Social Science Review

Children’s Access to Play and Play Environment: A Study in Rajshahi City Md. Saleh Mahmud[*]   Associate Professor, Department of Sociology, University of Rajshahi, Rajshahi, Bangladesh.

 

Keywords		Abstract
Child right, child play, physical health, mental well-being		Active play has important benefits for children’s social development, physical health, and mental well-being, but many children do not meet the recommended hours of playtime. This study attempts to understand the present state of affairs regarding children’s access to play in Rajshahi City. It examines the factors that motivate and limit children’s active play. This study is qualitative and was conducted in Rajshahi City using focus group discussions (FGDs) and key informant interviews (KIIs) research techniques. A total of 15 FGDs were carried out, of which eight were with children and seven were with parents. Data were also collected through KIIs from different stakeholders, including the city mayor, councilors, urban planners, sports academics, and government officials, who are active in ensuring children’s access to play. The study revealed that children were enthusiastic to participate in active play because they got direct benefits from it. However, children’s play was limited by several factors, including a lack of playgrounds and open spaces, excessive study pressure, security issues, the addiction to electronic games, and a lack of siblings and cousins due to nuclear family. Beyond such constraints, it is needed to ensure children’s access to play by supporting all sorts from the different corners of the state and society, including local government, schools, families, and neighbors. A comprehensive plan of action is required, and it is a fundamental concern to protect children’s right to play and to explore their physical and social world through playing.

 

Introduction

Play is one of the most important aspects of children’s lives, and it has been well-researched and documented (IPA, 2010; Lester & Russell, 2010). Play contributes to children’s development in a variety of ways, including social competence, physical and mental well-being, creative and logical thinking, event management, a lose-win attitude, safety skills, and informal social engagement (Burdette & Whitaker, 2005; Ginsburg, 2007; Moore & Wong, 1997). In addition, uncertainty, difficulty, challenges, compromise, resilience, and conflict resolution are some crucial aspects of play that might affect children’s abilities to adapt, survive, and alter their social and physical settings. Children get benefits from play in the development and maintenance of social relationships (Mannello et al., 2020); motivation for learning (Carlton & Winsler, 1998); managing feelings and emotions (Sutton-Smith, 2003); preventing boredom (Brockman et al., 2011); logical thinking and aesthetic development (Hart, 2002); motor skills (Moore & Wong, 1997); vitality and resilience (Sääkslahti, & Niemistö, 2021) and intellectual challenge (L’Abate, 2009). Clements (2004:68) notes, “Outdoor play also offers children opportunities to explore their community; enjoy sensory experiences with dirt, water, sand, and mud; find or create their places for play; collect objects and develop hobbies; and increase their liking for physical activity.” 

 

Children’s right to play was first recognized in the Convention on the Rights of the Child (CRC) in 1989, and its Article 31 stated, “Children have the right to relax and play, and to join in a wide range of cultural, artistic, and other recreational activities” (UNCRC, 1989:4). However, while the importance of play is acknowledged, children’s options for play are being diminished (Atkinson et al., 2017). It has been revealed that many children do not engage in the recommended one hour of physical activity on most days of the week (Cavill et al., 2001; Hillman, 2006). Several obstacles were identified in line with children’s play, including parental expectations of academic progress, a lack of security, traffic dangers, parental fears, the commercialization of play provision, the loss of natural play opportunities, and a lack of transport facilities (Lester & Russell, 2010; Woolley, 2006). Ahmed & Sohail, 2008) reported that the absence of grass, uneven ground, and inadequate toilet facilities were marked as problems in playgrounds. Akhter (2018), in a study in Dhaka city, found a lack of open space and playgrounds, excessive study pressure, and a lack of security as the major obstacles for the children to enjoy their right to play. In addition, children face several risk factors whenever they play outdoors, including increased traffic, stray dogs, standing water, open drains, and debris-filled lots (Ahmed & Sohail, 2005). The causes of less frequent play time have been attributed to the marked increase in the availability of household electronic media, including television, computers, game consoles, laptops, and android phones, which are believed to ‘seduce’ children away from outdoor games (Woolley, 2006).

