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.     

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.     

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.     

Fifth-, sixth-, and seventh- grade students’ use of non-classroom spaces during recess: The case of three private schools in Izmir, Turkey

This study investigates fifth, sixth, and seventh grade students’ place preferences between indoor and outdoor non-classroom spaces during recess and their activity patterns in these spaces in three private elementary schools. The study explores whether differences in the variety and organization of the spaces of school facilities have an impact on the place preferences of students and whether students are aware of the reasons for their preferences. Students’ place preferences and their activities were determined with field observations and a 30-item questionnaire with Yes/No and open-ended questions. A total of 173 students (n = 51 School 1; n = 70 School 2; and n = 52 School 3) participated in the questionnaire. The Chi-Square test, a non-parametric statistical analysis test, was used to analyze the students’ answers to the questionnaire. The results indicate that students prefer places which offer variety and which are large enough to avoid congestion and that, in general, students are aware of the spatial features of their environments and make choices accordingly. When students are given a choice of outdoors or indoors, they tend to choose according to which is more conducive to their activities. If both outdoor and indoor spaces are conducive, students tend to use both. If neither is conducive to their activities, students either alter their behavior patterns, for example, developing a preference for stationary activities or staying inside the classroom, or they convert available spaces to accommodate their activities. It is concluded that students are good sources of information in the design and planning of the environments they occupy.     

What is (responsible) consumption? Discussing environment and consumption with children from different socioeconomic backgrounds in The Netherlands

This research explores the attitudes of children from different socioeconomic backgrounds toward consumption with the aim of establishing a framework for incorporating the subject of (responsible) consumption into the upper elementary school curriculum. This study draws upon the four-step methodological procedure, including consumption diaries, focus-group sessions, interviews, and concept mapping, conducted among 140 upper elementary school children in the Netherlands between September 2010 and January 2011. The consumption diaries, chronological documents recording purchase, use and waste of materials, were used both as analytical tools and the means to stimulate environmental awareness. Comparison of the clusters generated by concept mapping analysis shows that there are significant differences between attitudes of children from different socioeconomic backgrounds. While pupils from the “well-to-do” predominantly ethnically Dutch schools showed greater awareness of and concern about their own consumptive patterns, children from less economically advantaged and ethnically mixed schools demonstrated lower environmental awareness and concern. However, children from the disadvantaged schools demonstrated more pro-environmental consumptive behaviors associated with the money-saving activities.     

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.     

Traffic noise and executive functioning in urban primary school children: The moderating role of gender

The objective of this study was to examine the relationships between noise and school children's executive functioning (EF). The study included 311 children (146 boys and 165 girls) aged 7–11 years, who lived in the center of Belgrade. Teachers rated children's EF on a standard scale evaluating their ability to work independently in a focused manner to achieve an end goal as well as children's ability to follow directions carefully. Residential noise exposure was estimated in three daytime intervals, one evening interval and two nighttime intervals in the middle of the streets where children lived. School noise exposure was measured on three different school days in front of children's schools. Socioeconomic status (mother's highest level of education and family income) was used as a statistical control. There were no significant main effects of ambient noise levels on EF, however, a significant interaction indicated adverse noise impacts on boy's EF. We discuss possible reasons for male EF vulnerability to noise.     

“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.     

Pointing accuracy in children is dependent on age, sex and experience

We investigated the influence of age, sex and familiarity on spatial performance assessed with a pointing task in 84 children: 21 kindergartners, 21 first-graders, 21 fifth-graders and 21 sixth-graders. Spatial performance was assessed in the children's natural environment, their respective school or kindergarten. The children had to indicate the direction of prominent landmarks on the school campus while sitting in their classroom, drawing an arrow on a sheet of paper. Since the children had spent different amounts of time at their respective schools, experience with the environment was regarded as a covariate.Data analysis revealed significant effects for age, sex and experience. Fifth-graders aged around 10 years outperformed the younger children. Sex differences revealed male superiority at all ages. Experience with the environment was also shown to play a vital role. Children who had spent a longer time at the school were able to demonstrate better spatial knowledge by pointing more accurately towards unseen landmarks.     

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.     

Walking to school: Community design and child and parent barriers

The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist community), and less walkable standard suburban community. Perceived environmental barriers to walking to school are measured and compared for fifth graders (n = 193) and their parents (n = 177). Results showed that children and parents often agreed on walking barriers, except an interaction showed that — in the less walkable community — parents perceived worse barriers than did their children. Perceptions of barriers increased from walkable, to mixed, to less walkable communities. Students walked more when they attended the school in the walkable community, they lived near school, parents and children perceived fewer barriers to walking, and children had lower BMI scores, net of demographic controls. Thus the walk to school is embedded within multiple types of supports, all of which should be addressed to encourage walking to school.     

