Play: vision statement and action plan 2025 to 2030

Vision Statement for Play in Scotland 2025-2030

Our vision for Scotland is that play is welcomed, celebrated and nurtured. That every child is able to play across all stages and aspects of their life to support their social development, resilience, language and communication development, health, physical and mental wellbeing.

This Vision Statement and Action Plan reaffirms the recognition of the importance of play from the earliest stage of a child’s life through to independent adolescence and a commitment to aiding children’s development through all types of play. It aims to deliver collaborative actions that will support nurturing and encouraging play opportunities for all children in Scotland.

The importance of play

"It’s what makes children fun." - Girl, 8, Dunbar^[6]

"Playing is important because it builds friendship." - Girl, 7, Glasgow^[7]

"It gives you more energy." - Boy, 10, Dunbar^[8]

Play is a vitally important part of childhood. It can be exhilarating, it can be exhausting. It can be joyful, it can be challenging. It can help us adapt to new places or situations, express ourselves to other people, and make friends. Play can support physical health, mental wellbeing and social, cognitive, emotional and spiritual development.

Play can be a release from daily pressure – while play will not solve such issues like child poverty it can help mitigate the worst effects of it and allow children time to enjoy being children.

Above all else, play is important for the joy and happiness it brings to us all. Play is for everyone. We play to make friends, to learn, to communicate, and to make sense of the world around us. Play can keep you active, fit and healthy. When life gets overwhelming, play can help us feel better. We do not need to learn to play, but we can forget how to do it and may need reminding. Anyone can play, and everyone should. In Scotland, we want everyone to appreciate that playing is living at its most rewarding.

For some children, experiencing the joy of play comes more easily than for others. Sometimes relationships can affect play, either through the support and encouragement from parents and other adults, or with other children and how easily they adapt to social situations. Sometimes opportunities are limited due to factors out with their control, such as location, cost, or accessing play that is suitable for their own stage of development. Play does not need to come with a cost attached; appreciating the opportunities available at home and in local communities can allow children to see their surroundings with fresh eyes. Play itself remains enjoyable but accessing it can be difficult and frustrating.

The World Health Organisation (WHO) Nurturing Care Framework^[9] identifies opportunities for age-appropriate play as a key component to ensuring every child is able to develop to their full potential and no child is left behind. Of the five components identified in the framework, the WHO include play under opportunities for early learning and recognise that play interventions have a positive impact on children’s cognitive and social development, and to their preparation for formal schooling.

Play is particularly important in early child development when the brain and metabolic and immune systems develop the fastest, supporting emotional regulation and laying the foundations for a healthy life. From pre-birth to three, play and stimulation is one of four key factors, alongside nutrition, sensitive-response care giving and the avoidance of harm, that can shape a person’s whole life. Nurturing and responsive adult interaction and play from pre-birth to three provides a strong foundation for healthy development and trusting relationships. We are integrating the work of embedding play into key stages of children’s lives into our Early Child Development Transformational Change Programme^[10] which will bring together all of the policies and programmes that influence, impact and improve the lives of all our children with a goal of reducing the proportion of children reported with developmental concerns by 2030.

As well as supporting playful connections and promoting attachment during pregnancy, the preconception period is where the scene can be set in planning for playful environments and interactions in the months and years to come. In most cases, children’s first environment for play is their home. Their family and those closest to them are instrumental in providing an environment where children can develop and flourish through play.

Play is one of the most important ways in which young children gain essential knowledge and skills… By choosing to play with the things they like to do, children actually develop skills in all areas of development: intellectual, social, emotional and physical.

UNICEF-Lego-Foundation-Learning-through-Play.pdf

Play is the basis of children’s social development. When children play with their peers, they develop their communication skills, learn how to express themselves, share, take turns, appreciate other opinions, and practice for taking part in the adult world. It provides a relaxed context for children to rehearse and expand language through role play, negotiation, problem solving and planning, and by engaging with a range of experiences that support vocabulary development. These playful interactions, whether it is active play, stories or songs, or any activity, help to grow that child’s vocabulary and boost their speech and language development.

As children enter educational settings, from early learning and childcare, to starting primary school, through to secondary education and beyond^[11], play offers vital support for their social, learning and physical wellbeing and affords children and young people time and space to explore their independence, build relationships and learn how to communicate.

There is a significant body of international research across a range of disciplines, indicative of the important relationship between play, learning and development^[12] for children in the early years (0 to 8) and beyond^[13]. It is clear that, play has a positive impact on children’s health and their physical and cognitive development, including speech and language, early literacy, mathematical and spatial skills, creativity, self-regulation and other social competences and behaviours^[14].