 

Children’s lives have become more structured and scheduled by their parental expectations. Parents’ apprehension about their children’s play appeared to be caused by social anxieties, such as safety, strangers and teenagers, neighborhood fears, and traffic (Brockman et al., 2011; Woolley, 2006). It was claimed that Asian mothers gave less encouragement to their children’s play activities (Ahmed, 2010). Parents are more interested in their children’s scholastic endeavors than outside play (White & Stoecklin, 1998). As a result of expecting fewer children and nuclear family, children are deprived of siblings, cousins, and peer groups, which consequently creates fewer opportunities to engage in play and recreation within the family. Gender roles and outdoor play are closely linked. Compared to boys, girls are less active in outdoor play and are more concerned about security, while social norms, gender views, patriarchal attitudes, and religious dogmas are the main influencing factors for such mindsets (Akhter, 2018). Culp (1998) revealed several specific constraints, including stereotypical gender roles, peer and family expectations, fear of sexual assault, and physical and environmental factors, as the major barriers for girls to participate in outdoor play activities (Hart, 2002; Zeijl et al., 2000).

 

Due to rapid and unplanned urbanization, cities in Bangladesh have been facing the challenge of providing outdoor play and recreational facilities for urban children (Khan, 2014). Rajshahi, one of the largest cities in Bangladesh, has been extended, and unplanned high-rise apartment buildings are being built without having proper provisions for children’s outdoor play. The broad objective of this study is to understand the present state of affairs regarding children’s access to play in Rajshahi City. In line with the broad objective, this essay specifically attempts (i) to identify children’s perceptions and needs regarding the outdoor play provisions; (ii) to know the obstacles to access to play in Rajshahi City; and (iii) to understand the parents’ and caregivers’ perceptions of access to children’s right to play.

 

Theoretical Perspectives: Significance of Play in Child Development

Play has been characterized as a spontaneous, self-initiated, and self-regulated activity for children. It makes a substantial contribution to the psychosocial and physical development of children (Verenikina et al., 2003). From classical to modern theories of play, researchers have identified many ways in which play advances the cognitive, emotional, and social development of children. Classical theories of play examine the motivations behind children’s play and place a strong emphasis on its instinctual and physical components. Rousseau emphasized the importance of play in the development of children, and he noted that children should be allowed to play freely in a way that enhances their physical and cognitive development. John Locke, an influential figure in children’s education, emphasized regular play and going to school instead of staying home. According to surplus energy theory, the earliest classical theory, men play when they have excess energy. Schiller defined play as ‘the aimless expenditure of exuberant energy’ (in Dockett & Fleer, 1999:24). This theory contends that humans have a limited amount of energy that is used mainly for survival and work (Verenikina et al., 2003). Children typically play more than adults, as they are not so involved in work and survival activities and have more energy to burn off during play. Thus, play becomes a medium through which excess energy is released (Kim, 2018). Contrary to the notion of surplus energy theory, recreation or relaxation theory revealed that play is used to restore energy that we expend at work while also engaging our interests (Patrick, 1916). Based on the assumption that play prepares children for adulthood, Groos (1898) argued that play develops children’s physical and mental capacities that serve them as adults. Like Mead (1934) viewed the role of play as an important vehicle for developing children’s sense of self. It is noted that “while freely engaging in play, children acquire the foundations of self-reflection and abstract thinking, develop complex communication and meta-communication skills, learn to manage their emotions, and explore the roles and rules of functioning in adult society” (Verenikina et al., 2003:100).

 

Psychoanalytic theories revealed that play is important for letting kids express their negative feelings about everyday circumstances over which they have little control (Freud, 1968; Erikson, 1963). Arousal modulation theory marks play as a means of maintaining a balanced level of arousal (Berlyne, 1960; Ellis, 1973), and it serves to either raise or lower levels of stimulation, depending on whether a child is under or over-stimulated. Piaget (1962) underpinned how play contributes to children’s cognitive development through the construction of knowledge, assimilation, and accommodation. Through these concepts, Piaget explains how a child begins by creating a framework for interpreting the world through a certain kind of natural play. This process begins in the earliest stages of childhood, from birth, when the infant starts to accrue a sense of pre-linguistic, pre-conceptual, and embodied knowledge through play (Salkind, 2004). Lev Vygotsky criticized Piaget’s cognitive constructivism framework as it paid less attention to socio-cultural factors that might affect children’s learning. The socio-cultural theory of play by Lev Vygotsky revealed that play is socially and culturally determined, and children get ready for socialized play with rules rather than at a particular stage of cognitive development (Salkind, 2004). By playing the roles of real-life characters, children achieve a mental representation of social roles and the rules of society (Vygotsky, 1967). Gaskins et al., (2007) identified three historical cultural perceptions of play which seem to have a significant impact children’s play; i.e. first: Culturally curtailed play (plays are culturally discouraged); second: Culturally accepted play (parents expect children to play and view it as useful to keep the children busy); third: Culturally cultivated play (play is encouraged and tend to view play as professional careers). Parten (in Dockett and Fleer, 1999) described a number of social categories of play, including onlooker level (a child observes the play of others); solitary level (playing alone); parallel level (children play along with one another with little interaction); and the final level of group play (real-life play).

