How and Why Did Outdoor Play Become a Central Focus of Scottish Early Learning and Care Policy

Oct 15, 2026

Outdoor play became a central element of Scottish early learning and care policy through a bottom-up initiative supported by early adopters and strengthened by perceptions of higher quality than indoor nursery programs. Using a review of government documents, 25 stakeholder interviews, and 7 site visits, the study identifies key enablers and barriers to implementation, including parent and educator attitudes. An innovative licensing approach shifting from risk-only assessment to risk/benefit evaluation proved essential.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

How and Why Outdoor Play Became a Policy Focus

Policy decision in 2016 and licensing beginnings

Case study purpose and methods

Places for Children Versus Children’s Spaces

How and Why Did Outdoor Play Become a Central Focus of Scottish Early Learning and Care Policy Michal Perlman, OISE/University of Toronto, Nina Howe, Concordia University, & Catherine Bergeron, Concordia University, Canada Abstract Based on a government document review, 25 stakeholder interviews, and 7 site visits, we examined how and why outdoor play became a focus of Scottish policy for early learning and care programs; we also documented opportunities and barriers to policy implementation. The outdoor play emphasis began as a bottom-up initiative, with a few early adopters serving as model programs. Perceptions that outdoor play programs were of higher quality than traditional indoor nursery programs helped alleviate concerns about children’s well-being, and elicited support from key policy actors promoting the policy. An innovative licensing body that shifted from a risk assessment to a risk/benefit approach was key in developing this policy. A number of barriers to implementation, such as parent and educator attitudes, were identified. Solutions to these barriers and the implications of our findings are discussed. Resumé Comment et pourquoi le jeu en plein air est-il devenu un élément central de la politique écossaise encadrant les programmes de garde et d’apprentissage des jeunes enfants? Nous avons examiné cette question en analysant des documents gouvernementaux et en réalisant 25 entrevues auprès de parties prenantes, ainsi que 7 visites dans différents établissements. Ce faisant, nous avons aussi relevé les incitatifs et obstacles à l’implantation d’une politique de ce type. Cette importance accordée au jeu en plein air est une initiative qui vient de la base et les premiers adeptes de cette approche ont servi de programmes modèles. Les programmes de jeu en plein air sont perçus comme étant de meilleure qualité que les programmes habituels de garderie à l’intérieur, ce qui aide à lever les inquiétudes quant au bien-être des enfants et a permis de bénéficier du soutien des principaux acteurs politiques. Un organisme d’attribution des permis a décidé d’innover et de passerd’une simple évaluation des risques à une évaluation à la fois des risques et desavantages; son rôle a été essentiel dans l’élaboration de la politique. Différents obstacles à la mise en œuvre, notamment l’attitude des parents et des éducateurs, ont été relevés. L’article présente des solutions pour surmonter ces obstacles, ainsi que les implications des résultats obtenus. Keywords: outdoor play, forest kindergarten, early learning and care, outdoor play programs, early adopters of outdoor play Mots clés : jeu en plein air, maternelle en forêt, garde et apprentissage des jeunes enfants, programmes de jeu en plein air, premiers adeptes du jeu en plein air 46 Canadian Journal of Environmental Education, 23 (2), 2020 How and Why Did Outdoor Play Become a Central Focus of Scottish Early Learning and Care Policy? In 2016, the Scottish government made the policy decision to increase the number of free hours of early learning and care (ELC) services for 3- and 4-year-olds from 620 to 1,140 hours annually by 2020. The goal was to provide further support for working parents and to enhance ELC experiences for young children. An increased emphasis on early learning and outdoor play was a critical element of this policy. There is a long tradition of outdoor play programs (OPPs) in Northern Europe, which are associated with positive outcomes forchildren in terms of their physical health and activity, social development, and interest in nature (e.g. , Brussoni et al. , 2015; Fjørtoft, 2001; Lerstrup & van den Bosch, 2017) . In Scotland, the first OPP was licensed in 2008 by the Care Inspectorate, who are responsible for licensing programs. This marked the beginning of a movement to create high quality opportunities for children to explore the natural world, referred to as Outdoor Nurseries in Scotland. The purpose of the current case study was

FAQs

What policy goal did the Scottish government set for early learning and care in 2016?

It increased free hours for 3- and 4-year-olds from 620 to 1,140 hours annually by 2020, aiming to support working parents and improve young children’s experiences.

What role did early adopters play in outdoor play policy development?

Outdoor play emphasis started as a bottom-up initiative, where a few early adopters served as model programs that helped build support.

Which licensing change was important for developing the outdoor play policy?

A licensing body shifted from a risk assessment to a combined risk/benefit approach, which was key in shaping the policy.

Oct 15, 2026

Uploaded by Danger Angel