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What can play look like?

So we created the I Spy Toolkit

with handy hints for families embarking on their play journey.

Click on each flashing icon to read our Sharing the Ambition top tips.

A huge thank you to Play Scotland for allowing us to signpost their resources!

Play types are different behaviours that we can see when children are playing.
Can you recognise any of the behaviours below in your child's own play?
Click on the picture to jump to a section or continue scrolling to discover each Play Type in turn...
We would absolutely love to include your photos & videos as examples of each Play Type - click the button below to get involved!

What do children gain through this type of play?

Emotional satisfaction, access to information, may reduce uncertainty and stress around novel or complex situations.

Some of the skills and dispositions developed:

Thinking, reasoning, problem-solving, assessing risk, readiness to encounter new experiences, creativity, 'private speech', self-regulation.

What does it look like?

Physically exploring an environment - going higher, further, jumping over, jumping on, swinging from, climbing.

Testing 'what happens if...?'
Manipulating objects or environment and assessing their properties

Exploring fire, puddles, earth, etc

Next Up: How can I play at home?

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What can play look like? So we created the I Spy Toolkit with handy hints for families embarking on their play journey. Click on each flashing icon to read our Sharing the Ambition top tips. A huge thank you to Play Scotland for allowing us to signpost their resources!

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"Play is children's work," says Gaynor. "It helps children discover the world around them and learn about it - it's so valuable."

Play can take many forms, from imaginative games to physical activities, to stacking blocks or even - as a newborn - kicking their legs playfully. There are so many different types of play that no child plays the same way as another.

As your child grows, their attention span and physical skills develop. Your child will get more creative and explore new games and ideas. They might play for longer periods of time or need more space to explore.

"It's so fascinating to watch your child's play develop."

"By following their interests, you'll be able to observe how the way they play changes every day, week or month as they learn new things and understand more about how the world works," says Gaynor.

Your child might love playing with you on some days but prefer to spend time alone on others. They might ask you for ideas or tell you about their games. And sometimes your child might want to play with other children - no adults allowed!

When children play, they engage their imagination, problem-solving skills, and creativity. Play helps them navigate social interactions, take turns, negotiate, and cooperate. They also learn about storytelling.

Active play is good for developing motor skills and hand-eye coordination, as well as improving fitness.

Below we've listed 6 different play styles young children exhibit as they grow and develop. "Once your child picks up the next style of play, they won't necessarily stop playing in the old ways," explains Gaynor. "Although there is usually a predominant style, they can pick and choose from all the different stages of play depending on their circumstances."

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How do children learn to play? 6 styles of play in early childhood

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Experts have identified a number of styles of play that children engage in, which are key parts of their development. The 6 stages of play are: unoccupied. playing alone. onlooker. parallel. associative. cooperative. In this article we give a bit more detail on each type of play.

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Play is all about having fun! Any activity, organized or unstructured, your child finds fun and enjoyable is considered play. But play is much more than just a fun activity for your child! As a child grows they go through different stages of play development.

While playing, children learn and develop important skills they will continue to use throughout their lifetime.

Problem solving, creativity, and willingness to take risks are just a few of the skills developed through play.
Is your child under 2 years old? Enter your baby's birthday to get weekly activities to help meet developmental milestones.
Children who use their imagination and 'play pretend' in safe environments are able to learn about their emotions, what interests them, and how to adapt to situations. When children play with each other, they are given the opportunity to learn how to interact with others and behave in various social situations. Learn more about your child's social-emotional development.

Be sure to give your child plenty of time and space to play. There are 6 stages of play during early childhood, all of which are important for your child's development. All of the stages of play involve exploring, being creative, and having fun. This list explains how children's play changes by age as they grow and develop social skills.

At this stage baby is just making a lot of movements with their arms, legs, hands, feet, etc. They are learning about and discovering how their body moves.

Solitary Play (Birth-2 Years)

This is the stage when a child plays alone. They are not interested in playing with others quite yet.