 

Material and Method

This study is qualitative and explores the subjective experience, attitudes, and beliefs of children in the area of their play and recreation, along with the opportunities, vulnerabilities, and challenges faced by them. This study was conducted in Rajshahi city using focus group discussions (FGDs) and key informant interviews (KIIs) as qualitative research techniques. A total of 15 FGDs were carried out in the 15 wards (out of its 30 wards), selected based on cluster sampling process, of the city, of which eight FGDs were with children (both boys and girls) and seven FGDs were with parents (both male and female). Children and parents were selected taking into consideration the facts of their class, gender, education, and socioeconomic status. In addition, data were also collected through KIIs from the city mayor and councilors, urban planners, sports academics and trainers, teachers, and officials of the district administration, Rajshahi City Corporation, and Rajshahi Development Authority (RDA).

 

Result and Discussion

Importance of Playing

 

 

Comment from a respondent (KIIs): sport and game can make national unity, we have a lot of political and ideological division but cricket of Bangladesh put together the whole nation under a single umbrella.

Play is a unique way of positively impacting society. In parents’ opinions, physical, psychological, and social benefits were broadly identified as advantages of playing. Parents have noticed direct outcomes from playing, such as a cheerful mind, fitness, happiness, and freshness. One of the guardians commented, “Children get in touch with and savour the soil through playing on the ground, and they learn to love the soil and their motherland.” It was asked the KII respondents, what are the social benefits of children’s play? It was reported that, in line with children’s individual development, it also plays a role in the socialization process; helps to keep children away from antisocial activities; facilitates social interaction and solidarity; and introduces them to social environments. In addition, children can come into contact with different social strata by playing, and they can choose sports and games as a profession. In response to another question to parents and KII respondents, do sports and games negatively affect children’s study habits? Everyone answered negatively and found a positive correlation between study and play. It was found that children can escape monotonous study and develop a lose-win mindset through play. However, it was surprising that parents did not perform accordingly, whatever they perceived. According to the FGDs’ findings with children, parents imposed academic pressure on them. On the other hand, very few parents, further rationalizing their claim, commented, “Playing may cause injury and induce conflict among peers”.

 

Children’s Play Preferences

Children’s preferences for playing can be divided into indoor and outdoor games. They play ludo, chess, carom, cube matching, jigsaws, and puzzles in an indoor setting. On the other hand, in an outdoor setting, they play cricket, football, badminton, throw balls, lukochuri (hide-and-seek), gollachut (touch while running), fly kites, pull rope, and boucuri (steal wives). Regardless of their socioeconomic status, they preferred to play cricket and football, which are hot favorites. In addition, electronic games, especially mobile, computer, and laptop games, have become popular play items for children due to a lack of proper outdoor facilities. The offspring (living in an apartment building) of well-off families mainly concentrated on indoor games. In contrast, children of lower- and lower-middle-income families spent more time playing outdoor games. Gender identity is also linked with play preferences, and it was found that boys had a great passion for playing outdoor games, while girls mostly played indoor games even after showing their keenness. During the FGDs, a child commented, “He has a great desire to play basketball, but there is no opportunity to play such a game.” The study also discovered unconventional information that the children reported, “Watching cartoons on television and using an android mobile phone were marked as playing items.” Surprisingly, many of the respondents, particularly children of well-off families, were not introduced to kabadi, which is a long-standing traditional game as well as the national game of Bangladesh.

