The effect of elevated subway train noise over time on black children's visual vigilance performance

This study investigated the effect of exposure to subway noise over time on young children's visual vigilance performance. 102 kindergarteners attending day care centers near and far from elevated subways were presented tachistoscopically (100 msec) one-, two-, three-, and four-item pictorial arrays of geometric shapes, objects and fruit. Children reported verbally or by pressing a telegraph key the presence and absence of a critical stimulus. Factorial analyses revealed that only girls' performance under verbal response mode conditions manifested adverse effects of exposure to subway noise over time (P < 0·05). The findings suggest that subway noise had no universal cumulative effect upon young children's visual performance; rather, such an effect varied as a function of the nature of the task (response mode), length of exposure and sex.     

Functional wildlife parks: The views of Kenyan children who live with them

This study reports on Kenyan school children's ideas about wildlife parks in their country. A comparison is made between the responses of school children in primary school, before they receive any science education, and those of secondary school pupils at the end of the secondary cycle. The findings show little difference between the two groups of students in terms of their ideas about wildlife parks. This has serious implications for science and environmental education in Kenya. Parks are understood by these pupils in terms of real life issues, as derived from social consequences. The children's ideas are all based on the role that parks play in society, but the function of parks to support biodiversity conservation does not seem to be important to the students. While it is satisfying to note that the school children have a good understanding of parks in their social context, it is essential to address fully the scientific and ecological role of parks in order that biodiversity becomes more valued in our society.     

FREEDOM OF MOVEMENT AND ENVIRONMENTAL KNOWLEDGE IN ELEMENTARY SCHOOL CHILDREN

The work presented in the present article was carried out for the purpose of evaluating the effects of the limitations imposed on children's autonomy on their acquisition of environmental knowledge. The representation of the home-school intinerary was investigated in 8–11 year old children who travelled along the itinerary in different ways (on their own, accompanied by an adult, on foot or by car). The tasks included a sketch map of the route and drawing the route on a blank map of the neighbourhood. In order to investigate the role of autonomy in the development of a full understanding of the environment in which they live, the children were asked to use landmarks to find their way around a blank map of the quarter and to mark on it the position of significant components of their environment. The children's freedom of movement in the quarter was investigated by indirect observation.The data were analysed and discussed as a function of the children's method of mobility, their age and gender. The results confirm the importance of the type of individual—environment interaction, in particular of freedom of movement, in acquiring, processing and structuring environmental knowledge. Children going to school on their own achieved the best performances in both making a sketch map of the itinerary and in drawing their movements on a blank map of the quarter. Even when the representation of the environment in which they live is taken into account, the key role played by autonomy is confirmed.     

Vegetation and outdoor recess time at elementary schools: What are the connections?

Empirical and anecdotal evidence suggests that landscapes with more vegetation have a positive impact on children's focus, attention, and cognitive development. In school, children are able to regain focus, suppress impulses, and pay attention in class longer after exposure to natural settings. Because children spend much of their time in school, the amount and types of vegetation on school grounds may influence their development. Public elementary schools in the Commonwealth of Virginia (N = 988) were surveyed to examine correlations between school ground vegetation and outside recess. The number of trees on school grounds, the size of the school grounds, and the presence of sports fields were modestly correlated with greater outside recess time. These correlations support common sense because sports fields facilitate supervised play and larger school grounds provide space for sports fields and playgrounds and additional opportunities for free play. More trees on school grounds provide a welcoming environment for students and teachers, and encourage outside play. These results may help school personnel design and maintain school grounds that increase outdoor recess time.     

