Scotland Embarks on a National Outdoor Play Initiative: Educator Perspectives

Abstract

Research Findings. The Scottish government is in the process of transforming their early childhood learning and care landscape by doubling the number of free hours of childcare for families and by requiring that all children in care spend a significant portion of each day outdoors. Thus, the government is promoting outdoor play programs. We surveyed 45 educators working in 16 outdoor programs and 16 nursery programs in Scotland as this transition was taking place. The survey focused on the benefits, barriers, risks, and challenges regarding implementation of this new social policy and educators' views on an ideal outdoor play program. Research Findings and Policy revealed that educators working in outdoor play programs were more confident in supporting outdoor play, reported more benefits, risks, and challenges for both children and educators, and highlighted more barriers to implementing the new policy. Educators in both programs held similar views about early learning and care programs reflecting Ministry play-based curriculum guidelines for children's learning, development, and the role of educators. Only outdoor play program educators raised issues regarding risk benefit analysis of outdoor play. Our findings highlight the importance of considering the views of educators regarding government policy decisions and its potential success of implementation. In 2016, the Scottish government introduced a new policy to double the number of hours of free Early Learning and Care (ELC) services offered to parents from 620 to 1140 hours annually by 2020 (A Blueprint for 2020, 2017). Given national concerns about children's physical and mental health (e.g., obesity, screen time, educational and employment attainment gap), this new policy included an increased emphasis on early learning and outdoor play (see Perlman et al., in press for an analysis of this new policy). Specifically, the new policy on free ELC included an emphasis on expanding the number of outdoor play programs (OPPs) in both urban and rural settings. ELC services are designed to provide support for working parents while enhancing the early learning and development of young children as outlined in the mandated national educational guide for children ages 3-18 (Curriculum for Excellence, 2008). A related government document, the Curriculum for Excellence Through Outdoor Play (Learning and Teaching Scotland, Scottish Government, 2010) articulates the national vision for outdoor learning in natural rural and urban environments and school grounds. The Scottish emphasis on outdoor play was initiated as a grass roots movement by early adopters of OPPs located in natural environments (e.g., woodlands, fields, beaches, parks). More recently, the Scottish government adopted a new policy of expanding ELC services that includes licensing more OPPs. The top-down Scottish government approach indicates that it was influenced by the bottom-up grass root movement (Passy et al., 2019). Evidence demonstrates that attending OPPs is beneficial for

Early Childhood Educators as COVID Warriors: Adaptations and Responsiveness to the Pandemic Across Five Countries

“…Changing new rules-taking indoor to outdoor in Australian and Norwegian context while incorporating outdoor to indoor in Singapore. For Australia, bringing indoor to outdoors is a contrast to the pre-pandemic early years pedagogical context (Howe et al, 2020 ). In relation to the physical environment, reduction of play materials to reduce contact with common play materials were observed across the preschools in Singapore, Australia and Norway.…”

“…Teachers can create effective outdoor learning opportunities for children by providing them time, space, a range of learning materials and experiences (Blanchet-Cohen & Elliot, 2011 ; White, 2011 ). Outdoor play in early years has a long-standing tradition in European and Scandinavian countries and has become part of regular programs in many other countries, including Australia, the UK, New Zealand and Canada (Howe, Perlman, Bergeron and Burn, 2020 ). Studies from Norway and Scotland (Sandseter & Sando, 2016 ; Howe et al, 2020 ) reported that despite the risks and challenges in the outdoor environment, both countries place a higher emphasis on outdoor play for offering a rich learning environment.…”

“…Outdoor play in early years has a long-standing tradition in European and Scandinavian countries and has become part of regular programs in many other countries, including Australia, the UK, New Zealand and Canada (Howe, Perlman, Bergeron and Burn, 2020 ). Studies from Norway and Scotland (Sandseter & Sando, 2016 ; Howe et al, 2020 ) reported that despite the risks and challenges in the outdoor environment, both countries place a higher emphasis on outdoor play for offering a rich learning environment. In contrast, Australian educators perceive a less positive attitude for outdoor play activities due to weather conditions.…”

“…In contrast, Australian educators perceive a less positive attitude for outdoor play activities due to weather conditions. Scottish educators believe outdoor play activities enhance resilience, reduce stress, cater for children’s well-being, help children develop confidence and build relationships with nature and each other (Howe et al, 2020 ).…”

Evaluating Outdoor Nature-Based Early Learning and Childcare Provision for Children Aged 3 Years: Protocol of a Feasibility and Pilot Quasi-Experimental Design

“…By challenging themselves during play, children can manage uncertainties while avoiding excessive risk taking, helping them to develop the skills required to support their increasing autonomy and independence [ 27 ]. Nonetheless, although risky play is supported within the Scottish Government’s resources ( My World Outdoors [ 28 ]), support of this type of play behaviour, and others, varies based on practitioners’ beliefs and understanding of outdoor nature-based play and learning provision [ 29 ]. The authors are not aware of any attempt in the literature to explore play behaviours and risk-taking opportunities among children attending urban ELC settings in Scotland.…”