Journal of Planning and Architecture. Photon 106 (2014) 130-138
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Review Paper. ISJN: 3715-7618: Impact Index: 3.54
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Journal of Planning and Architecture
Future of children’s play in cities in India
V.S. Adane*
India
Article history:
Received: 24 May, 2014
Accepted: 27 May, 2014
Available online: 22 November, 2014
Keywords:
Child development, children’s rights, play, playable spaces
under threat
Corresponding Author:
V.S. Adane
Abstract
India has 440 million children that are more than the
entire population of North America [USA, Mexico
and Canada put together]. Every fifth child in the
world is Indian. And what sort of life do these
children have as they grow up? With the growing
urbanization and traffic on roads, we find children
almost restricted to a few forms of play in limited
settings in cities. The Constitution of India upholds
the rights of all citizens in unequivocal terms and
children are no exception to this. Children’s welfare
in the last 60 years has been inextricably woven
into women’s welfare and women’s social condition;
to an extent, children’s welfare has been subsumed
under the composite concept ‘women-and children’.
In India where the problems of children are as
varied as ranging from health to education to abuse
to labor etc., moving the concern now towards
children’s most basic right and opportunity to play in
cities although seems too unimportant but children’s
play provision in cities can help in their education,
health and overall development as well. This paper
discusses the issues in children’s play in cities
which if attended properly can bring in a great
change in our future i.e. our children.
Citation:
Adane V.S., 2014. Future of children’s play in cities in India.
Journal of Planning and Architecture. Photon. 106, 130-138
All Rights Reserved with Photon.
Photon Ignitor: ISJN37157618D710222112014
1. Introduction
Children are designed, by natural selection, to play.
Wherever children are free to play, they do.
Worldwide, and over the course of history, most
such play has occurred outdoors with other
children. The extraordinary human propensity to
play in childhood, and the value of it, manifests
itself most clearly in hunter-gatherer cultures.
Anthropologists and other observers have regularly
reported that children in such cultures play and
explore freely, essentially from dawn to dusk,
every day even in their teen years and by doing so
they acquire the skills and attitudes required for
successful adulthood.
1.1
Children in India
Child population encompasses that proportion of
the total population of the country which lies in the
age group of 0-6 yrs which is an important
indicator since it overlooks a delicate segment of
the population. India is the second most populous
country in the world where 13.12% of her
population lies in the tender age bracket of 0-6 yrs
as per the provisional census 2011 figures.
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Figure 1: Children’s play
As per available data there has been a gradual
decline in the share of population in the age group
0-14 from 41.2 to 38.1 per cent during 1971 to
1981 and 36.3 to 30.9 percent during 1991 to 2010,
whereas, the proportion of economically active
population (15-59 years) has increased from 53.4 to
56.3 percent during 1971 to 1981 and 57.7 to 61.6
per cent during 1991 to 2010. On account of better
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education, health facilities and increase in life
expectancy, the percentage of elderly population
(60+) has gone up from 5.3 to 5.7 percent and 6.0
to 7.5 percent respectively during the periods under
reference. (Census of India, 2011).
Figure 4: Child playing on slide in a park
Figure 2: Pie diagram of age structure in India
Figure 3: Pie diagram of % of children in various age
groups
Protection of Life and Personal Liberty (Article
(21), Right to Free and Compulsory Education
(Article 21A), Prohibition of Child Labour (Article
24), Policies to be followed by the State (Article
39), Provisions of Early Childhood Care and
Education (Article 45), The Principle of Non
discrimination (Article 2), The Principles of the
Best Interest of the Child (Article 3), The Principle
of Survival and Development (Article 6), The
Principle of Child Participation (Article 12), The
Principle of Protection from Abuse and Neglect
(Article 19). The state shall protect the child from
all forms of maltreatment by parents or others
responsible for the care of the child and establish
appropriate social programmes for the prevention
of the abuse and the treatment of the victims.
(ACHR India children’s report, 2003)
1.3 Policies for child development in India
National Policy for Children, 1974
An Advisory and Drafting Committee to review the
National Policy has been set up to focus on the
current priorities with respect to child rights.
