Many consider play a natural part of childhood, and although there is disagreement in the literature on what essentially defines “play” in childhood, philosophical theories of play tend to support this initial consideration. But is childhood play also something we owe each other within a framework of educational justice? This is a question yet to be addressed. In this paper, I answer this question affirmatively. I take off from a generic account of educational justice and argue that childhood play should be considered a central entitlement of this account. I then argue in line with the capability approach that if we ought to protect childhood play, it should be children’s capability for play rather than the functioning of play that needs protection. I end by offering an account of the capability for childhood play.

中文翻译：

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教他们玩！教育正义和儿童游戏能力

许多人认为玩耍是童年的自然组成部分，尽管文献中对童年“玩耍”的本质定义存在分歧，但玩耍的哲学理论倾向于支持这种最初的考虑。但是，在教育正义的框架内，童年游戏也是我们彼此欠的东西吗？这是一个尚待解决的问题。在这篇论文中，我肯定地回答了这个问题。我从教育正义的一般描述出发，并认为童年游戏应该被视为该描述的核心权利。然后我根据能力方法论证，如果我们应该保护儿童游戏，那么需要保护的应该是儿童的游戏能力，而不是游戏的功能。最后，我将介绍童年玩耍的能力。