c irc le. s of c
ye d in a or back
It is p la th e s h o u ld e rs
g
to u c h in tivit y. If
b r us h) t the ac
s to c a rr y ou on.
chair ts to sit
a n c in g chair
s
th e h o use, use fo r p a r ticipan
D inside ateria l
ossible, other m
If it is p e c u s h ions or
c a n us from 1
n o t yo u nu m b e r
e le c t a
ne will s yer who
s h o e a n ts . Ea c h o d a n d the pla
Smelly par tic ip e sh ou te e r sho e
c irc le with the n u m b er will b w h a t his or h .
Form a ndom d eir turn
turn, a ra cter an en it ’s th
t e v e r y a g in a r y chara fr u it w h
to 10. A ention a
n im piece o
f
it will m smell a
choses k ! B a b ies can
. Yuc
mell like yers
would s st 4 pla
q u ir e s at lea
. It re
uake e house
Ear thq e w a y inside th
sam
yed the
It is pla t.
rrie u d o
.A
to be ca elicious
e a n d taste d da
t hom mon a n
to n e soup il y b e found a e ll li ke cinna
s s m
The ts can
ea could s
gredien napkin owers.
Soup in in s e a water, a s exotic fl
c o n ta a m e a
glass co
uld te the s
ould tas
a n g a r m ent c
cle
S1
Duck, duck, Materials
• Natural elements: a soft leaf, flower or small branch
feather
taken from the ground.
It is important not to tear plants.
68–69
S1
70–71
S2
Dancing Materials
• Chalk in different colours (or a stone to write with)
chairs
and if possible, speakers.
72–73
S2
74–75
S3
Smelly shoe Materials
• Shoe belonging to a play facilitator or an adult.
76–77
S4
Earthquake Considerations for children with disabilities
• Visually impaired children will always have a partner to
become a “house” with and will get help—if necessary—
to become a “tenant”.
78–79
S4
80–81
S5
The stone Materials
· Any material found on the play space and it will depend
soup
on the ingredients—real or imaginary—children will
decide to use.
* Luna de cuentos. [Mundo primaria]. (2018, 4 February). La sopa
de piedra (The Stone Soup). [Video]. Retrieved on 23 October, 2019:
https://www.youtube.com/watch?v=CLH78Ol2AUw&t=182s
1:15
1 The play facilitator will tell the Portuguese fable
The Stone Soup:*
24 min. 2 Once the storytelling is over, the play facilitator will invite
participants to imagine the most delicious soup in the
world with fantastic ingredients they can find around
them: a handful of soil, three litres of seawater, some
green leaves, petals from an exotic plant, stones in all
sizes, etc.
It is important to only take things found on the ground
and not to tear plants.
3 Every participant will bring an ingredient and say,
“I will add to the communal soup”.
4 Once the soup is ready, caregivers and children will
pretend to eat it and enjoy it.
82–83
A kindly, old stranger was walking through the land when The villager elder offered the stranger a great deal of
he came upon a village. As he entered, the villagers moved money for the magic stone, but he refused to sell it and
towards their homes locking doors and windows. travelled on the next day.
The stranger smiled and asked, “Why are you all so As he left, the stranger came upon a group of village
frightened? I am a simple traveller, looking for a soft place children standing near the road. He gave the silken bag
to stay for the night and a warm place for a meal.” containing the stone to the youngest child, whispering to a
group, “It was not the stone, but the villagers that had
“There's not a bite to eat in the whole province”, he was performed the magic”.*
told. “We are weak and our children are starving. Better
keep moving on”.
Adaptations to
play inside the house
Hanging forest
The yarn with bo
ttles tied to it ca
shelves, etc. Small n be hung from
tables, shelves, bo
objects like marb ok-
be used instead les, earrings or sm
of stones in bottl all toys can also
be carried out th es. This musical
rough the Interne play activity can
also
participants. t in order to incre
ase the number
of
City fossils
Instead of explo
ring the natural
aged to look for tex surroundings, ch
ildren can be en
tures at home th cour-
fossils (rough walls at they can comb
, fabric, wood, etc ine to make uniqu
.). They can mould e
hands during the the paste in their
exploration and
print in it dif feren
t tex tures.
Animal memory
ac tivity
It is played the sa
me way inside th
e hous e.