India has 440 million children that are more than
the entire population of North America (USA,
Mexico and Canada put together). Every fifth child
in the world is Indian.
And what sort of life do these children have as they
grow up? Well they face some of the toughest
challenges of anyone.
1.2 Legal Provisions for Child Development
in India
The Constitution of India upholds the rights of all
citizens in unequivocal terms and children are no
exception to this. Important provisions related to
children in the Constitution include Principles of
Social Justice, Equality and Dignity (Preamble),
Right of Equality (Article 14), Prohibition of
Discrimination (Article 15(1),
National Charter for Children, 2004
The National Charter for Children was adopted on
Feb 9, 2004 and promotes highest standards of
health and nutrition, provides for free and
compulsory education and protects children from
economic exploitation.
National Plan of Action, 2005
The NPAC envisages a Plan for collective
commitment and action by government in
partnership with communities, children, and civil
society and has set some time‐bound targets for
basic sanitation, child marriages, disability due to
polio etc.
11th Five Year Plan (2007‐12)
Pursuing its thrusts of inclusion, protection, health
and education, the 11th Five Year plan lays down
the following specific targets with respect to
children.
National Policy for Persons with Disabilities, 2006
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With respect to children with disabilities (CWD),
this policy looks at right to care, protection,
security, development, opportunities, access to
education, health, recognition of special needs etc.
Policy Framework for Children and AIDS in India,
2007
This policy seeks to integrate services for children
with existing development and poverty reduction
programmes.
Draft National Tribal Policy, 2006, National
Rehabilitation and Resettlement Policy, 2007 and
National Urban Housing and Habitat Policy, 2007
These policies have sought to look at the specific
impact of homelessness, displacement and land
alienation of tribal communities on children.
Traditional Forest Dwellers (Recognition of Forest
Rights) Act, 2006, Right to Information Act, 2005.
There are a number of Institutional Mechanisms to
look into the proper enforcement of the legal
provisions in India and they include Ministry of
Women and Child Development (MWCD) in 2006,
National Commission for the Protection of Child
Rights (NCPCR) and the National Human Rights
Commission.
Figure 5: Children in group playing in open grounds in
parks
National Child Labour Policy was adopted in 1987
Following the Child Labour (Prohibition and
Regulation) Act, 1986 The Ministry of Labour and
Employment has been implementing the national
policy through the establishment of National Child
Labour Projects (NCLPs) for the rehabilitation of
child workers since 1988.
The National Policy on Education (NEP) is a
policy formulated by the Government of India to
promote education amongst India's people. The
policy covers elementary education to colleges in
both rural and urban India. The first NEP was
promulgated in 1968 by the government of Prime
Minister Indira Gandhi, and the second by Prime
Minister Rajiv Gandhi in 1986. (Health bridge
report. 2012)
1.4 National Legislations for children’s
rights in India
The Child Labor (Prohibition and Regulation) Act,
1986, The Factories Act, 1948, The Mines Act,
1952, The Juvenile Justice (Care and Protection) of
Children Act,2000, The Minimum Wages Act,
1948, The Right of Children to Free and
Compulsory Education Act, 2009, The Sarva
Shiksha Abhiyan or the Education for All
Programme, 2001‐02, The Scheme for Working
Children in Need of Care and Protection by the
Ministry of Women and Child Development
provides non‐formal education, vocational training
to working children to facilitate their entry into
mainstream education. Some of the new
legislations include - Commission for the
Protection of Child Rights Act, 2005, The
Prohibition of Child Marriage Act (PCMA), 2006,
The Protection of Women from Domestic Violence
Act, 2005, The Unorganized Workers Social
Security Act, 2008, Communal Violence
(Prevention, Control and Rehabilitation of Victims)
Act, 2005, The Scheduled Tribes and other
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Children’s welfare in the last 60 years has been
inextricably woven into women’s welfare and
women’s social condition; to an extent, children’s
welfare has been subsumed under the composite
concept ‘women-and children’. It is hard to peer
beyond the tangle of adults who pronounce on
children’s ‘needs’ in the context of mother-child
relations, and to look clearly at children
themselves. It is still more difficult to listen to
children seriously. And it is yet more difficult to
include children into society rather than excluding
them. But these are essential enterprises: we must
extricate children, conceptually, from parents, the
family and professionals. We must study the social
condition of childhood and write children into the
script of the social order. Essentially the interlinked
reasons for doing this are twofold. Proper
understanding of the social order requires
consideration of all its members, all social groups.