Spectator/Onlooker Behavior (2 Years)

During this stage a child begins to watch other children playing but does not play with them.

Parallel Play (2+ Years)

When a child plays alongside or near others but does not play with them this stage is referred to as parallel play.

When a child starts to interact with others during play, but there is not a large amount of interaction at this stage. A child might be doing an activity related to the kids around him, but might not actually be interacting with another child. For example, kids might all be playing on the same piece of playground equipment but all doing different things like climbing, swinging, etc.

When a child plays together with others and has interest in both the activity and other children involved in playing they are participating in cooperative play.

Watch to see what the six stages of play can look like:

As your child starts playing with family members and friends, make sure to teach them about sharing and winning and losing.

Play starts when we are babies, but it does not stop there! Including play in your child's daily routine and giving them time to play is important for their development at every age. These stages are general guidelines for what to expect of your child's play skills, but remember every child is different and if you have concerns bring them up with your healthcare provider.

Your child makes a lot of changes as they grow. Learn more about how play can change as your little one does.

Check out what else to expect from your baby. Follow their milestones here!

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The 6 Stages of How Kids Learn to Play | Play Development

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Playtime is More Than a Fun Activity, It's a Learning Experience! Learn About the 6 Stages in Play Development That Build Your Child's Social Skills!

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The 6 Stages of Play And How to Facilitate Each Stage For Healthy Development

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The 6 stages of play are a crucial part of healthy child development. Here’s what each stage looks like and how to facilitate each one.

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Learning through Play with Tina Bruce - Educa

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A summary of the origins and thinking behind learning through play, based on the theories of Professor Tina Bruce.

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A series of articles from leading practitioners around the world exploring ideas about children's play.

Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.

Learning and experimenting through play is at the heart of Froebelian practice.

Pioneering educator, Friedrich Froebel (1782 - 1852) recognised the importance of play when he opened the first kindergarten in 1836 for children under the age of 7.

Froebel believed that play is the principle means of learning in early childhood.

In play children construct their understanding of the world through direct experience with it.

Try our podcast

Created for educators and early years leaders interested in finding out what a Froebelian approach to early education is all about.

The Froebel Trust champions children's play. Play helps children to see how they connect with nature and the world around them.

Chief Executive Officer, Froebel Trust

Froebel advocated freedom with guidance and his ideas about learning through nature and the importance of play are well known throughout the world.

The right to play is enshrined in the UN Convention on the Rights of the Child and the importance of ensuring children have opportunities and spaces to play, where they feel safe and can enjoy themselves without adult direction, is now widely accepted.

Despite its many benefits, statistics show that the amount of time children get to play has been declining for decades. Tightly structured family and school schedules, more parents working outside the home, fewer safe places to play, and rising media use and screen time are among the reasons.

With this general decline in freedom for young children, Froebel's teachings on nature, unity, connectiveness and risk taking seem to be more pertinent than ever, and many parents, carers and practitioners are looking at his principles to guide their practice and responses to young children.

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A series of articles from leading practitioners around the world exploring ideas about children's play. Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.

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Children's physical development involves them engaging in play which they find challenging, risky...

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This article has been written by early years consultant, Anne Rodgers, from ATR Consultancy. Anne has 36 years' experience of working in the childcare and education sector. This includes training practitioners, managing numerous settings over the years and writing articles for Early Years Educator and the CACHE Alumni website.

Why is risky play such an important part of childhood? It is important that children are kept safe from potential harm and hazards at all times. However, they also need to explore and take risks.

Risky play allows children to challenge themselves on many levels:

Physically - by climbing a little higher, running a little faster or jumping a little further

Emotionally - feeling out of control or overcoming fear

Mentally - learning how to get out of trouble, learning your own boundaries and that of the environment around them

Read below to find our more about risky play in the early years!

How to support risky play in the early years

Children need opportunities to problem solve and experiment with taking risks to challenge themselves physically and mentally. They need time to practice new skills and develop their bodies. Children need and instinctively want to be able to take risks to test their abilities and strengths. However, children do need the support to take these risks as part of their learning and development.