Determinants of noise annoyance in teachers from schools with different classroom reverberation times

A high proportion of school teachers report that they are disturbed by noise during teaching. The aim of the study was therefore to identify determinants of self-reported noise exposure and disturbance attributed to noise among secondary school teachers (n = 419) in 10 schools in Copenhagen, Denmark. The schools were selected to show contrasts in classroom reverberation times (RT), and were classified as “Short RT” (3 schools, mean RT 0.41–0.45 s), “Medium RT” (3 schools, mean RT 0.51–0.55 s) and “Long RT” (4 schools, mean RT 0.62–0.73 s). Significant determinants of self-reported noise exposure were a high number of children in the class, young age of the children, and low teacher seniority. “Long RT” classification was of borderline significance. Significant determinants of disturbance attributed to noise from children in the class were teacher seniority and “Long RT” acoustic classification of the school. The associations between work characteristics and noise disturbance measures were attenuated by low self-rated work capacity, suggesting that the consequences of noise and poor acoustics may not be limited to disturbance attributed to noise, but may have a wide negative impact on the perceived working environment.     

The ecological context of student achievement: School building quality effects are exacerbated by high levels of student mobility

National reports along with numerous statewide studies indicate that the physical infrastructure of American schools is crumbling. At the same time there is emerging evidence that school building quality matters for children's academic achievement. We integrate two separate literatures that have demonstrated that low school building quality as well as high rates of student mobility each contribute to reduced academic achievement by showing that these two variables statistically interact. Elementary school children in 511 New York City public schools have lower achievement scores if they attend schools of poor structural quality and with high rates of student mobility. The significant main and interactive effects of school building quality and student mobility on standardized test scores occur independently of socioeconomic and racial composition of the school.     

Young children's strategies when using maps with landmarks

Previous research has demonstrated that when young children use simple maps to locate a place or follow a route they can utilize information about landmarks which is included on the map. In all previous experiments each landmark has been uniquely represented on the map. The aim of our experiments was to find out if children (aged 4–8 years) could still use maps when they included more than one example of the same symbol. In Experiment 1 children had to use a map to locate a specific path in a large-scale layout. The landmark associated with this path was either uniquely represented on the map of the layout or was one of two, three or more identical landmarks also represented on the same map. In the latter conditions children had to use additional information from the map to identify the particular landmark which indicated the required path. They could do this in a number of different ways and therefore the layouts were designed so that the specific strategies used by the children could be identified. Children could only use the maps with ambiguous landmarks after the age of 6 years. Their performance is discussed with reference to the strategies which they adopted. Different layouts prompted different strategies from the children. Experiment 2 was carried out to examine other factors which may have affected the children's ability. Neither the amount of feedback which the children received about their success, nor the visibility of the layout had an effect on the children's performance. The insight's into basic map use, its development with age, and the educational implications of this research are discussed.     

Children's perspectives on playground use as basis for children's participation in local play space management

Implementing children's perspectives into playground management could be a way of improving play possibilities for children in the local public space and supporting sustainable development, but it requires adults' understanding. Children's perspectives on playground use were studied through group interviews in two Swedish towns and were also compared with the understanding among the local park workers. Children described their playground use through challenges, manipulation and place-making, something which was partly recognised by the park workers. The results indicate that children's perspectives on playground use, particularly manipulation, should be implemented more fully into management work. Children's participation in on-site management activities is discussed as a way of making playgrounds more adapted to children's use and perspectives.     

Assessment of outdoor school environments and physical activity in Ankara's primary schools

Outdoor school environments are sites for play and physical activity for many children, and shortcomings within these environments are considered significant factors that contribute to children's inactive lifestyles and high levels of childhood obesity. This study explores the associations between the physical characteristics of schoolyards and the physical activity of third and fourth year students in five Turkish primary schools. Data were collected through multiple methods, including behavior mapping of student activities during recess, physical assessments of schoolyards, and interviews with students, teachers and administrations. The findings show similarities in the landscape features and physical qualities of schoolyards, particularly in the types of play and activities in which students engage. Results indicated that active students who walk to and from schools have lower body mass index (BMI) values than passive students, and students in schools with larger yards have lower BMI values. Most of the students prefer spacious and vegetated yards. A major concern is the crowdedness of the yards during recess that limit children's activity. Schoolyards with advanced landscape features are preferred more, and this in turn affects students’ positive satisfaction. Outdoor school environments have a correlation to health outcomes and should be designed to promote more activity. Improving the physical and landscape qualities of the public schoolyards should be the primary concern of the designers in order to increase awareness of natural environment and more important, increase the health of children.     