And children, like other minority groups, lack a
voice and have a right to be heard and their views
taken into account. It is through working towards
better understanding of the social condition of
childhood that we can provide a firm basis for
working towards implementation of their rights.
(Thomas, Jones, Efroymson et. al., 2012.) In a
country like India where the problems of children
are as varied as ranging from health to education to
abuse to labor and so on, moving the concern now
towards children’s most basic right and opportunity
to play in cities although seems too unimportant
but children’s play provision in cities can help in
their education, health and overall development as
well.
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Table 1: Standards of Town & country planning organization
S.no
Type
Population/unit
1
Tot lot
500
2
Children’s park
2000
3
Neighborhood playground
1000
4
Neighborhood park
5000
Source – TCP
Area req.[ha]
0.05
0.2
0.2
0.8
Hence a concern for children’s play provisions is
essential. More so there are a number of issues of
children’s play in cities.
Table 2- Guidelines set by UDPFI
Planning unit
Housing cluster
Sector/Neighborhood
Community
District
Sub-city center
Overall town/city level
Source- UDPFI guidelines
Area in sq.m per person
3-4 local parks & playgrounds
3-4 local parks & playgrounds
2-3 community level parks & open spaces
1 district level park & sports center,maidan
1 city level park,sports complex,botanical/zoo garden
10 - 12 sq.m. per person
If we say child, the very first thing that comes to
mind is play, but in all of the legal provisions made
so far, this word does not appear , maybe it is
hidden in words like facilities and opportunities for
children which still awaits to be interpreted in a
right way. Apart from the legal provisions there are
also some planning provisions made by the TCPO,
UDPFI and MRTP Act which lays down some
standards of the minimum play areas that need to
be provided in any city while making the
development plan. The following tables give us an
idea about the play provisions that can be given in
regard to population, catchment area, scale and
intensity of use of play areas etc.
In light of the existing facts about children in India,
the legislations ,policies, planning provisions made
for children, open playable spaces and the values
attached to these play spaces in cities, it’s also now
important to know about play as an activity in
children’s life.
2. What is play?
Figure 6: Children playing in open grounds in
Neighbourhood
Intrinsically motivated
Controlled by the players
Concerned with process than product
Non-literal
Free of externally imposed rules
Chara
cteriz
ed by
the active engagement of the players
These characteristics now frame much of the
scholarly work on children’s play.
Play is a meaningful experience and tremendously
satisfying- pursuit children seek out eagerly and
one they find endlessly absorbing. Play is
paradoxical – it is serious and non-serious, real and
not real, apparently purposeless and yet essential to
development.
Children have their own definitions of play and
their own deeply serious and purposeful goals.
These definitions taken together give us a glimpse
of the complexity and depth of the phenomenon of
children’s play.
In a much quoted review of play theory and
research, authors Rubin, Fein and Vandenberg
draw together existing psychological definitions,
developing a consensus around a definition of play
behavior as-
There are many forms of play in childhood
variously described as exploratory play, object
play, construction play, physical play [sensorimotor
play], rough and tumble play, dramatic play
(solitary pretense), socio-dramatic play, fantasy
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play, make believe or symbolic play, games with
rules and games with invented rules (Hewes.
ParJane. Let the children play: Nature’s answer to
early learning, 2005).
Play is self chosen, for the pleasure and interest of
the player only. Play has, furthermore, been
described as a frame of mind or an approach to
action, rather than an activity or action itself
(Bruner in National Playing Fields Association,
2000).
Table 3: Defining the kinds of play
S.no. Kinds of play
1
Exploratory/sensory/object
play
2
Dramatic play
3
Construction play
4
Physical play
5
Socio-dramatic play
6
Games with rules
7
Games with invented rules
Description
Exploring
objects
and
environments
with
touch,mouthing,tossing,banging,squeezing etc.