"It stops you getting stressed, if you are struggling with something in the class." - Girl, 11, Wester Ross^[15]

Play is not just for young children. There is no age limit for play and as children get older their play may look different. The freedom to choose their own actions and have time to themselves is just as important as they navigate the pressures and changes that teenage years may bring. Play can also look different across the country, in cities, towns, islands or countryside.

For children whose rights are most at risk – girls, disabled children, children with Additional Support Needs, care experienced children and children on the edge of care, young carers, children in hospital, children in temporary accommodation, asylum seeking children, minority ethnic children, children affected by poverty, and LGBT+ children – we want them all to feel they live in a country that minimises the barriers to their play, increases their opportunity to play, and has an open, supportive attitude and environment where they can play how they choose. In order to ensure that all children can play in ways that are enjoyable and beneficial to them, we need to recognise and celebrate different types of play and ensure that we meet the play needs of children with different developmental needs, neurotypes and children in different circumstances.

Making time to play together, creating dedicated play time, is not only beneficial to children but also benefits the physical and mental wellbeing of adults. Skills learned through play, such as problem solving, teamwork, critical thinking, creativity, assessing and managing risk, are essential tools for children as they grow and reach an independent adolescence and remain at the core of a healthy, thriving adult life.

Play is considered a critical component to survival as well as the experience of feeling whole and well [throughout life]^[16]

What are we doing?

The incorporation of the UNCRC into Scots law within the legislative competence of the Scottish Parliament ensures that all articles, including those most relevant to play such as articles 12, 15, 23 and 31, are considered not just in play policy, but across all national and local policies.^[17] Additionally, we are cognisant of the UN concluding observations to UK 2023^[18] set out in respect of play.

"Adults are boring – they don’t do much. When I’m out on my bike, he just walks with me – they should come out and play – be like a little kid." - Boy, 10, Edinburgh^[19]

"I love playing with my Granny and dressing up in all her clothes; we make the stairs our catwalk." - Girl, 9, Angus^[20]

Scotland has long recognised the importance of childhood in shaping a person’s life and that play, prioritising children’s independence of thought and decision-making is vital to their development. Most importantly, we place a great deal of value on allowing children to be children. Long before the incorporation of UNCRC, the Scottish Government has sought to follow the principles and aims of the articles in its laws and policies.

For example, in the case of place-based working the development of child friendly versions of the Place Standard tool supports children and young people to engage in the conversations about their places to influence their local environment on a wider scale,^[21] and helps to improve their ability to have their views heard on the shaping of their local places and community. And similarly, the national principles issued to local authorities for play park renewal, encourage children’s involvement in national and local decision making. By making this introduction to public engagement in play, children can engage with local developments and in the renewed play parks and see the results of their contributions.

Local planning decisions are just one example from across the national and local portfolios where we want children to feel empowered by play, that they can independently choose how to spend their free time, that they have a voice in the decisions being made that affect them. The Scottish Government published guidance on taking a children’s human rights approach^[22] to provide those involved in public service delivery in Scotland with an introduction to the UNCRC and support them to implement a children’s human rights approach and give effect to children’s rights in practice.

The recommendation for a refreshed strategy was one of the UN 2023 concluding observations, and it was also a conclusion of Play Scotland’s play strategy progress report. This progress report^[23], published in 2021, detailed the impact of the 2013 Play Strategy and the opportunities for further action. Play Scotland started their review in 2019 by engaging with the play sector and in March 2020 undertook consultation with over 340 children aged 0-18. The outcome of the progress report highlighted the growing body of evidence on the adverse impact of COVID-19 and the associated restrictions on children and young people’s wellbeing. In responding to the consultation an overarching comment was that children asked for a “return to play, more play and better play”.

Children agreed that the choice of parks & green spaces within walking distance was the best feature of their local community. - Group response representing 95 6 - to 11-year old children from a primary school in Larbert^[24]

"There is nowhere in my street that is safe to meet up with friends and play, my friends live 10/15 min walk from me, my mum won’t let me out by myself because the traffic is busy and it’s boring by myself if my friends aren’t with me." - Boy, 9, Glasgow[25]

Acting on the progress report and recommendations, we have created this Vision Statement and Action Plan by working collaboratively with public and third sector partners, building on the foundations of our 2013 Play strategy^[26], listening to the views of children, considering the latest research on the importance of play and adapting to the 2024 landscape in Scotland, the UK and the world.