When creating a safe environment for children, practitioners must consider their legal duty to identify and reduce or eliminate risk. But should also take into account those risks which are acceptable too. The risk of falling off larger play equipment is quite high. However, the risk of harm is minimised by ensuring that there is adequate supervision, correct positioning of the equipment (away from windows, or walls), crash mats, no overcrowding and particular " rules " set by adults in accordance with individual children's level of understanding. The benefits will include children being able to expand their skills, as they climb higher, reach further, or balance for longer. But also experience the consequence of taking risks beyond their current ability.

Indoor Play

When developing a setting, it is important for it to be a safe and secure place where children learn to play and gain independence skills required before they attend school. This environment should be rich in opportunities for children to learn, explore and make sense of the world around them.

Activities should be age and stage appropriate and the areas of learning clearly defined. Staff should be knowledgeable about what it is that children enjoy. As a result, they can plan for play experiences which will help children to learn and develop. Children need supervision from staff at all times, but it is important that they know when to step in and when to sit back and let the child solve issues by themselves.

Indoor play Equipment

Procedures must be in place to safeguard children at all times. This includes children being guided in how to use equipment safely and how to behave well within the setting. For example, children should not run around whilst handling scissors or sharp tools. Instead they can use them with care at the designated place set aside for them in an appropriate way.

Care should also be taken when cooking in case of allergies and intolerance's. Child safety knives can be bought which allows children to cut fruit and vegetables whilst remaining safe. Allowing children to use appropriate utensils properly helps to further reduce any risk in this activity.

Toys and equipment need to be age and stage appropriate that offer challenges to the child. For example, younger children often like to play with toys that are meant for older children. But these may pose choking risks if they put them in their mouths. Check all toys are suitable for the needs of the children using them and remove any unsafe or broken toys.

Outdoor Play

Outdoor play is fundamental for children's health and well-being. Practitioners need to plan effectively for children's next steps in their learning across all 7 areas of the EYFS curriculum. Each setting is unique and may have small outside areas or large outdoor areas, grassy areas or tarmac. Careful planning will help make the most of the type of space you have. Allow children opportunities to take risks by having assault courses for them to negotiate suitable equipment to enable independence in play and space to explore and discover.

Some settings have areas for growing plants and flowers and if they are lucky, an area set aside for an allotment to grow fruits and vegetables. Staff need to be aware of poisonous plants, allergies and what is good to grow at particular times of the year. Children can use gardening equipment that is suitable for their age and stage of development. Children should be taught not to pick plants unsupervised as they may be poisonous or harmful to them.

Looking for outdoor play inspiration? Have a read of our blog which goes covers 7 outdoor loose parts play ideas and their benefits!

The role of the adult

Adults need to support and encourage all children to enable them to gain in confidence and try new things. They need to be available to explore with them, talk, listen and respond to their questions. Children need to be supervised at all times indoors and outdoors, yet allowed freedom to take risks and manage their own play.

Planning for the curriculum and next steps in development will help adults to know what it is that children need to learn next. Adults need to observe how play is being managed and change areas if necessary to meet the needs and interest of the children. It is important that children have plenty of time outdoors every day and essential that the adults share in the child's curiosities and delights. The adult needs to be tuned in to the children and their interests and teach children how to care for the resources by modelling how to tidy up. They also need to ensure that they show children a variety of ways in which to use equipment and the space they are in whether that is indoors or outside. The best resource that the children have is the practitioner who plans experiences and activities for them.

Adults also need to:

Risk assess the areas used daily

Ensure health and safety procedures and policies are being followed

Make sure all children are safe and protected in all weathers

Ensure equipment is safe and age and stage appropriate

Join in when invited into children play

Be enthusiastic about being outside

Plan fun and exciting play experiences

Make sure all children are included and can take part

Develop activities to the needs of the child and their next steps

Reflect on what works and what does not work and why

By being actively involved in the children's outdoor experiences, adults have a chance to ensure the children in their care have happy, worthwhile and meaningful experiences, which will enhance their developing skills whilst having fun together. Supervision of children is key for ensuring safety, but balance this with allowing for opportunities to explore and discover independently with materials that you provide.