Swappaton
The goods will be
personal objects:
When doing the a pencil, a phot
swappaton, ever o, a keyring , etc
y ch ild .
like the most abou or caregiver will
t the object he or say what they
she will receive an
d why.
Colours
While playing this
activity inside th
maximum that ca e house, the minim
n be given withou um distance is th
t leaving the house. e
of paper in dif fer Buckets or sheets
ent colours can be
the floor, and ch used instead of dr
ildren can be as awing squares on
colour they find in ke d to look for all ob
the house. The wi jects in the one
most objects. nner will be the pa
rticipant with the
C1
Hanging Materials
• PET bottles in different sizes, yarn in different colours, dry
forest
leaves, stones in different sizes, and small branches.
88–89
C1
90–91
C2
City fossils Materials
• Soil or sand and water, or play dough.
1 The play facilitator will give every participant a 1 portion of table salt
portion of play dough (or soil and water mix) equivalent 1 portion of water
1:10 to a 7 cm stone. 2 portions of flour
2 Every participant will choose a partner. One of the two Food colouring
can be an adult.
15 min. 3 The dyad will explore the surrounding area and look 1 If you want the dough to be a particular colour, dissolve the food
for something that could be a city fossil*. Anything from colouring in the water before mixing all ingredients.
nature can work! 2 Mix the salt and flour, and slowly add the water.
4 Warning! No killing or hurting animals or plants. All future 3 Once the play dough is ready and has received the city fossil, let it dry.
fossils must be in a natural state of decomposition. 4 If the dough is white, it can be painted once dry.
5 The play facilitator may help the exploration by asking
questions: what type of leaf is it?, how long do you think
it has been under the sun? 0 to 1.5 years old
6 Every participant will mould the dough that will receive • Caregivers will be with the babies at all times.
the natural element to create the fossil. • Babies must play around with the dough since it is
7 The dough, with the fossil, is left to dry until it gets hard. important for them to feel the texture on their hands.
8 Once the dough is dry, every participant will own • Caregivers will make gestures and sounds of surprise
a city fossil. every time a baby finds a fossil candidate.
92–93
C2
94–95
C3
Animal 0 to 3 years old
• Caregivers will encourage babies and toddlers to repeat
memory
the sounds.
• They will also say the name of the animals they were
assigned and then motivate the children to repeat it.
1:10
activity
24 min.
96–97
C4
Swappaton* Materials
• Any materials found in the play environment.
98–99
C4
100–101
C5
Colours Materials
• Chalk, yarn or screw lids in different colours.
102–103
C5
104–105
Emotional
development
activities
~March 2020
play inside the house
to
Adaptations
y or
ity gym think, and a bo
Sensor y ac tiv ns to m ake participants fo und
tio
A caregiver wi
ll ask ques ials that can be
s or ha ir wi th soft mater
their knee ks.
girl will touch face and chee
us e. Av oi d touching the
inside the ho
a mini-
e needs to be
Cradles
y in sid e th e house. Ther
e same wa out.
It is played th to be carried
rt ic ip an ts fo r this activity
mum of 3 pa
er y fam-
es at home. Ev
Bugs
ns of fa br ic and surfac d will
many patt er t for a bug an
One can find pa tter n th ey like the mos make
ll look for a to
ily member wi will also have
ey es , le gs , wi ngs, etc. They
ing their
draw it, imagin new bug!
ifi c name for the
up a scient
on the
the constraint
Hugs
y in sid e th e house with
e same wa
It is played th side the hous
e.
fa m ily members in
amount of
ever y
walk teacher”
Silly walks
th er e wi ll be a different “silly “tea cher ”
When played
at home, is role. The
gi ve rs wi ll ta ke turns in th y th e two
and care ughout the da
day. Children e m or ni ng , and if thro was
in th th at
will show a fu
nny walk the silly walk
fa ce , th ey will need to do
face to
players come
th e m orning.
taught in
E1
Sensory 10 The play facilitator will then mention three feelings*
or emotions** that children and caregivers will represent
activity gym
through their body: love, joy, surprise, anger, sadness
and fear, among others.
11 Children and caregivers will then stand up and stretch
1:15 their arms up as though they wanted to reach the sky.
12 Participants will finish with three deep breaths, like
at the beginning of the activity, and will slowly open
8 min. 1 Children and caregivers are invited to sit down their eyes.
in a comfortable position and close their eyes.