Imaginative play, inventing scripts,playing roles with
support of action figures,cars, dolls etc.
Build and construct with commercial toyswith found
and recycled materials.
Rough
and
tumble
play
like
running,climbing,sliding,jumping etc.
Enact social roles and scripts with friends in small
groups.
Play formal games in social groups with rules like
cards,board games etc.
Invent their own games with rules in self-organized
groups.
Age range
0-2.5 yrs
3-8 yrs
3-8 yrs
3-8 yrs
3-6 yrs
5 yrs and up
5-8 yrs.
Source – Play England report, 2009
2.1 The importance of play
Children’s play is easy to recognize, but
notoriously difficult to define. Play deals with
feelings as varied as curiosity, pleasure, seriousness
and creativity. Play can be physical or intellectual,
social or solitary, but “in retrospect it is always
remembered as fun” (Rennie.et.al 2003). The
literature on play highlights that play has a
fundamental impact on children’s healthy growth
and development, as it allows them to discover,
explore and test their environment and make sense
of it. Playful behavior promotes learning and
concentration, in addition to encouraging the
development of social skills and an ability to
manage risk.
Most parents and educators agree that outdoor play
is a natural and critical part of a child’s healthy
development. Through freely chosen outdoor play
activities children learn some of the skills
necessary for adult life, including social
competence, problem solving, creative thinking,
and safety skills (Miller, 1989; Rivkin 1995, 2000;
Moore & Wong, 1997). When playing outdoors,
children grow emotionally and academically by
developing an appreciation for the environment,
participating in imaginative play, developing
initiative, and acquiring an understanding of basic
academic concepts such as investigating the
property of objects and of how to use simple tools
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to accomplish a task (Kosanke & Warner, 1990;
Guddemi & Eriksen, 1992; Singer & Singer, 2000).
Outdoor play also offers children opportunities to
explore their community;
Figure 7: Children playing on streets on a rainy day
enjoy sensory experiences with dirt, water, sand,
and mud; find or create their own places for play;
collect objects and develop hobbies; and increase
their liking for physical activity. In fact, research
shows that between the ages of three and 12 a
child’s body experiences its greatest physical
growth, as demonstrated by the child’s urge to run,
climb, and jump in outdoor spaces (Noland et al,
1990; Kalish, 1995; Cooper et al, 1999; Janz et al,
2000). Such vigorous movements and play
activities can not only enhance muscle growth, but
also support the growth of the child’s heart and
lungs as well as all other vital organs essential for
normal physical development. For example, active
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play stimulates the child’s digestive system and
helps improve appetite, ensuring continued strength
and bodily growth (Clements, 1998; Pica, 2003).
Vigorous outdoor play activities also increase the
growth and development of the fundamental
nervous centers in the brain for clearer thought and
increased learning abilities (Hannaford, 1995;
Clements, 1998; Gabbard, 1998; Jenson, 2000).
As per the studies done by researchers in India like
Pandya Y. and Priya C. the built environments in
the Indian context have spatial configurations such
that they encourage streets as spaces to socialize
and play which also correlates with the findings of
the international studies that children prefer places
that are busier and frequented not only by other
children but by people of all ages. However,
besides these benefits, it is generally accepted that
children do not play to achieve an external reward
or goal, but because they want to play (National
Playing Fields Association, 2000).
2.2 Value of the playable spaces
Parks have long been recognized as major
contributors to the physical and aesthetic quality of
urban neighborhoods. But a new, broader view of
parks has recently been emerging. This new view
goes well beyond the traditional value of parks as
places of recreation and visual assets to
communities, and focuses on how policymakers,
practitioners, and the public can begin to think
about parks as valuable contributors to larger urban
policy objectives, such as job opportunities, youth
development, public health, and community
building. Of the various values attached to playable
spaces, the social value of playable spaces is worth
mentioning which is as follows Communities
Parks and playgrounds provide communities with a
sense of place and belonging, opportunities for
recreation, health and fitness, events that reinforce
social cohesion and inclusive society and offer an
escape from the stresses and strains of modern
urban living. Perhaps more significantly, the acts of
improving, renewing or even saving a park can
build extraordinary levels of social capital in a
neighborhood.