Links to the EYFS

EYFS (2012) Development Matters: Characteristics of Effective Learning -

Support for children to take risks and explore... Encourage children to try new activities and to judge risks for themselves... Always respect children's efforts and ideas, so they feel safe to take a risk with a new idea.

PSED - Be aware of and alert to possible dangers, while recognising the importance of encouraging young children's sense of exploration and risk taking.

Physical Development - Ensure children's safety, while not unduly inhibiting their risk-taking.

Final thoughts

Risk allows children to push themselves to the limits of their capabilities and allows them space to progress. It also allows children to feel in control of their actions, learning and play; they learn boundaries in a safe, secure environment where they can be supported directly or indirectly by practitioners.

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Risky Play In The Early Years: Promoting Safe Exploration | EYR

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Explore the significance of risky play in the early years. Dive into the balance of challenge, safety and holistic child development.

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Nature Play WA How to Stop Saying “Be Careful” and What to Say Instead

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Sometimes it’s said with a sense of warning, other times it’s almost a threat, but invariably it falls on deaf ears. Why? Because although we as parents can see (or foresee) the problem/risk/danger we want our children to avoid, it’s very rare that they can.

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Play types can simply be described as the different behaviours that adults can…

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Convention on the Rights of the Child: The children's version

1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults should do what is best for children. Governments should make sure children are protected and looked after by their parents, or by other people when this is needed. Governments should make sure that people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they learn to use their rights in the best way. The more children grow, the less guidance they will need.

6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belong to a country). Whenever possible, children should know their parents and be looked after by them.

8. Identity

Children have the right to their own identity - an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after - for example, if a parent hurts or does not take care of a child. Children whose parents don't live together should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents travel so that they can stay in contact and be together.

11. Protection from kidnapping

Governments must stop children being taken out of the country when this is against the law - for example, being kidnapped by someone or held abroad by a parent when the other parent does not agree.

12. Respect for children's views

Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously.

13. Sharing thoughts freely

Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people.

14. Freedom of thought and religion

Children can choose their own thoughts, opinions and religion, but this should not stop other people from enjoying their rights. Parents can guide children so that as they grow up, they learn to properly use this right.

15. Setting up or joining groups

Children can join or set up groups or organisations, and they can meet with others, as long as this does not harm other people.

16. Protection of privacy

Every child has the right to privacy. The law must protect children's privacy, family, home, communications and reputation (or good name) from any attack.

17. Access to information

Children have the right to get information from the Internet, radio, television, newspapers, books and other sources. Adults should make sure the information they are getting is not harmful. Governments should encourage the media to share information from lots of different sources, in languages that all children can understand.

18. Responsibility of parents

Parents are the main people responsible for bringing up a child. When the child does not have any parents, another adult will have this responsibility and they are called a "guardian". Parents and guardians should always consider what is best for that child. Governments should help them. Where a child has both parents, both of them should be responsible for bringing up the child.

19. Protection from violence

Governments must protect children from violence, abuse and being neglected by anyone who looks after them.

20. Children without families

Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child's religion, culture, language and other aspects of their life.

21. Children who are adopted

When children are adopted, the most important thing is to do what is best for them. If a child cannot be properly looked after in their own country - for example by living with another family - then they might be adopted in another country.

22. Refugee children

Children who move from their home country to another country as refugees (because it was not safe for them to stay there) should get help and protection and have the same rights as children born in that country.

23. Children with disabilities

Every child with a disability should enjoy the best possible life in society. Governments should remove all obstacles for children with disabilities to become independent and to participate actively in the community.

24. Health, water, food, environment

Children have the right to the best health care possible, clean water to drink, healthy food and a clean and safe environment to live in. All adults and children should have information about how to stay safe and healthy.