2 Before starting, participants take three deep breaths, * See Feeling in the Glossary.
breathing in through their nose and out through their ** See Emotion in the Glossary.
110–111
E1
112–113
E2
Cradles Considerations for children with disabilities
• For participants with a motor disability, the activity will
be carried out on a case-by-case basis. It is important
to determine the appropriate cradling speed in order to
ensure the child's comfort. Caregivers will provide
1 Participants will be divided into groups of three, aiming support at all times.
to have similar weights and heights in each group.
1:10 2 In turns, one of the participants in each group will
sit on the ground. The other two will take him or her 0 to 3 years old
by the ankles and the wrists. An adult must always • Caregivers are encouraged to be with babies they
8 min. hold the head. do not know.
3 Once secured, they will cradle the child from side to • The groups will be made up of a baby, an older child,
side, until another participant wants to be cradled. and a caregiver.
4 There will be as many rounds as children want to have. • When children carry babies, it is recommended they
do so from the ankles so they can face each other and
No materials are needed for this activity. exchange smiles. An adult must always hold the head
Safety consideration: This activity must only be carried out on grass or of children.
with adult supervision.
114–115
E3
Bugs Materials
• A surface to draw on (white sheets of paper
or cardboard), coloured pencils or markers.
116–117
E3
118–119
E4
Hugs 0 to 3 years old
• Caregivers will invite children—with gestures, sounds
and questions—to look for other people to hug.
• Care should be taken so as not to squeeze or push
any baby.
1 All participants gather around the play facilitator. • Caregivers should make enthusiastic sounds when
2 The play facilitator will say a number corresponding to participants hug, and clap at the end of the group hug.
the number of persons who will participate in a group hug.
3 All group hugs must have a girl, a boy and a caregiver.
1:15 4 The play facilitator will keep proposing different numbers 3 to 6 years old
in order to create group hugs, until the children want • The play facilitator can propose doing simple sums
to play something else. and subtractions. The hug groups will then be created
8 min. depending on the results.
No materials are needed for this activity.
120–121
E5
Silly walks
1 Children and caregivers stand shoulder to shoulder
in a straight line.
2 The play facilitator invites children to make up a funny
or “silly walk” to show their peers.
1:15 3 If children feel embarrassed to be the first ones to start,
adults or caregivers must give an example.
4 After that, all participants will imitate that “silly walk”.
8 min. 5 The activity continues until all participants have had
their turn and the rest of the group has imitated them.
6 If a child does not participate because he or she is shy,
the play facilitator may say things like: “Everything is
allowed! Remember it's OK to look silly! Try to make up
the funniest walk in the world!” or “Show us and we'll
do it together!”
0 to 3 years old
• Children and caregivers will imitate enthusiastically
all laughs and sounds babies and toddlers make.
122–123
Creative
development
activities
~March
2 0 20
Adapta
tions to
play in
Free pla side th
It is play
y constr
uc tion e house
ed the s
a m e way
inside th
e house
Stone s .
culptur
To play es
inside th
objects e house
that the , par ticip
y can fin ants ca
d aroun n gathe
d the ho r a n d us
use to b e small
M a s ks uild the and big
sculptu
It is play re.
ed the s
a m e wa
y inside
the hou
Surpris s e.
e eg g
It is play
ed the s
a m e wa
y inside
the hou
Free pla se. More
y players
can join
To do th vir tually
is activit .
allow th y at hom
emselve e we re
s a time co m m e
can be th slot to e nd that
e ideal ti xplore fr e ve r y d
initiative m e to con e e play w ay care
nect to givers
. each oth ith their
er and to children
follow y . It
our chil
d ’s
R1
Free play Materials
• PET bottles, cardboard boxes, string or yarn, sheets
construction
of paper in different colours, chalk, glue, stones,
markers, branches or shrubs found on the ground,
pieces of fabric and PVC pipes and elbows.
128–129
R1
130–131
R2
Stone Materials
• Natural elements: shrubs or dry leaves from the ground,
sculptures
stones and branches.
It is important not to tear plants.
132–133
R3
Masks Materials
• Water, PET bottles, kraft-paper bags, coloured pencils,
sheets of paper in different colours (preferably
recycled), dry leaves, pencils, glue, paint brushes, paint
in different colours, markers and branches.