 

Place and Frequency of Playing 

The study found that the children mostly preferred to play in playgrounds if they were available in their locality. Furthermore, open spaces (owned mainly by individuals), lanes, railway tracks, and open grounds for Eidgah math (the Eid prayer place) are used for play. Children, playing near rail lines, were afraid of becoming victims of an accident. They faced trouble playing in prayer grounds because the members of the ground committees and senior citizens of the locality impeded them from playing there due to religious sensitivity. A child living in an apartment building commented, “Our dining space, living room, and balcony have turned into playgrounds, and my parents ask me to play there.” The study also found that children did not have access to play on successive days, and they usually played in the afternoon. Parents were asked, how much time do the children get for playing per day or week? It was revealed that the children could not play every day but had a little playtime of 1-2 hours per week. Furthermore, the children were asked, have you played consecutively each day of the last week? And the answer was shocking—“They have not played.” Playgrounds and open spaces are essential for children’s play. The lack of playgrounds and open spaces in the neighborhood played a significant role in keeping children from playing. Parents and KII respondents mentioned that there is a crisis of playgrounds; this is a fact, but at the same time, the existing grounds are not exclusively being used by children. On the other hand, a few playgrounds in the city have been restricted to mass public play. Shahid AHM Qamaruzzaman Stadium, Rajshahi Zilla Stadium, and Rajshahi University Stadium are large playgrounds in Rajshahi City, and there is no open access for playing in these stadiums. These are mainly used for specialized tournaments and sporting events. Ordinary people used to play at Jailkhana math (prison field), but the authorities later restricted access to this ground for the general public.

 

Obstacles to Playing

Lack of open spaces and playgrounds, undue study pressure, security issues, and electronic game addiction were the significant causes identified by parents that hindered outdoor play. Moreover, there were once many open spaces in the neighborhood that were frequently used by children for play. However, these places have been replaced by residential construction and enclosed by brick walls. In some cases, existing play spaces are occupied with building construction materials, and these places do not remain in a state to be used for play. Sometimes, the corners of the playgrounds are used as dumping grounds, and the odour stops the children from playing there. Moreover, open spaces are mostly privately owned, and they impose restrictions on playing on their land. Even after being children, they come and go with the passage of time. Beyond the regular class hours in an educational institution, they need to spend a lot of time doing homework, attending coaching and private tuition classes, and participating in co-curricular activities like singing, dancing, and drawing. Under these circumstances, they do not manage time to play. Sometimes, parents engage their children in their business and household activities.

 

Moreover, children cannot develop playing psychology and behavior due to their parents' lack of encouragement to play. Most of the children have grown up in nuclear families and are deprived of sibling and cousin associations, from which play psychology is developed. In this regard, a government civil servant commented, “Earlier, extended family members themselves would provide self-security while playing; children would play in a group with their cousins, but nowadays, parents cannot manage to spend time with their children.” The children of well-off families do not have contact with neighboring playmates, even with their peers living in the same apartment, and this happens due to a lack of trust and security. A Ward Councilor of RCC commented, “During our childhood, we used to play outside because we did not have indoor recreational facilities, but nowadays a lot of amusement amenities are available at home.” The children do not show interest in playing outside. An Education Officer commented, “Life has become more mechanical, and parents do not have an interest as well as time for their children’s playing; rather, they are more concerned about getting direct benefits like CGPA, GPA, admission to university and college, and other material gains.” It was also found that there is a conflict of interest between the different age groups of children (junior, senior, and senior adults) over occupying the playgrounds. Seniors always try to occupy the common space for their playing and gossiping. In addition, addicted people take drugs or smoke and play cards while sitting on the ground, which creates fear 

A child living at apartment mentioned: I cannot even play at home since I produce noises while playing and thus the neighbor on the down floor gets bothered.

among children. During FGDs, a guardian commented, “Parents are afraid of their children becoming addicted to drugs if they play outside.” In some cases, parents of low-income families cannot afford to provide play materials. Last but not least, a lack of regular refinement, especially after the rainy season, a lack of peers, hindrance from neighbors, community conflict, frequent suffering from illness, and disturbance of untied cows and dogs were identified as barriers to play. 

 

Parents’ Concern towards Children’s Access to Play

In our traditional society, parents are the real role players and decision-makers irrespective of all family activities, including child-bearing and rearing. When children play, the parents of wealthy families are stricter than those of middle- and lower-class families.

*A child reported: his parents urge to make use of leisure time by sleeping instead of playing.  *A Child mentioned: you cannot play outdoors as much as you would like to?

