You searched for:

  • All

Biodiverse or barren school grounds: Their effects on children

Green schoolyards provide rich play environments

In the last 20 years, there have been many school ground naturalization projects in Canada. The purpose of this study by Samborski was to investigate the impact of two different school grounds, one highly vegetated, green and diverse and the other more barren, on children’s use, preferences, and perceptions.

Samborski conducted her research with children from two neighboring schools in Victoria, British Columbia that were similar in many respects (e.g., population size, socio-demographics, and size of outdoor space available), but differed in terms of their school ground design and composition, in particular the degree of botanical diversity. To understand the impact of the school grounds on children, Samborski worked with almost 350 students between the ages of 6 and 13. Participating children completed drawings of their school ground, a survey regarding their preferences, participated in a focus group with other children, and completed a walking interview.

Samborski found many interesting results, a few of which include the following:  Children from the green school had more intricate drawings and mentioned over three times more plants and animals in their drawings than children from the barren school.  Children from the green school mentioned more constructions and surface elements (e.g., forts) in their drawings than children from the barren school. Children’s preferences for different school ground elements varied by school as well as by age. For example, children from the green school preferred more natural elements (e.g., wildflowers, trees and shrubs, and ponds and streams), as compared to children from the barren school who preferred swings and fixed play equipment.  Children at both schools valued dens; that is, vegetative rooms consisting of shrubs that provide some privacy as places to spend time.  Overall, Samborski found that the green school provided more possibilities for play and discovery than the barren school.

This study provides an important perspective, that of the children themselves, about their schoolyard environments. In concluding her article, Samborski discusses implications for school ground management and directions for future research.

Citation

Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2), 67-115.

DOI

MADE POSSIBLE WITH SUPPORT FROM:

Turner Foundation

MADE POSSIBLE WITH ONGOING SUPPORT FROM:

University of Minnesota - Institute on the Environment
EE Research

A collaborative research library of:

Children and Nature Network and NAAEE

Connect to more resources through our eeResearch collaboration with the North American
Association for Environmental Education, combining articles, syntheses and research summaries
for the field of environmental education and the children and nature movement.

SUPPORT OUR WORK

Help us make sure that all children live, learn and grow with nature in their daily lives.

Donate Membership