1 A kraft-paper bag will be given to every child.
2 If necessary, adults can help mark the holes for the eyes,
1:5 nose and mouth. Considerations for children with disabilities
3 Children will make the holes for the aforementioned areas. • For children with physical disabilities or any kind of
4 The sheets of paper in different colours, markers, dry fine motor skills condition, caregivers will help as guides
24 min. leaves or branches will be used to make the mask. in the activity without taking it over.
5 The play facilitator can spark some ideas by asking • Each step of the activity as well as the possible materials
questions: does the mask have hair?, what size will the to use will be explained to visually impaired children.
teeth be?, do you like using many or few colours?, Care will be taken to ensure they have understood and
will you glue something on your mask? are able to carry out the activity.
6 It is important for adults not to take over the mask • If children have hearing, intellectual or psychosocial
design since the activity is not aimed to making them disabilities, visual aids may help to carry out this activity.
perfect. • If necessary, help will be provided when gluing
7 Have you all finished? Now it's time for everyone to put the materials.
on their masks!
134–135
R3
136–137
R4
Surprise egg 0 to 1.5 years old
•
•
Adults must create integrated poses with babies.
It is important to make enthusiastic sounds, make eye
contact, clap and cheer every time babies and toddlers
do a pose.
1 Children and caregivers will walk freely throughout
the play space.
2 When it's time, the play facilitator will shout, “surprise 1.5 to 3 years old
egg!” All participants will crouch down simulating the • Caregivers can help children who need to balance.
shape of an egg.
3 When everybody is in that position, the play facilitator
1:15 will shout once again: “and the surprise is… a ballerina!”
Other examples for the surprise egg include: animals,
flowers, vegetables. Anything can be the surprise egg.
15 min.
4 Participants will do their best impression of a ballerina
or any other surprise mentioned.
5 When all children are in the surprise position, they must
be cheered warmly.
6 The activity ends when children get tired, bored or want
to play something else.
138–139
R5
Free play Materials
• Those chosen by the children.