The children stated that they needed to seek permission from their parents to play, especially in the case of outdoor games. They also reported that parents imposed rules on their playing behaviour. They felt that parents could play a central role in developing children's play behaviour and psychology by encouraging and providing play materials. It was also found that, in many cases, parents created barriers to playing. Excessive study pressure, prohibiting play during examination days, being involved in domestic work, not providing game equipment, avoiding bad and harmful associations, preferring sleeping over playing, the possibility of scuffles with playmates, and rigorous monitoring were the major impediments to playing created by the parents.

 

On the other hand, most of the parents claimed to be dissatisfied with the public provision of amenities and opportunities for children’s play in their locality. They always remained concerned with fear, apprehension, doubt, and anxiety whenever their children went to play in an outdoor setting. Parents’ fears about children’s safety were not only a product of their concerns about external security but were also linked with bad associations, drug addiction, conflict, juvenile crime, injury, accidents, and so on. Moreover, parents believed that differential association through outdoor play could lead children to be derailed and deviant. In addition, fear of accidents (whenever they play on the street), falling into open sewage, being afraid of scuffling and physical injury, and disturbance by dogs were reported by parents as barriers to play. They felt more stressed about their female children getting sexually harassed outside. In this regard, they asked for a comprehensive action plan from the different corners of society, including the government and local government agencies, the town service authority, the local leader, NGOs, and civil society.

 

Gender Differences in Access to Play

 Sports and games could be effective tools for women's empowerment, but their successes in sporting events are yet to be recognized. In this regard, gender identity plays a significant role in access to play. In our traditional society, women, including female children, are generally introverted, which encourages them not to play outside. However, most of the children considered that there should not be any gender discrimination in play preferences. The majority of parents and KII respondents prioritized the participation of both boys and girls in play and sports. They felt that girls should have the opportunity to play like boys. It was noticed that boys were more concerned about playing than girls and were more privileged to get playing instruments from their parents. Boys preferred to play outdoor games, while girls chose indoor games. As puberty approaches, girls’ outdoor activities, especially play, become more limited. The girls of well-off families (living in apartments) faced more constraints on outdoor games due to security issues, while the boys managed to acquire permission to play in open spaces. Parents prioritized singing, recitation, and dancing for female children. In some cases, girls, especially those from lower-class families, engaged in household activities during playtime. Furthermore, parents were much more concerned about female children’s security and social responses compared to boys. In this regard, parents believed that there should be separate playgrounds for girls, and they emphasized using school playgrounds for girls to play as it is relatively safer and more secure. On the contrary, few parents associate girls’ games with a negative connotation. In this regard, comments were such as, “Girls will stay in their veils; they need not to play; if needed, they will play inside the houses;  

Comment of parents: sometimes family feel that they have to face problem in case of getting their daughter married of, if she engages in outdoor playing.

 girls will play with girls, and boys will play with boys.” It was also noted by a guardian, “Outdoor sports and games should be prohibited for girls on religious grounds.” Lastly, fewer opportunities for girls, eve teasing, a lack of willingness, social hindrance, patriarchal attitudes, religious dogma, and an absence of training were identified as barriers to playing on the part of girls.

 

Play with Electronic Devices

A child pointed out: if I play with mobile phone I have to face suffering from eye sight problems. I do not want to lose my eyes.

Electronic devices, particularly mobile phones and laptops, are becoming increasingly popular among children as a means of virtual gaming. It has been replaced or even loosely substituted for outdoor play due to a lack of open space and a shortage of time. In many cases, parents also recommended children to play with electronic apparatus since they remained busy with household activities, businesses, and jobs. The lack of outdoor security also motivated children to become involved with electric devices. The children were asked, “Which one do you prefer either playing in an open space or playing with electronic devices?” Everyone, irrespective of sex and social class, mentioned, “They want to play in an open field rather than with devices.” Moreover, in their observations, real-life play led to the smooth growth of physical and mental traits, friendship development, socialization, discipline, sacrifice, and competitiveness, all of which were marked as benefits of open-place play.

 

Access to Play in Educational Institution 

A child mentioned: we have playground in our school but it is not well arranged and we are afraid of falling down.