25. Review of a child's placement

Every child who has been placed somewhere away from home - for their care, protection or health - should have their situation checked regularly to see if everything is going well and if this is still the best place for the child to be.

26. Social and economic help

Governments should provide money or other support to help children from poor families.

27. Food, clothing, a safe home

Children have the right to food, clothing and a safe place to live so they can develop in the best possible way. The government should help families and children who cannot afford this.

28. Access to education

Every child has the right to an education. Primary education should be free. Secondary and higher education should be available to every child. Children should be encouraged to go to school to the highest level possible. Discipline in schools should respect children's rights and never use violence.

29. Aims of education

Children's education should help them fully develop their personalities, talents and abilities. It should teach them to understand their own rights, and to respect other people's rights, cultures and differences. It should help them to live peacefully and protect the environment.

30. Minority culture, language and religion

Children have the right to use their own language, culture and religion - even if these are not shared by most people in the country where they live.

31. Rest, play, culture, arts

Every child has the right to rest, relax, play and to take part in cultural and creative activities.

32. Protection from harmful work

Children have the right to be protected from doing work that is dangerous or bad for their education, health or development. If children work, they have the right to be safe and paid fairly.

33. Protection from harmful drugs

Governments must protect children from taking, making, carrying or selling harmful drugs.

34. Protection from sexual abuse

The government should protect children from sexual exploitation (being taken advantage of) and sexual abuse, including by people forcing children to have sex for money, or making sexual pictures or films of them.

35. Prevention of sale and trafficking

Governments must make sure that children are not kidnapped or sold, or taken to other countries or places to be exploited (taken advantage of).

36. Protection from exploitation

Children have the right to be protected from all other kinds of exploitation (being taken advantage of), even if these are not specifically mentioned in this Convention.

37. Children in detention

Children who are accused of breaking the law should not be killed, tortured, treated cruelly, put in prison forever, or put in prison with adults. Prison should always be the last choice and only for the shortest possible time. Children in prison should have legal help and be able to stay in contact with their family.

38. Protection in war

Children have the right to be protected during war. No child under 15 can join the army or take part in war.

39. Recovery and reintegration

Children have the right to get help if they have been hurt, neglected, treated badly or affected by war, so they can get back their health and dignity.

40. Children who break the law

Children accused of breaking the law have the right to legal help and fair treatment. There should be lots of solutions to help these children become good members of their communities. Prison should only be the last choice.

41. Best law for children applies

If the laws of a country protect children's rights better than this Convention, then those laws should be used.

42. Everyone must know children's rights

Governments should actively tell children and adults about this Convention so that everyone knows about children's rights.

43 to 54. How the Convention works

These articles explain how governments, the United Nations - including the Committee on the Rights of the Child and UNICEF - and other organisations work to make sure all children enjoy all their rights.

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The Convention on the Rights of the Child: The children's version

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Read and download the child-friendly version of the Convention on the Rights of the Child

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We are all equally entitled to our human rights without discrimination

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The Wellcome Collection in London recently held an exhibition titled "Play Well". In coordination with Michael Rosen's Book of Play, the exhibition pushed its audience to consider the importance of play for children's health.
The visitors were able to learn about German pedagogue Friedrich Fröbel's kindergarten movement which put play at its center, the Reggio Emilia Approach which united learning and play, amongst photographs of children playing, both in the streets and designated playground areas. In these depictions, visitors learnt about the physical and psychological benefits of play for the child's development.

In the 1960s, psychologist Jean Piaget also emphasized on the importance of play in his works concerning the theory of play. He viewed play as central to the child's learning environment. (Piaget) The importance of play is indeed not a recent phenomenon: it has been widely recognized by child-development experts for some time.

In 1989, UNICEF also recognized play's significance. The UN Convention on the Rights of the Child's Article 31 states the following:

"States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity."
(UNICEF)

Children have a right to play. It is crucial to their development.

