As emphasised by the Committee on the Rights of the Child (General Comment No. 17, para. 9), ‘Play and recreation are essential to the health and well-being of children and promote the development of creativity, imagination, self-confidence, self-efficacy, as well as physical, social, cognitive and emotional strength and skills. They contribute to all aspects of learning.’ The Committee also recognises  play as one of the most distinctive features of early childhood (General Comment No. 7, para. 34).

In a school environment, the Committee emphasises that the right to play should be fulfilled in, through adopting various aspects including by : 

1. Physical environment and setting : Providing adequate indoor and outdoor space to facilitate play, sports, games and other related cultural and artistic activities, including for the children with disabilities to participate equally.
2. Structure of the day: Ensuring children has sufficient time to play and rest during the day.
3. School curriculum: Allocating appropriate time and expertise within the school curriculum for children to learn, participate in and generate cultural and artistic activities, including music, drama, literature, poetry and art, as well as sports and games;  
4. Educational pedagogy: Ensuring learning environments should be active and participatory, especially in the early years, play-way method or otherwise known as activity-based learning is integrated.

The set of sub-indicators provided here are more related to ECCE and they can be assessed separately or together depending on the level of education that one monitors and the objective of monitoring.

• Adoption of play-way methods in teaching and learning in ECCE centres/pre-primary schools

The play way method is an educational approach that uses play, activities, games, hand on experience as key components in the learning process, instead of doing it through traditional classroom teaching. This indicator examines if the school curriculum and education pedagogy has integrated play way methods teaching and learning, especially in the early years of learning.  

• Percentage of ECCE/pre-primary centres not having adequate activity materials, toys, and tools for learning and physical activities

This indicator examines if the necessary learning materials and tools are available for teaching and learning in play way method. This include learning materials and tools that are safe, free from gender stereotyping and are designed to be used by children with disabilities. It also includes guidelines for teachers.

• Percentage of schools/ECCE centrespre-primary schools without indoor and outdoor play areas

This indicator examines if the physical environment and setting is appropriate for children to engage in play and other cultural and artistic activities. This includes playgrounds with safe boundaries, play landscapes, indoor activity rooms and sports equipment designed with adequate protection and sanitation facilities. This should promote equal opportunities for both boys and girls and children with disabilities and equip children to take the necessary precautions.