 Children spend a reasonable amount of time in educational institutions. Therefore, school playgrounds and playtime are essential to children’s fun, relaxation, health, and well-being. It is positive that most of the government schools have playgrounds or at least open spaces in the form of playfields. The children studying in such schools have access to play on school premises, but the range of play varies in terms of indoor and outdoor games, time, space, equipment, and gender identity. Government primary schools usually have playgrounds, but private business-oriented schools severely suffer from a lack of outdoor game facilities due to a lack of open space. Similarly, students admitted to coaching centers (specialized schools), operated in rented houses, do not have access to or time to play. However, it was suggested by parents and KIIs members that regular refinement of the existing grounds of government schools is needed, and schools that do not have playgrounds or open spaces should take the initiative to provide playing facilities in rented spaces or nearby fields. Most of the government high schools have a sports teacher who works with and/or instructs the students while they play. It was suggested that there should be a compulsory paper on sports or physical education at both the primary and secondary school levels. The authorities of government schools infrequently provided play equipment for children, but students were often required to pay for it. In this regard, one child commented, “I keep my own cricket bat and ball in the classroom; I play at school with my materials.” They used the tiffin period for playing, but they felt that the tiffin hour was not enough for play. In this regard, they desired to play after school hours, but the authorities do not allow it, especially at schools with brick wall boundaries. The school fields, which do not have an edge, are occupied by the local lads for playing and gossiping. Someone commented that local boys and girls should have access to use the space subject to the permission of the concerned school authority, while others mentioned that school grounds should be confined to the respective school students. As previously stated, students are constantly subjected to excessive academic pressure. In this regard, schools can play an essential role in mental ventilation by offering sports and game facilities. An education officer reported, “Good schools (have good scholastic record) and meritorious students show less interest in playing whenever we arrange tournaments and sports events.” A sports officer made a similar comment, “The children of poor and low-income families perform well compared to those from well-off families in competitive games and plays.” It was also reported that special arrangements for physically challenged children should be prioritized in schools. Finally, awareness campaigns, organizing tournaments, providing a common room for indoor games, and providing equipment should be initiated.

Role of Government in Children’s Access to Play

In the case of children’s access to play, the government has to perform as a significant catalyst by providing all sorts of support, including policy formulation, administrative and organizational support, providing land for playgrounds, and providing security. KII respondents said that RCC, the District Sports Office, the District Education Office, the Shishu Academy (Children Academy), and the District Sports Association should be more functional to ensure children’s access to play, and the need for coordination between these agencies is required. The government can take the initiative to keep the coaching centre closed on weekends and public holidays so that the children can use the days for play and recreation. An education officer asked to recruit a physical teacher at primary schools. Earlier, the post of District Sports Organizer was attached to the District Administration, and it can be reinstalled. The urban planning officer of the RDA proposed, “An education park can be set up in the city so that children can learn while playing and enjoying.” Security has been identified as a significant concern for outdoor play; in this regard, security agencies, especially the Police Department, have to take initiatives to restore the confidence of parents. Earlier, the RCC organized the Mayor Cup and Councilor Cup Tournaments, which should be reinstalled. Moreover, it was recommended that the RDA and RCC could organize workshops focusing on the importance of playing for children with the participation of parents, children, teachers, and community leaders. The government and non-government housing societies can ensure sports facilities by allocating plots for playgrounds and keeping a play zone within the apartment building for indoor games.

 

Conclusion

Play is not just about providing playgrounds and parks for children. It is fundamental concern in protecting children’s right and to explore their physical and social world through playing. Planners and decision makers should apply a child friendly approach in urban planning and its physical development. Security is a prime concern for parents providing permission to their children in outdoor playing. In this regard, security agencies should take initiatives to bring back the confidence of parents. In this regard, Community Policing can adopt a strategy for bringing police and citizens together to prevent crime in the locality. Furthermore, measures should also be taken to ensure that buildings of multi-stories have space designated for play and recreation along with proper amenities. It is necessary to establish coordination between the different authorities that provide community services, including playing and recreational amenities to the citizens of the city. In this regard, RCC, RDA, District Education Office, Shishu Academy, District Sports Office, District Sports Association, should come together to ensure the children’s access to play. Moreover, as a signatory country the government of Bangladesh must respect and abstain from interference in, and prevent others from interference in, children’s exercising of UNCRC Article 31. Moreover, the existing country Laws, Policy, Acts particularly National Children Policy, National Education Policy, RDA Master Plan, City Corporation Act should be strictly followed in allocating and maintaining open spaces and playgrounds in the city area.

 

 

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