140–141
Filters Materials
to select
w w/o Natural Synthetic Found
* P1 Ants
* P2 Human pyramid *
* P3 Skipping rope * *
activities
* P4 Lemon spoons * *
* P5 Obstacle race * *
* S1 Duck, duck, feather *
* S2 Dancing chairs *
* S3 Smelly shoe *
* S4 Earthquake
* S5 The stone soup * *
* C1 Hanging forest * *
* C2 City fossils * *
* C3 Animal memory activity
* C4 Swappaton
* C5 Colours *
* E1 Sensory activity gym
* E2 Cradles
* E3 Bugs * *
* E4 Hugs
* E5 Silly walks
* R1 Free play construction * *
* R2 Stone sculptures *
* R3 Masks * *
* R4 Surprise egg
* * R5 Free play * * *
142–143
With particular That trigger Skills developed
sounds laughter
P3 Skipping rope P2 Human pyramid
S2 Dancing chairs P1 Ants P4 Lemon spoons
C1 Hanging forest P4 Lemon spoons P5 Obstacle race
C3 Animal memory activity S3 Smelly shoe S1 Duck, duck, feather
R4 Surprise egg C3 Animal memory activity E1 Sensory activity gym S4 Earthquake
E5 Silly walks E4 Hugs
R4 Surprise egg
C2 City fossils
C3 Animal memory activity
E3 Bugs
R2 Stone sculptures
144–145
Per time available
10 minutes 15 minutes 30 minutes 60 minutes
P3 Skipping rope P2 Human pyramid P1 Ants R5 Free play
S1 Duck, duck, feather P4 Lemon spoons P5 Obstacle race P1 Ants +
S2 Dancing chairs S4 Earthquake S5 The stone soup S1 Duck, duck, feather +
S3 Smelly shoe C2 City fossils C1 Hanging forest E2 Cradles +
E1 Sensory activity gym C5 Colours C3 Animal memory activity E5 Silly walks
E2 Cradles R2 Stone sculptures C4 Swappaton P2 Human pyramid +
E4 Hugs R4 Surprise egg E3 Bugs S4 Earthquake +
E5 Silly walks R5 Free play R1 Free play construction C5 Colours +
R5 Free play P3 Skipping rope + R3 Masks R2 Stone sculptures
E5 Silly walks R5 Free play P4 Lemon spoons +
S1 Duck, duck, feather + P2 Human pyramid + E4 Hugs +
E2 Cradles R2 Stone sculptures R3 Masks
S2 Dancing chairs + S2 Dancing chairs + C2 City fossils +
E1 Sensory activity gym S3 Smelly shoe + E1 Sensory activity gym +
S3 Smelly shoe + P3 Skipping rope E3 Bugs
E1 Sensory activity gym P4 Lemon spoons + P5 Obstacle race +
E4 Hugs P3 Skipping rope +
E1 Sensory activity gym + S2 Dancing chairs +
E2 Cradles + S3 Smelly shoe
E5 Silly walks
S4 Earthquake +
R4 Surprise egg
146–147
Traditional Here is a list of traditional play
activities that many children ask
1
2
Hopscotch - Hinkerude
Tag - Fangeleg
games
to play during playtime. 3 Hide and seek - Gemmeleg
4 Sow and grow
5 Wolf, are you there?
6 Bowling
7 Limbo
8 Races - Kapløb
9 Cops and robbers - Politi og røvere
10 Red light, green light 123 -
Rød, gul, grøn stop
11 Cat and Mouse
12 Steal the bacon
13 Blind man's buff - Blindebuk
14 Stop
15 Stop dance
148–149
Glossary A D
and related
Ant's nest: An area within the play space to Disability: This concept evolves and re-
bring fallen ants back to life. sults from the interaction between people
with impairments and attitudinal and envi-
Assistive devices and technologies: Any ronmental barriers that hinder their full
terms
material (including devices, equipment, in- and effective participation in society, on
struments, and software, custom-made or equal terms with others.³
available in the market) used by people
with disability to: facilitate participation;
protect, support, train, measure or substi- E
tute body functions/structures and activi-
ties; or prevent impairments, activity lim- Early childhood: The period of time from
itations, or participation restrictions.¹ birth until the age of 6 years.
C F
Caregivers: Adults who take care of chil- Feeling: A subjective state of an individual
dren in their first years of life. These can be in which a sense of awareness and a judge
the biological parents, legal guardians, rel- usually intervene.
atives or needs aide.
Fossil: A natural element that has been
Community: A social group that shares in- petrified over time.
terests, habits, customs, relationships and/
or history in an urban or rural setting.
150–151
H Inclusive space: An integration space de- M P
signed for all people, recognising them as
Hacking: To fix, modify or transform some- diverse individuals, and generating healthy Materials: Physical or natural elements, in Park: Public space for coexistence, of differ-
thing in order to improve or complete it interactions. It aims to guarantee equal a public space, that build community iden- ent scales, for the inhabitants of a neigh-
under different perspectives. opportunities, in an environment that fos- tity and drive coexistence across genera- bourhood or city.
ters physical, emotional and intellectual tions and different users, through sensory
Hearing and visual impairment: Resulting development. experiences. They can respond to weather Personal space: A buffer zone around a
from sensorial deficiencies in eyes and ears conditions and community habits. person's body in order to make them feel
that range from moderate to severe in- Integration: The action and effect of pro- comfortable.
cluding deafness, hearing loss, blindness moting social cohesion and coexistence Multiple or associated disability: When a
and decreased vision. The barriers this among generations, taking into account the person has more than one disability like vi- Physical barriers: Obstacles that hinder
population faces are related mainly to in- limitations and diversity among them. sual and hearing impairment, cerebral pal- people with disabilities in terms of person-
formation, communication and attitude sy and visual-hearing impairment, psycho- al mobility in public or private places, in-
(fear and prejudice) problems. Other barri- Intellectual disability: This is manifested in social disability and visual impairment, doors or outdoors, as well as in the use and
ers include people not knowing sign lan- learning difficulties. People with this condi- among others. Technical aids required for enjoyment of community services.¹²
guage or the Braille system, and other ele- tion tend to have a difference between their this condition to overcome physical and
ments that make information accessible, cognitive and chronological development. socio-cultural barriers tend to be more Play: “All behaviour, activity or process ini-
such as subtitling, audio description and This group includes people who, due to specialised, and can range from specific tiated, controlled and structured by chil-
describing texts, paintings or other artistic brain lesions or injuries, have a slower technological devices to animal or human dren themselves; it takes place whenever
works that are difficult to access.⁴ learning rate than expected. This popula- assistance.⁹ and wherever opportunities arise. It is
tion group regularly faces information, non-compulsory, driven by intrinsic moti-
Holistic development: A balance between communication and attitude (fear and prej- vation and undertaken for its own sake,
physical, social, cognitive, emotional and udice) problems. Pictographic elements are N rather than as a means to an end”.¹³
creative skills and how these complement of great help for children in this condition.⁷
each other and interact with one another. Nature: Elements of nature in the environ- Play facilitator: A person that drives activ-
ment that stimulate exploration and trigger ities that aim to enhance free play among
L curiosity in people.¹⁰ children and foster their skill development.