“Because we are all people”: outcomes and reflections from young people's participation in the planning and design of child-friendly public spaces

Child-Friendly Cities were conceived as a means to integrate children's rights into city decision-making and governance. Participatory research about child-friendly cities consistently finds overarching themes across ages and regions: children desire access to services, nature, and play; freedom from physical danger; and opportunities for inclusion within the city. This article explores a two-year visioning and participatory design process that engaged approximately 225 young people, aged 4–16, in the planning and design of a prominent public space in the City of Boulder. While participatory research with children has received much attention in the academic literature, much less attention has been given to what can be achieved through sustained integration of children into municipal planning processes, particularly in the USA. This paper thus moves children's participation beyond rhetoric and into the challenging reality of planning a city with children as a valued constituent.     

Putting Young Old Ideas into Action: The relevance of Growing Up in Cities to Local Agenda 21

Agenda 21, the Habitat Agenda and the United Nations Convention on the Rights of the Child have brought new relevance to Growing Up in Cities, a project of participatory action-research for urban children and youth. The origins of the project in the 1970s under the leadership of the urban planner Kevin Lynch are described, along with a brief history of the project's revival. The results of the project's recent implementation in eight countries are summarised with an emphasis on children's perspectives on environmental quality, as well as lessons learned regarding how children can be most effectively integrated into LA21 processes.     

Commuting lives: children's mobility and energy use

Globally, the issue of energy use and climate change is at the forefront of many national and international agendas, and also an issue central to children's lives and well-being. This paper examines how children are both affected by and contribute to the problems associated with unsustainable energy use as it relates to the growth of car dependent lives. The paper presents the findings of a study of travel as it relates to the everyday lives of children in the city of Dunedin in New Zealand. The study found that children currently lead complex car dependent lives. This extensive car reliance presents a serious and largely unrecognised challenge to the sustainable planning and management of the urban environment. The move towards more sustainable transportation can bring benefits for both the environment and for children's lives.     

CHILDREN'S SENSE OF PLACE IN NORTHERN NEW MEXICO

In the Hispano homeland of northern New Mexico, children's lives are shaped by land, by family, by culture, and by community. The way these forces work together forms each child's sense of place and place attachments. Using short case examples, this article presents a brief overview of children's place experiences and preferences and describes some of the factors that contribute to children's sense of place in three communities, of northern New Mexico which represent a range from urban to rural. It demonstrates the important role extended family and direct experience play in shaping children's sense of place and understanding of nature.     

Effects of the spatial definition of behavior settings on children's behavior: A quasi-experimental field study

Following from an ecological conception of environment-behavior relations, this study investigated the effects of three levels of the spatial definition of behavior settings—from well-defined to poorly defined—on children's social and cognitive behavior. The study used a quasi-experimental post-test-only control group design with multiple levels of treatment and proxy pretest measures. Systematic naturalistic observation was conducted of children and staff at 14 child care centers matched in three groups. The data were analysed by analysis of covariance controlling for subject group differences between settings remaining after the matching. The degree of spatial definition of behavior settings was found to be predictive of a range of behaviors. Significantly more exploratory behavior, social interaction and cooperation occurred in spatially well defined behavior settings than in moderately or poorly defined settings. Strong interactions were noted between teacher styles and spatial definition in affecting children's behavior. The conclusions emphasize the finding that the effects of physical environmental variables can only be understood when studied in interaction with social environmental variables. The results are supportive of a group x settings interactional theory of environment-behavior relations.     

Like father,like son? Intergenerational transmission of values,attitudes, and behaviours in the environmental domain

How is young people's pro-environmental orientation related to their parents' pro-environmental values, attitudes, and behaviours? To answer this question, we examine parent–child similarities of general values as well as specific attitudes and behaviours related to three common household practices: purchasing environmentally friendly products, curtailing electricity use, and handling waste responsibly in a sample of 601 Danish families. Significant and positive, but weak correlations between parents' and children's values are found across all of Schwartz's ten value domains. The parent–child correlations are stronger for specific pro-environmental attitudes and behaviours. The positive correlations suggest that family socialization exert a significant influence on young consumers' pro-environmental orientation. Still, the young generation is, on average, significantly less environmentally concerned than their parents' generation. Implications of these findings are discussed.     