Environmental attitudes and behaviour of secondary school students in Hong Kong

Summary A postal survey of 992 secondary students in Hong Kong using the Weigel and Weigel environmental concern scale was conducted to investigate their environmental attitudes which were reflected in a readiness to engage in various pro-environmental behaviours including paper recycling at school and at home and the use of less tissues and plastic bags. The results indicated that students' expressed great concern about the environment and exhibited a strong willingness to participate in pro-environmental behaviour. However, students' overoptimism towards technological development and the perceived importance of the benefits of modern consumer goods were two major factors that contradicted their concern for environment. The Pearson correlation coefficient between environmental concern and comprehensive behavioural intention was strong and positive (0.52). Television and school were cited as major sources of environmental information. Mass media were more important than personal media in the dissemination of environmental information. Female students, older students and students living in private housing held more positive environmental attitudes and were more willing to engage in pro-environmental behaviour. Factor analysis indicated that the environmental concern scale was composed of two factors, personal sacrifice and optimism/issue.Ms Kara K.W. Chan is currently an assistant professor in the Department of Communication Studies, School of Communication, Hong Kong Baptist University. She has previously worked in the advertising and public relations profession and as a statistician for the Hong Kong Government. She is actively involved in research on Hong Kong and China's mass communication and advertising industry, consumer behaviour and the promotion of pro-environmental behaviour.     

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.     

'Making a wish': Children and the local landscape

The links between children's rights and their participation in environmental decision-making is a growing field of interest. This paper describes findings from a six-month in-depth pilot study with a small group of children aged 6-10 years located in a village in the northeast of England. The focus of this paper is on the relationship of these children with their local landscape and how they felt about involvement in decision-making that might affect that environment. The methodology was child-centred responding to the 'languages' of children. Two main findings are discussed in this paper: (a) issues of boundary were particularly important in physical and emotional terms for both children and parents and this had little to do with the rurality of the location; (b) children believe they have special knowledge about the environment, which they may express using a range of communication methods. The author reflects on what implications this might have for the design and layout of local environments generally.     

The perspective of children and youth: How different stakeholders identify architectural barriers for inclusion in schools

Recent inclusive policies are promoting the involvement of individuals with disabilities in identifying barriers that limit their full participation and inclusion in public spaces. The present two studies explored the contributions provided by different stakeholder groups in the identification of architectural barriers in elementary and secondary schools. In each school, the principal, special education resource teacher and a student independently identified architectural barriers using an observational walkthrough method. The first study consisted of 29 schools where the student evaluator had a physical disability and the second study consisted of 22 schools where the student evaluator did not have a disability. The results of both studies showed that students identified the greatest number of barriers and principals the least. The type and location of identified barriers are explored and the conclusions are examined in relation to person-environment congruence. The results highlight the efficacy of youth involvement and provide support for collaborative assessments that equitably involve all stakeholders in inclusive environmental assessments.     

Experimenter instructions as a mediator in the effects of culture on mapping one's neighborhood

In study 1 children, aged 6 and 12 years from southern India and mid-west USA were asked to construct a map of the neighborhoods around their schools. Performance on map making was measured in three ways: (1) the number of features depicted; (2) cognitive maturity in map representation (using Piaget's stages) and (3) furthest point represented. Significant main effects for performance was found for cultural context. Indian children depicted more features than American children while American children had more coordinated maps and depicted features further away from their school.In the second experiment, a different sample of same aged children in the same region of the USA and India were given differing instructions about the purpose of the mapping task. It was found that children tailored their maps for the purpose for which they had to construct it. The cultural differences in Piagetian stages disappeared; Indian children continued to exhibit a more intimate knowledge of their neighborhoods while American children depicted landmarks further away.     

Walking routes to school in new urban and suburban neighborhoods: An environmental walkability analysis of blocks and routes

We assessed environmental and perceptual correlates of walking and walkability for fifth graders from three communities attending two schools: A new urban/LEED-ND pilot community, mixed, and standard suburban community. Irvine-Minnesota Inventory (IMI) walkability audits showed that new urban blocks provided more traffic safety, pleasurability, crime safety, density, and diversity. New urban routes offered greater traffic safety, accessibility, pleasurability, crime safety, and diversity, but suburban routes had greater housing density, net of controls (parental education, rooms in the home, home ownership, parent preference for child to walk to school). Parents and children perceived new urban routes to be more walkable and children walked more when they lived on more walkable routes. The suburban hierarchical street design exposed children to varied traffic safety conditions by funneling their walks from cul-de-sacs to arterials. The new urban routes to a centrally located school passed by pleasant open spaces, suggesting how community organization can create better walking conditions.     

在中学化学教学中嵌入环境保护教育的实践

《环保法》修订中规定,教育行政部门、学校应当将环境保护知识纳入学校教育内容,培养学生的环境保护意识,环境教育应从中学教育开始。实践证明,在化学课中嵌入环境教育具有一定的可行性,可以在观摩教学和课外活动中渗透环境保护内容,在实验课中让学生去践行环境保护,既提高了学生的学习兴趣,又改善了化学课教学效果。