We supported Early Years Scotland to deliver Stay, Play and Learn sessions.

Lisa, a 26-year-old single mother, was referred to Stay, Play and Learn sessions by her social worker. Facing financial difficulties and isolated from her family, Lisa felt overwhelmed caring for her three-year-old son, Tom, who showed delays in speech and social skills. With limited support and a lack of resources, Lisa struggled to find ways to support Tom’s development and often felt inadequate as a parent. Her own challenging upbringing left her uncertain about setting boundaries and creating a nurturing environment, leading to difficulties in managing Tom’s behaviour at home. Through Stay, Play and Learn, Lisa and Tom found a welcoming community. Lisa was provided with parenting strategies, nutrition guidance, and activities to support Tom’s speech and social skills. With time, Lisa grew more confident, learning to establish routines and engage Tom in play that encouraged his development. The sessions also connected her with other parents, reducing her sense of isolation and building her support network. As a result, Tom has shown significant progress in his communication and behaviour while Lisa feels empowered to support his growth.

“We love coming to our Stay, Play and Learn group every week, I’ve learned so much about helping Tom through the team and feel I can give him what he needs now.^[27]”

Supporting action through play to mitigate the impacts of poverty

We know that poverty and low income can be a barrier to accessing play for children as families may be unable to participate in paid for activities, afford equipment or clothing, or meet the costs of food or associated travel. Through the Child Poverty (Scotland) Act 2017, the Scottish Government set in statute ambitious targets to significantly reduce levels of child poverty in Scotland by 2030, with interim targets to be met in 2023-24.

It is estimated that Scottish Government policies will keep 100,000 children out of relative poverty in 2024-25^[28], with our policies putting more money into the pockets of low-income families, supporting children’s development, helping them to access essentials and to engage in play.

We have since published two Tackling Child Poverty Delivery Plans, with our second Plan, entitled Best Start, Bright Futures^[29], outlining wide ranging action to be taken across 2022-26 to reduce child poverty. We have already made considerable progress in supporting families, including by expanding free bus travel to all children and young people under the age of 22 – supporting children’s access to play opportunities across their communities; almost doubling funded early learning and childcare to 1,140 hours for all three and four year olds and eligible two year olds – supporting our youngest children with more opportunities to engage in play both indoors and outdoors; and expanding Free School Meals to all children in primary 4 and primary 5 – providing health and nutritious food to give children the energy to engage in play. In addition, we have significantly strengthened financial support to families through our social security system, with our Scottish Child Payment worth £26.70 per child, per week for eligible families as of April 2024.

A key action in Best Start Bright Futures is our commitment to invest £60 million in renewing play parks in Scotland over the lifetime of this Parliament, to ensure all children have access to quality play in their own community. Since 2021^[30] £35 million has been made available and a further £25 million committed in 2025-26. The funding is helping to accelerate local authority plans and make our parks welcoming, free and accessible spaces for children of all ages to enjoy.

In 2022, the Scottish Government provided local authorities with £10 million additional funding for the Summer Holiday Food and Childcare Programme^[31] designed to help provide opportunities to play, socialise, be active and be outdoors for children from low-income families. This built on the 2021 Get into Summer^[32] funding we provided to support families and aimed to mitigate the negative impact of Covid-19 restrictions.

To support the promotion of free, accessible opportunities for play the Scottish Government is funding the national universal programme PlayTalkRead, which is delivered by Smart Play Network. PlayTalkRead promotes the importance of the home learning environment for early language development and delivers key messages to parents and carers about playing, talking, and reading with their child from birth. PlayTalkRead tours across Scotland throughout the year, visiting all 32 local authorities with a priority on areas of multiple deprivation, providing free access to a mobile playground for children up to the age of five, with each parent given a free activity pack at the end of their play session full of play ideas and activities to try at home.

The Scottish Government is also funding a universal book gifting programme, Bookbug, delivered by the Scottish Book Trust. Bookbug ensures that every child in Scotland will receive 14 books from birth to when they reach primary one. Two books are gifted pre-birth via Scotland’s Baby Box, with books and activity packs gifted at age 1, ages 1-2, age 3 and age 5. As well as laying the foundations of early literacy, Bookbug also aims to tackle the impacts of poverty by providing books and activities to families, as well as access to free online support that promotes reading, singing and playing together.

The Scottish Government is delivering Scotland’s universal Baby Box Programme for all parents. Scotland’s Baby Box provides essential items for the first 6 months of a baby’s life, worth around £400. Within the Baby Box are items which are designed to support parents to play, talk and read with their children from before birth, embedding a play-focused culture for all families across Scotland.