Under some circumstances, however, children are unable to play safely. To that end, UNICEF has created safe places for children to play in war zones and refugee camps. With footballs, skipping ropes, and building blocks, UNICEF has created play centers for children in Syria, Bangladesh, Lake Chad, and Iraq. (UNICEF)

Non-governmental organizations have also participated in the mission of facilitating play for children across the world. Namely, the Canadian organization Right to Play works in African, Asian and Middle Eastern countries by providing games both inside and outside the classroom. Their work focuses on four types of play: games, sport, creative play, and free play. Through these initiatives, they help develop creativity and self-expression in children. (Right to Play)

Similarly, the International Play Association (IPA), founded in 1961, works to protect child's play as a core human right. In November 1977, they produced a Declaration on the Child's Rights to Play, which stood in accordance with UNCRC's Article 31. Working across 50 countries, IPA initiates: seminars, conferences, study tours, research, publications, playground design, playwork training and the organization of play programs and Play Days.

Through these activities, they express their concerns on issues such as: society's indifference to the importance of play, over-emphasis on theoretical and academic studies in schools, and constant exposure of children to war, violence, exploitation and destruction. (International Play Association) By bringing light to these efforts, we can reconsider the ways in which we act on children's rights across the world.

At Humanium, we put the child at the center of our work. With somatic life coaches, psychologists, leadership graduates and therapists, we hope to empower the child. Through our projects improving malnutrition, education, child labor and living conditions, we focus on the child's health, which includes play. In Istanbul, Turkey, we built a library in a refugee shelter for unaccompanied minors, providing books, and DVDs. These resources enable children to have enriching intellectual and cultural pastimes. In many ways, this play is crucial for a child's health.

Discussions on the efforts of NGOs and UNICEF to provide play areas for children help us to establish the importance of play for children throughout the world as a society. In the future, the IPA plans to hold its Triennial World Conference in November 2020 in Jaipur, India. Conferences like these remind us of the work which is still to be done to make children's right to play a reality. But we are hopeful that we are on the right path!
With these considerations in mind, at Humanium we can bring Article 31 to life! Written by Leah Benque
Sources

International Play Association. (n.d.), "IPA: 21st World Conference Jaipur 2020," IPA.
International Play Association. (n.d.), "The Child's Right to Play," IPA.
Piaget, Jean, The Language and Thought of the Child (Paris, 1959).

Right to Play. (n.d.), "About Us," Right to Play.
SURIYAARACHCHI, RASHINI. (2017, December 15), "Where do children play in a war zone?" UNICEF. UNICEF. (n.d.), "HOW WE PROTECT CHILDREN'S RIGHTS WITH THE UN CONVENTION ON THE RIGHTS OF THE CHILD," UNICEF UK.

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Article 31: The necessity of play in children's lives - Humanium

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The Wellcome Collection in London recently held an exhibition titled "Play Well". In coordination with Michael Rosen's Book of Play, the exhibition pushed its audience to consider the importance of play for children's health.

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Diane Ackerman, poet Lev Vygotsky

Ambition for Scotland

The ambition in the Play Strategy for Scotland is for all children and young people to enjoy high quality play opportunities, particularly outdoor free play in stimulating spaces with access to nature, on a daily basis in early learning and childcare, nursery and school.

Play contributes to all aspects of learning

The General Comment 17 outlines research evidence demonstrating that playing is also central to children's spontaneous drive for development, and that it performs a significant role in the development of the brain, particularly in the early years. Play and recreation facilitate children's capacities to negotiate, regain emotional balance, resolve conflicts and make decisions. Through their involvement in play and recreation, children learn by doing; they explore and experience the world around them; experiment with new ideas, roles and experiences and in so doing, learn to understand and construct their social position within the world. (UNCRC)

Playing outside is fundamental

All children and young people have the right to play and the right to learn as enshrined in the UN Convention on the Rights of Children. Playing outdoors enhances learning and is fundamental for children and young people to thrive in health, wellbeing and development. It is our shared responsibility to support and enable all of Scotland's children and young people to access our diverse greenspaces and natural landscapes and to empower them to enjoy these spaces for the purposes of playing and learning. We commit to working together to meet these responsibilities.
(Scotland's Outdoor Play & Learning Coalition Position Statement)

Example of good practice

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Outdoor Play and Learning: guidance for creating outdoor play experiences in early learning and childcare - Play Scotland

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Ambition for Scotland The ambition in the Play Strategy for Scotland is for...