I These activities can happen in public spac-
Learning ability: The process through Neural connection: A pathway or circuit es for this purpose. Additionally, a play
Inclusion: Considers the diversity of users which knowledge, skills, attitudes or values between neurons that receives signals or facilitator can raise awareness in adults
and their different characteristics, as well are acquired. learning. It records activity depending on regarding multi-generation emotional con-
as the different sectors of society (civil so- stimuli or experiences. nections that can arise from playing with
ciety, academia and government) that will Learning experience: Any interaction, children.
be part of public spaces.⁵ course, programme or experience where
learning is the main objective. It may take O Playful experience: Any practice that en-
Inclusive design: Considers the whole spec- place in formal or informal environments.⁸ courages learning through play. It requires
trum of human diversity regarding ability, lan- Openness to play: Willingness to accept active engaging in order to get the interest
guage, culture, gender, age, individual experi- persons, activities or ideas that foster a and concentration needed for the task at
ences and all types of human differences, in culture of play and a child perspective, hand. It promotes ongoing interaction.
order to create solutions with increased so- from a non-adult centered position.¹¹
cial impact.⁶
152–153
Psychic apparatus: All processes that take Public space: A place where people carry Social and cultural barriers: Rejection, U
place in the human mind like memory, rea- out—individually or in a group—activities indifference or discrimination attitudes to-
soning, perceptions, and sensations, among regarding commerce, mobility, recreation, wards people with disabilities, due to prej- Universal design: The design of products,
others. play and culture that are shared with oth- udices from society that prevent their in- environments, programmes and services
ers. It is a space where everybody has the clusion and participation in a community for all persons that, to the greatest extent,
Psychosocial disability: One of the least right to be “without being excluded due to and ignore their fundamental rights and do not need a specialised design or adap-
visible and most marginalised group of personal, social or economic factors”.¹⁷ freedoms.²⁰ tation. This type of design does not exclude
people, mainly due to social prejudice. This These are areas of the city—delimited by assistive devices for people with disabili-
type of disability includes people with Au- buildings or natural elements—such as Stimulus: An internal or external signal that ties, when they need it. The principles of
tism and Asperger's syndrome as well as streets, squares, avenues, walking paths, triggers a reaction or response in humans universal design include equitable use,
people with psychiatric conditions such as gardens, forests, public parks, and others. or living beings. flexibility in use, simple or intuitive use,
depression, bipolar disorder, schizophre- In brief, they include all structural ele- perceptible information, tolerance for er-
nia or paranoia. This population faces so- ments for common use and enjoyment.¹⁸ Swappaton: Exchanging or bartering things. ror, low physical effort, and size and space
cial or attitudinal barriers, and its needs for approach and use.²³
range from adjustments of spaces or pro- Symbiotic experience: A set of circum-
cedures, to medication that contributes to R stances, practices and knowledge acquired Urban barrier: An obstacle that segments
effective functionality.¹⁴ through mutual support between two fac- or divides the city temporarily, partially or
Right to Play: The natural capacity, free- tors, people or entities. in perception, making personal mobility
Physical disability: Neuromotor or motor dom and skill children have to explore their difficult for pedestrians, cyclists and public
involvement resulting from a genetic con- surrounding environment, including stimuli transport users.²⁴
dition, disease or accident. It includes and fascinations. Living “an experience of T
users of prosthetics, orthotics, support that is rare in life, that of measuring himself
canes, crutches or wheelchairs, due to alone with the complexity of the world. Technical aids: Technological devices and
mobility impairments or amputations, as With all his curiosity, with what he knows materials that enable, support or compen-
well as people of short stature. This popu- and can do, and with what he does not sate one or more functional, motor, senso-
lation faces mainly physical barriers.¹⁵ know and wishes to learn…”.¹⁹ At the same ry or intellectual limitations of the person
time, the right to play establishes the obli- who uses them.²¹
Public play space: An open and flexible gations and responsibilities that govern-
place (with no specific architectural pro- ments and societies have to create in order Transitory impairments: Physical health
gram), where the main objective is to pro- to have the right conditions, environments conditions that require technical aids on a
mote free play, imagination and exploration and platforms for play. temporary basis including walking canes,
in children and in the general public. It al- wheelchairs and prosthetics. Transitory
lows autonomous exercises, behaviours or impairments should not be considered as
voluntary activities. Public play spaces have S permanent disabilities due to their tempo-
the possibility of transforming into in- rary nature.²²
finite configurations, spaces or narratives. It Sensory experience: Knowledge of the
drives multi-generation interaction through environment through all the senses. It al-
an holistic design, which responds to the lows the development of physical, cogni-
physical and social context of its location.¹⁶ tive, motor, emotional and social skills.