Families and Children
Examinations of family leisure have consistently
demonstrated a positive relationship between
involvement in family recreation and aspects of
family strength. It has been suggested that in
modern society, leisure is the single most important
force developing cohesive, healthy relationships
between husbands and wives and between parents
and their children. As a freely available, highly
accessible local facility providing recreational
opportunities for all ages, quality parks and green
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space can make a vital contribution to this
relationship building process.
Culture and Sport
Parks and open spaces enable individuals to revive
their creativeness. They are the heart and soul of
cities; often retelling our heritage and injecting life
into the built environment. Many of our parks and
green spaces have an element of historic
association such as the name, a monument or
commemorative features, with most telling the
stories of the local community. Consequently, they
imbue the area with a distinctive character and
contribute significantly to tourism. The historic
environment has a positive and profound
relationship to peoples’ sense of place; which in
turn can have many positive benefits including
increased sense of identity and pride.
Crime and Policing
High quality maintenance of public space should be
integral to strategies for enabling the police to deal
with the crime and anti-social behavior that blights
peoples’ lives.
Equalities
Everyone should have access to good green spaces
irrespective of ethnicity, gender, sexual orientation,
disability, age or religion. Despite much equality
legislation, it is often the least advantaged who are
worst served by a standard service.
Social Care and Disability
Green spaces that have on site staff teams such as
city farms, community gardens, Country Parks,
Woodland and Wildlife Trusts, can be particularly
useful environments for people with social care
needs. They can provide a safe, risk-managed
environment, often with specialist staff, facilities,
equipment or programmes aimed at those
disadvantaged by physical or mental difficulties.
Older People
Parks are age proof and bring opportunities for
physical activity, volunteering and social
interaction all of which provide a sense of
achievement and purpose. Physical activity does
not end with later life. It enables the continued
enjoyment of activities of daily living and helps to
maintain an individual‘s social networks.
Education
Schools, particularly in urban areas, have long used
parks and green spaces to access the natural
environment as a means of education. Parks
provide the opportunity for play, exploration and
the development of an awareness and
understanding of risk in a dynamic, interactive,
accessible and free outdoor classroom.
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3. Issues in children’s play with growing
urbanization
Adults can enhance and facilitate children’s play
but are unable to force children to play. This
explains why the same activity in one situation
generates play and free play is absent in another
situation. While stimulating play opportunities
benefit the children, an absence of such
opportunities may also result in negative
consequences for the affected child. A continuing
lack of sensory stimulation is sometimes referred to
as play deprivation (Hughes 2003). Although the
literature on the subject of play deprivation is
limited, it has been suggested that play deprived
children show symptoms of withdrawal, impaired
concentration, anti-social or aggressive behavior
and poor social skills (National Playing Fields
Association, 2000; Hughes, 2003; Rennie 2003).
However, play allows children to make mistakes
and fail tasks and it helps them to recognize their
limitations, as well as discover their abilities. If
play becomes too safe, it is not only predictable
and boring, it also limits children’s practical
experiences of risk management, and hence their
ability to recognize and deal with risky situations.
“The outcome of a more rigidly controlled play
environment will result in children being unable to
deal with hazardous situations themselves in later
life” (Play Wales, 2000). In a public atmosphere
where children’s safety is valued over their
freedom of mobility, such limitations may have
adverse long-term impacts on children’s physical
health, as well as emotional well-being (Gill,
1996).
Figure 8: Children’s restricted doorstep play
The biggest issue and challenges in children’s play
lies in the fact that adults today fail to understand
the importance and meaning of play. More
apparently in the current lifestyle in cities, play is
regarded by adults as a futile and purposeless
activity that’s only a waste of time of children, who
are poor victims of long distances to be travelled in
buses to school, hovering syllabi of board
education, which in the context of upgrading the
syllabus overburdens a child with an advanced
course material. If play always and exclusively
serves adult educational goals, it is no longer play
from the child’s perspective. It becomes work,
albeit playfully organized.