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Section 01: Forewords
Ministerial Foreword
The Scottish Government knows the importance of the early years of life for a child's development. That is why we have committed to expanding entitlement to funded early learning and childcare to 1140 hours/year by August 2020.

This expansion is rooted in delivering a high quality experience for our children and both our indoor and outdoor environments are key to that. We know the benefits outdoor play and learning can bring for young children in terms of their health and wellbeing, and physical and cognitive development. An important part of this is ensuring that our children have the daily, active outdoor play experience that we know is fundamental.

We recognise that one of the barriers to increased outdoor learning and play is a perceived difficulty in setting up or accessing an outdoor space. Within the Expansion of Early Learning and Childcare in Scotland: Quality Action Plan we committed to help remove this barrier by producing this guide which supplies practical advice and support for Early Learning and Childcare settings and practitioners as well as the wider childcare sector.

This guide builds on a number of resources which promote outdoor learning within the education and childcare sectors. In 2016, the Care Inspectorate published the guidance My World Outdoors, which encourages further development of high quality outdoor play, and in 2017 Space to Grow was published as guidance for the Early Learning and Childcare 2020 expansion. This How to Guide complements these publications and also provides the important step-by-step, practical advice that we know will promote more use of the outdoors. As well as nursery settings, the guide is designed to be used by childminders, schools and out of school care settings who are looking to utilise local greenspace to enhance children's learning.

I would like to thank the Care Inspectorate and Inspiring Scotland for their work this year in shaping this guide. I commend its publication as an important step towards increased outdoor play and learning as part of the expansion of early learning and childcare by 2020 and beyond. I'm in no doubt of the impact this will have on nurseries, schools, after school and holiday clubs looking for guidance on how to utilise their local greenspace, whether that's in rural settings or right in the heart of our cities. I hope it assists in making it easier to get children outdoors, and to ensure that we create safe, nurturing and inspiring outdoor learning experiences which will no doubt help foster a true love of the outdoors in our young people that stays with them for a lifetime.

Maree Todd
Minister for Children and Young People
Chief Executive Foreword - Inspiring Scotland
Playing and learning outdoors is life-enhancing. Jumping in puddles, playing hopscotch in the street, exploring your local wood and throwing snowballs with friends is not just the stuff of fond childhood memories. It is how children grow, learn and discover.

Playing outdoors is good for children's health and wellbeing, it develops their social skills and it helps with cognitive development, preparing them for a lifetime of learning. Research from around the world shows the huge benefits of playing outdoors. At Inspiring Scotland, we want all Scotland's children to have the best possible start in life. And we passionately believe that having fun outdoors from an early age is the best way we can help our children to thrive.

Embedding outdoor play into the fabric of young people's lives will require us all to work together. Nurseries, schools, councils, community groups and families all have a role to play in supporting our children to get outside but we recognise that many people don't know where to start.

In producing this how-to-guide, we hope to equip you with the skills and knowledge that you need to make playing and learning outdoors an everyday experience for our children.

I would like to thank Scottish Government for their consistent and passionate support for outdoor play and learning, and to acknowledge their commitment to making Scotland the best place to grow up.

And I would like to thank Care Inspectorate and many other partners for producing this guide alongside us and their commitment to increasing outdoor play and learning. We believe this will be an invaluable publication that can support us all to do the best for our children, and to reengage us all with our beautiful environment, making Scotland an even more wonderful place to live for generations to come.

Celia Tennant
Chief Executive - Inspiring Scotland
Chief Executive Foreword - Care Inspectorate
This new guide is a result of partnership working between the Care Inspectorate and Inspiring Scotland.