What has changed/why do we need a refresh?

Since the publication of the Play Strategy in 2013, children and families have experienced large global impacts on society and the way that we play. The COVID-19 lockdown and associated measures highlighted the importance of play and socialising for children, young people and families of all abilities and backgrounds. Play helped with processing the changes in the world around us and in capturing positive moments in difficult times. It also highlighted that children’s access to outdoor space to play can differ greatly and that regardless of circumstances, all children have the right to play.

During this unprecedented time, the children and young people’s workforce came under additional pressures but continued to display their care and enthusiasm to support all children to play within their settings.

Within this globally challenging landscape we have seen many positive actions taking place in Scotland – the incorporation of UNCRC into domestic law and the increase in funded early learning and childcare to 1140 hours^[33] in 2021 for 3, 4 and eligible 2-year-olds. We have also published the School Age Childcare Delivery Framework^[34] which sets out our commitment to childcare and activities for school age children. This is supported by work to co-design a National Children’s Charter for School Age Childcare^[35], with the participation of children from across Scotland. The importance of play is apparent in this Charter, in which the children dedicated a chapter to activities they would enjoy in school age childcare settings. Equal access to play was a priority identified by the children, who shared an understanding of the barriers some children experience in accessing activities.

Online Play

Online play is more prevalent than it was 10 years ago. We recognise that online play delivers many positive developmental benefits such as opportunities to practice teamwork, improve social skills, problem solving, escapism, experiencing a feeling of success or achievement as well as managing frustrations and learning to persevere. Digital play could be particularly helpful in improving mental health and maintaining relationships, particularly for children who live in remote communities and find it difficult to meet with their peers in person and for neurodivergent children, who may find difficulties in building friendships face to face in the first instance.

However, we recognise that there are risks associated with too much online play, with potential impacts on children and young people’s mental and physical health.

It is therefore particularly important to consider the need for balance, for children themselves to be digitally literate, digitally aware and for young people and their parents to be supported to adopt good digital device use habits. Screen-based play is just one option for children when indoors or when not choosing active or outdoors play. Families should be aware of the benefits of it and when it can meet a child’s play needs, alongside other forms of play away from screens that can meet children’s needs in different ways.

We recognise that in today’s digital age, cyber threats are becoming more frequent and advanced. We all have a role to play in protecting ourselves, our families and communities online and we can do this from an early age. Technological developments have also meant that it is easier for children to access online forums, information, socialise and play games online. Ofcom reports that 41% of 5–7-year-olds in the UK are gaming online.^[36] Online or screen-based games may be many children’s first instinct when choosing how to play. Digital literacy is therefore becoming particularly important from a very young age.

The Scottish Government’s Parent Club website also holds useful information regarding online safety for young children. The Scottish Government have also produced a book (The Bongles and the Crafty Crows^[37]) for all 54,500 Primary 1 children in 2023. Through storytelling and digital games, children can learn basic concepts of cyber security, passwords and passcodes. The success of the book has meant a second roll out to new P1s during 2024.

Online play should be a safe space, and these resources also help equip parents and guardians to safeguard and support children’s play in the digital space.

"My favourite thing at nursery is the computer because it draws pictures.^[38]"

Evidence Base for the Vision Statement and Action Plan

In order to have the most well-rounded picture of children’s views on play across all areas of Scotland, we have reviewed a number of published reference reports and commissioned, through our partners in Play Scotland, specific research on Children and Young People’s views on play.

While these publications all paint a picture of life in Scotland for children, and more generally of the benefits of play, we recognise that there is a lack of hard data on the play opportunities available to everyone growing up in Scotland. We have identified actions to meet this gap and will work with our partners across the play system to address this. Further information on the evidence base and research reviewed can be found in Annex B.

Play Theory of Change

To better illustrate our ambition and focus on areas we aim to support and influence, we have developed the Play Theory of Change, which can be found on page 6. It identifies the primary drivers influencing play opportunities for children:

• parents,
• places,
• practitioners.

These drivers are the foundation of the Vision Statement and Action Plan. They reflect the findings of the working groups and interrogation of children’s views on play opportunities available to them in Scotland today. They stand alongside the domains from the 2013 strategy at the heart of how we discuss and influence play opportunities. By considering these primary drivers in all the work that affects children’s lives, we collaboratively can make an impact on children’s ability to participate in play and embed play across all areas of their lives.