Increased anxieties about safety and security on the
part of some parents have restricted the free
movement of children around their neighborhoods
and only added to the lure of games consoles, so
school visits to outdoor locations are more
important than ever.
Play is an essential part of the physical, emotional
and psychological development of any child, but in
urban environments the opportunities for play are
restricted. With the growing urbanization, the rate
of construction is also very high and the open
spaces which acted as substitutes to parks and
playgrounds now stand converted to sites for
dumping construction material, parking lots,
hawker’s area, unauthorized markets etc. Today,
the urban park is the primary outdoor environment
that still remains for children to meet and play in a
sociable and informal setting, where there is still
scope for imagination, improvisation and
innovation. Play is not grown out of quickly. There
are positive benefits to indulging in play whatever
your age; teenagers need to play and socially
interact just as much as younger children.
Many parks and green spaces, in partnership with
local authority Children‘s Services, may act as the
venues for formalized after school clubs and
holiday play schemes. Without such schemes being
available within the immediate locality, many
working parents from the surrounding communities
would be forced to make difficult choices between
their on-going employment and career development
and the care of their children. This is parks and
green spaces again making a useful contribution to
local economies.
Parents and other adults are often overly concerned
with issues such as safety and educational learning,
to the extent where free play becomes very limited.
This is especially the case with outdoor play, where
parents’ fears about traffic accidents and strangers
cause restrictions on the opportunities children
have for exploring their local physical environment
independently.
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Again the availability of these spaces to children
and their access to the benefits they bring depends
on the ability of the parks team to deliver a safe,
quality environment. In recent decades, the trend
has been for parents to be more concerned about
the dangers faced by unaccompanied children as
they explore the environment outside of the home.
Even a comparatively minor erosion of a parent‘s
136
perceptions about the quality and safety of the local
park, can be enough to discourage a parent from
allowing their child to visit alone.
Conclusions
In the current climate about the growing
urbanization, changes in land use in cities in India,
changes in the social values, changing age
structures, technological advancements, changing
psychological and emotional needs of people and
society, the holistic development of our future i.e.
our children has come to a standstill. It is now the
time for childhood educators, parents, play
advocates and researchers to do the following –
Create the tools to assess the quality of play
environments and experiences in various
communities in the city.
Educate and create awareness and clear
misconceptions among adults at community level
about child rights and play
Introducing the play provisions of children as
community level efforts by the municipal
corporations
and
public-private-partnership
schemes to maintain and look after them. Creating
provisions to grade the communities and allotting
incentives by the local authorities for maintaining
the same.
Working out policies and strategies for provisions
in the new residential developments towards well
maintained and accessible play provisions.
It is high time now to take due cognizance of the
situation in the cities and act upon the solutions in
view of healthy children development in cities.
Research Highlights
The paper gives an overview of existing laws and
legislations in constitution and planning provisions
in cities in India.
It highlights the existing condition and people’s
outlook towards play in cities.
It tries to bring forth value of play for children and
raise concern for our role and responsibilities.
Recommendations
Create the tools to assess the quality of play
environments and experiences in various
communities in the city.
Educate and create awareness and clear
misconceptions among adults at community level
about child rights and play
Funding and Policy Aspects
Introducing the play provisions of children as
community level efforts by the municipal
corporations
and
public-private-partnership
schemes to maintain and look after them. Creating
provisions to grade the communities and allotting
incentives by the local authorities for maintaining
the same.
Working out policies and strategies for provisions
in the new residential developments towards well
maintained and accessible play provisions.
Author’s
Interests
Contribution
and
Competing
With this review paper highlighting the issues in
children’s play, it is time now to take due
cognizance of the situation in the neighborhoods in
cities in India and act upon the solutions in regard
to the overall wellbeing of our children.
Acknowledgement
I would like to thank my guide Dr.V.S.Adane for
his guidance and support. I am also grateful to Prof.
Gadkari, Prof.Purohit, Prof. Gujarkar and my
seniors and colleagues at IDEAS, Nagpur for all
their encouragement and goodwill.
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