The resource is important as it helps support the Scottish Government's A Blueprint for 2020: the Expansion of Early Learning and Childcare in Scotland. In particular, this resource links to the Quality Action Plan (action 10), namely to, '...promote greater use of outdoor learning and physical activity by producing a 'how-to-guide on finding access to suitable outdoor areas and making the most of the opportunities that these offer to promote children's development.'

It provides practical advice on how to access local outdoor spaces and how outdoor nursery experiences can be developed, and takes into account Scotland's new Health and Social Care Standards.

The expansion of early learning and childcare in Scotland brings challenge and opportunity. There are exciting new opportunities to invest in and transform the way in which early learning and childcare is shaped and delivered. As part of this, we also have an important and timely opportunity to ensure that all children are offered high quality experiences as part of their provision.

We all know the benefits of outdoor learning, exercise and play for children. Playing, learning and having fun outdoors helps to improve wellbeing and resilience, as well as physical and mental health and also provides children with the opportunity to develop a life-long appreciation of the natural world. A growing body of research also shows a positive impact on educational attainment. The expansion of funded early learning and childcare provides an opportunity to define the type of experience we offer children during their early years.

I am pleased the Care Inspectorate and Inspiring Scotland have been able to support the development of this guide to setting up outdoor play-based childcare provision. It has been a welcome opportunity to support Inspiring Scotland's work with a number of local authorities, and their progress to deliver outdoor natural learning opportunities that will increase capacity in line with expansion, as well as to support quality outcomes. The benefits of outdoor play are highlighted and celebrated in the popular My World Outdoors resource and the Space to Grow publication. I hope you will find this 'how to' guide to be an equally practical and helpful resource.

Peter Macleod
Chief Executive - Care Inspectorate

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Out to Play - creating outdoor play experiences for children: practical guidance

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Scottish Government guidance and advice for early learning and childcare settings and practitioners on how to access outdoor spaces to create safe, nurturing and inspiring outdoor learning experiences.

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Play is a life-enhancing experience

Boosting physical activity and promoting happiness and wellbeing, outdoor play is vital for children's health and wellbeing. That's why we're leading on the delivery and development of outdoor play opportunities in communities, nurseries and schools across Scotland.

We want every child in Scotland to be happy, healthy, resilient, and have the best possible start in life. We want them to be able to form friendships, learn new skills and have fun.

We support communities, charities, schools, outdoor organisations and public bodies to collaborate, innovate and develop in outdoor play and learning, sharing best practice and feeding into research to promote better understanding of the importance of outdoor play.

We are committed to use our experience to empower and equip families, childcare professionals and educators with the confidence, enthusiasm and skills to encourage and support our children and young people to play and learn outdoors.

Outdoor play is a life-enhancing experience and we want all of Scotland's children to thrive outdoors.

We have a wealth of resources available for you to download and use, so that you can join in with our mission to get all of Scotland's children outdoors!

Get in touch if you would like to discuss how we can help you.

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Boosting physical activity and promoting happiness and wellbeing, outdoor play is vital for children's health and wellbeing. That's why we're leading on the delivery and development of outdoor play opportunities in communities, nurseries and schools across Scotland. We want every child in Scotland to be happy, healthy, resilient, and have the best possible start in life.

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Being me through block play - a professional learning resource

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Edinburgh University's Froebel in Early Childhood Practice Associate Tutor Catriona Gill talks us through the significance of block play in children's early learning and development - and how we can best support it in practice.

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Learning through Play in Pre-School and Foundation Stage_0

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Mildred Parten Newhall 6 Stages of Play PDF Download

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Lev Vygotsky's Sociocultural Theory of Cognitive Development - and the Zone of Proximal Development

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Maria Montessori and the Montessori Method

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Erik Erikson and the Theory of Psychosocial Development

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Loris Malaguzzi and the Reggio Emilia Approach

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Carlina Rinaldi- The Hundred Languages of Children

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Gardner Multiple Intelligences PDF Download

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Albert Bandura on Social Learning Theory

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Maslow's Hierarchy of Needs PDF Download