154–155
Notes
1 Government of Spain. (n.d.). Guía de orientación 13 Committee on the Rights of the Child. (2013).
en la práctica profesional de la valoración Convention on the Rights of the Child: General
reglamentaria de la situación de dependencia: comment No. 17 on the right of the child to rest,
Productos de Apoyo para la Autonomía Personal. leisure, play, recreational activities, cultural life
Retrieved on 21 October, 2019: http://www.ceapat. and the arts, (Article 31, par.1).
es/interpresent3/groups/imserso/documents/ 14 National Commission on Human Rights. (n.d.).
binario/guadeproductosdeapoyo.pdf. Personas con discapacidad: Transformando barreras
2 National Council for the Prevention of Discrimination. en oportunidades.
(2016). Accesibilidad, Colección Legislar sin 15 Ibidem.
Discriminación, Tomo VIII. Mexico City: National 16 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 159.
Council for the Prevention of Discrimination. 17 Garau, P. (2015). Global Public Space Toolkit: From
3 United Nations. (2018). Convention on the Rights Global Principles to Local Policies and Practice.
of Persons with Disabilities. Mexico City: National UNHabitat: For a Better Urban Future, p. 15. Retrieved
Commission on Human Rights. on 2 October, 2019: https://unhabitat.org/
4 National Commission on Human Rights. (n.d.). wp-content/uploads/2015/10/Global%20Public%20
Personas con discapacidad: Transformando barreras Space%20Toolkit.pdf
en oportunidades. 18 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 159.
5 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 160. 19 Tonucci, F. (2005, Spring). Citizen Child: Play as
6 Idem, p. 159. Welfare Parameter for Urban Life, in Topoi 24, 183.
7 National Commission on Human Rights. (n.d.). 20 Official Gazette of the Federal District, (2010,
Personas con discapacidad: Transformando barreras 10 September), Law for the integration of the
en oportunidades. development of persons with disabilities of the
8 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 160. Federal District. Mexico.
9 National Commission on Human Rights. (n.d.). 21 Government Policy Commission on Human Rights.
Personas con discapacidad: Transformando barreras (n.d.) Glosario de términos sobre discapacidad.
en oportunidades. Mexico City. Retrieved on 10 October, 2019: https://
10 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 17. www.gob.mx/cms/uploads/attachment/file/96268/
11 Idem, p. 158. glosario_discapacidad.pdf.
12 Official Gazette of the Federal District, (2010, 22 National Commission on Human Rights. (n.d.).
10 September), Law for the integration of the Personas con discapacidad: Transformando barreras
development of persons with disabilities of the en oportunidades.
Federal District. Mexico. Retrieved on 22 October: 23 Ríos, M., Lozano, L. and Blanco, L. (2018). p. 159.
http://www3.contraloriadf.gob.mx/prontuario/index. 24 UN-Habitat. (2017). Manual de calles: Diseño vial para
php/normativas/Template/ver_mas/65762/31/1/0 ciudades mexicanas. SEDATU-BID. Retrieved on 2
October, 2019: http://onuhabitat.org.mx/index.php/
manual-de-calles-diseno-vial-para-ciudades-mexicanas
156–157
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160–161
PT
Playing Together is a
handbook to enhance play
in public spaces.