Aircraft and road traffic noise exposure and children's mental health

There have been few studies examining noise and psychological disorders in children and the results are equivocal. The objective of this study was to examine exposure–effect relationships between aircraft and road traffic noise exposure and children's mental health. We conducted a cross-national, cross-sectional study assessing 2844 pupils, aged 9–10, from 89 schools around three major airports in the Netherlands, Spain and United Kingdom matched within country for socio-economic position. We selected children on the basis of exposure to external aircraft and road traffic noise exposure. The Strengths and Difficulties Questionnaire (SDQ) assessed child mental health, including emotional problems, conduct disorder, hyperactivity, peer problems and prosocial behaviour. Aircraft noise exposure was significantly associated with an increased score on the hyperactivity subscale (pooled B estimate 0.013 CI 0.007–0.019) after full adjustment. Road traffic noise was significantly associated with lower scores on the conduct problems subscale maintained after full adjustment (pooled B estimate 0.010 95%CI −0.020 to −0.001). There was no association between either aircraft or road traffic noise exposure and the SDQ total score. The hyperactivity results have been found in a previous UK study and may indicate that high aircraft noise exposure exacerbates hyperactivity symptoms in children although this finding requires further replication.     

Children's appreciation of outdoor places in a poor neighborhood

Children 7–12 years of age, living in a poor neighborhood, photographed outdoor places where they liked to go in their neighborhood. In individual interviews, they discussed their photos, selected their favorite place, and discussed the places they disliked. Children identified parks and playgrounds most often both as liked and disliked places, and spaces near an acquaintance's home as their favorite place. Liked places varied according to children's age and degree of vegetation. Children's negative perceptions of places were centered on safety threats. Children distinguish favorite places from liked places only by the greater number of positive characteristics and activities they offer children. The study highlights how positive and negative features coexist in places of importance to these children.     

Children's Access to Local Environments: A case-study of Christchurch,New Zealand

This article provides a case-study of variability in children's independent access to their local environments in the New Zealand city of Christchurch. It is based on research with children in middle childhood, parents and teachers in four schools in Christchurch, each selected on the basis of variables hypothesised to impact on children's access to their local areas. The paper outlines why such independent access is of value, not only for children, but also for adults responsible for their safety, for the wider environment and for the local community. Variability within Christchurch is related to the socio-spatial nature of local environments. International comparisons are also made, drawing out the implications of differing cultural contexts for the pursuit of child-friendly cities. The article explores the role of social traps in impeding the creation of a more sustainable, child-friendly city.     

Assessing the Ecological Footprint of a Large Metropolitan Water Supplier: Lessons for Water Management and Planning towards Sustainability

Faced with the task of communicating their combined social, environmental and economic impact, water service providers are seeking to report overall performance in an aggregated way. Such a methodology must be scientifically robust, easily communicated and allow benchmarking of performance while reflecting a transition towards sustainability. In this paper the ecological footprint (EF) is calculated for Sydney Water Corporation (SWC), using input-output analysis and land disturbance in an innovative approach that overcomes problems identified in the original EF concept. This pilot study has allowed SWC to gain some valuable insights into its impacts: SWC's annual EF is about 73 100 ha in terms of land disturbance. Of this, 54 000 ha are projected to become disturbed as a consequence of climate change, with the remainder of 19 100 ha being disturbed on SWC's premises (2400 ha) and on those of upstream suppliers (16 700 ha). Total on-site impacts equal 9300 ha, while indirect land disturb ance contributes 63 600 ha. The EF appears promising as an educational and communi cation tool and may have potential as a decision support tool. However, further research is needed to incorporate downstream impacts into the EF, which would have significant benefits to SWC in terms of assessing and communicating the organization's overall progress towards sustainability.