Dr. Michal Perlman - Scottish government policy for child care

Journal article

Perlman M., Howe. N., C. Bergeron
Canadian Journal of Environmental Education, vol. 23(2), 2020, pp. 44-46

Cite

APA Click to copy
Perlman, M., Howe., N., & Bergeron, C. (2020). Scottish government policy for child care expansion and implications for outdoor play and learning programs. Canadian Journal of Environmental Education, 23(2), 44–46.

Chicago/Turabian Click to copy
Perlman, M., N. Howe., and C. Bergeron. “Scottish Government Policy for Child Care Expansion and Implications for Outdoor Play and Learning Programs.” Canadian Journal of Environmental Education 23, no. 2 (2020): 44–46.

MLA Click to copy
Perlman, M., et al. “Scottish Government Policy for Child Care Expansion and Implications for Outdoor Play and Learning Programs.” Canadian Journal of Environmental Education, vol. 23, no. 2, 2020, pp. 44–46.

BibTeX Click to copy

@article{perlman2020a,
  title = {Scottish government policy for child care expansion and implications for outdoor play and learning programs},
  year = {2020},
  issue = {2},
  journal = {Canadian Journal of Environmental Education},
  pages = {44-46},
  volume = {23},
  author = {Perlman, M. and Howe., N. and Bergeron, C.}
}

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.