Here's why you can (and should) take children outside in the cold

Let's clear something up. Cold weather doesn’t make children sick.  Viruses do (Cook, 2004). 

Viruses actually love warmer conditions, so it's not surprising that when we’re all packed inside, breathing recycled warmed air and in close contact with other sniffly humans, we’re more exposed to pathogens than if we were outside, in the cold.  Colds occur more in winter because we shut ourselves indoors, not because the temperature drops. 

 The research on this is consistent: cold air itself is not a pathogen. Rhinoviruses, influenza, RSV - these are the culprits. Fresh air is a practical ventilation strategy, and ventilation is something we've collectively learned to value (Cooke, 2004). 

So we can confidently stop using "they might get sick" as a reason to keep children inside. 

We’ve all heard how children in Norway play outside year-round. In Norway, ‘friluftsliv’ (outdoor life) is a cultural value embedded in early childhood education - and Norwegian children are not sicker for it. Research into outdoor play consistently shows links to stronger immune system development, improved mood regulation, better sleep, and reduced cortisol levels. Andrew Huberman's work on light exposure and the nervous system points to something early childhood educators have long sensed intuitively: natural light and fresh air do something to the brain and body that indoor environments simply cannot replicate. 

Cold air also engages the sensory system in ways a climate-controlled room never will. Wind on skin, the smell of rain, the shock of frost underfoot, fingers tingling from playing in a winter puddle - these are regulatory experiences. They wake up the body. They orient attention. For children whose nervous systems are still learning to self-regulate, outdoor sensory input is developmental gold. 

Cold weather play provides a direct workout for the interoceptive system – our internal sense. The sensation of cold air on skin, the warmth generated by moving muscles, the shift from chilly to comfortable as a child runs - these are precisely the kinds of clear, contrasting bodily signals that help the interoceptive system develop accuracy. Children who regularly experience varied sensory environments, including temperature variation, build more sophisticated body awareness over time. 

This maps directly to what the EYLF V2 names under Outcome 3: children who can "recognise and communicate their body needs" and "build strategies to calm the body and mind." Outdoor play in varied weather conditions is one of the most accessible ways to build that capacity.  

Let’s get to the crux of the conversation: children are rarely the ones resisting the cold. Adults are. Understandably so, we’re often not the ones running around, keeping our bodies naturally warm against the elements. If we were as active as the children are, we’d stop feeling cold and likely start stripping off layers!  Children who are moving, digging, running, and exploring, generate warmth. Their bodies are busy. 

The barrier is usually our own discomfort, our concern about parent perception, or uncertainty about what "appropriate" actually looks like in cold weather. 

Unlike the Norwegians, Australians tend to be built for the heat and don't dress well for the cold. I recall visiting early learning services in Iceland where children had full body snow gear with integrated boots, allowing them to jump in the Atlantic in the depths of winter without 'catching their death.' Back home at my own bush kinder, though, even in temperatures of minus two, some children were arriving in light layers and sparkly dresses - great for Freedom and Fun, but not doing much for their need for warmth. So while we can look to the Scandinavians for inspiration, let's stay grounded in our local context. Sometimes this journey into outdoor play in all weather takes time, additional planning, and a gentle nudge to families. Enter the spare snow gear.  

What does it actually take to embrace cold weather play?  Layers. That's largely it.  The Scandinavian saying goes: "There is no bad weather, only bad clothing." Warm base layers, waterproof outer layers, hats, gloves, and boots – with double socks under gumboots being the winning tip. Children who are dressed for the weather can play comfortably in the cold. Even babies and toddlers.  Yes, even our youngest children can play in the cold when clothing is appropriate.  

If children are already sick or getting sick, time outdoors can exacerbate the illness - and children who are unwell should not be attending the service in the first place. That's a different conversation. 

Children deserve to know winter. The mud, the fog, the cold-cheeked joy of it. That's not a luxury. That's childhood. 

Bibliography 

Australian Children's Education and Care Quality Authority. (2020). Guide to the National Quality Framework. ACECQA. https://www.acecqa.gov.au 

Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government. 

Cook G. W. (2004). This winter, make the common cold less common: Advice to help you stay healthy. Asthma Magazine, 9(6), 9–11. https://doi.org/10.1016/j.asthmamag.2004.09.002 

Huberman, A. (Host). (2021, November 8). Using light for health. Huberman Lab [Podcast]. Spotify. https://www.hubermanlab.com/episode/using-light-for-health 

Mygind, E., Bølling, M., & Barfod, K. (2019). Elementary school teachers' experiences with weekly nature education: A qualitative survey. International Journal of Environmental Research and Public Health, 16(3), 364. https://doi.org/10.3390/ijerph16030364 

Phoenix, S., & Phoenix, C. (2019). The Phoenix cups: A cup filling story. Phoenix Support Publishing. 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68