Barren or biodiverse schoolgrounds :their effects on children
Date
2013-04-12
Authors
Samborski, Sylvia Anne Runyan
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Abstract
This study compared the effects on children of two schoolgrounds chosen
for maximum variability of vegetation, one richly biodiverse and the other
relatively barren. A total of 349 children in grades one through seven participated in three sections of the user-based research by: (1) sharing perceptions of each schoolground through interviews and classroom brainstorming sessions, (2) stating their preferences for various schoolground elements in a survey, and (3) indicating how they used their schQolground by drawing cognitive maps. Analysis of both qualitative and quantitative data indicated that on the biodiversified schoolground the quality of the children's outdoor experience is richer, the children's stated preferences are more diverse and more oriented toward nature, and the use of their outdoor environment is more complex, especially for primary children and for intermediate girls. All 19 Mann-Whitney tests showed statistically significant differences in comparing children's preferences for fourteen schoolground elements. Additionally, the biodiverse schoolground afforded children more opportunities for imaginative play, reflection and conversation.
The results of this research made recommendations regarding participatory schoolground management based on interviews with several stakeholders, including children, teachers, administrators, parents, noon-hour supervisors arid ground maintenance staff. It also has implicatons or future study on curricular integration of environmental education, the healthy development of children, and for the design, management and maintenance of sustainably
biodiverse schoolgrounds.
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Keywords
school grounds, biodiversity