Children’s development and the role of the Outdoor Environment

Khan, Matluba¹ and Bell, Simon²1 - PhD Candidate, University of Edinburgh; 2 - Associate Director, OPENSpace Research Centre, University of Edinburgh

We need an environment that will promote

•Interaction with the environment •Social interaction

We need an environment that will promote

•Interaction with the environment •Social interaction

Theoretical Context: Cognitive DevelopmentTheoretical Context: Cognitive Development

Children develop in three ways- Cognitive, Physical and Socio-Emotional (Halliburton and Gable 2003, Snowman, et al. 2009).

Cognitive Development/ Learning: Theories of Constructivism

Socio- Emotional Development: Industry vs InferioritySocio- Emotional Development: Industry vs Inferiority

-Development of ‘self-concept’ and ‘self- esteem’. -Use of ‘Social Comparison’ to evaluate and judge own capabilities (Slavin 2002)

“Industry vs Inferiority” (Ericson 1963)

Children try to prove themselves ‘grown up’ –‘I can do it myself’ through-Independent action-Co-operation with groups-Performing in socially acceptable ways

Children who have difficulty in school tend to develop poorer self concepts resulting subsequent poor performance in upper grades.

Physical Development vs Surplus Energy TheoryPhysical Development vs Surplus Energy Theory

Between the ages of 6 and 11, children experience many physical changes-

-Developing physical skills used in different physical activities. -Developing fine motor skills used in activities like different projects- art, science or craft (Snowman, et al. 2009).

Surplus energy theory-Children play to stem off extra energy (Spencer 1855)

Outdoors that are used only for physical training, and those in which learning occurs through environmental interaction can be easily distinguished. Photo source: Natural Learning Initiative

Photo source: http://www.universal-yoga-center.org/digdarshansecondary.html

Theories of PlayTheories of Play

“ One cannot distinguish between play, work and learning for young children”- Sebba & Churchman 1986

Learning and CurriculumLearning and Curriculum

“A school ground encourages all three types of learning- formal, non-formal and informal. ”- Moore & Wong 1997

Hidden Curriculum:Curriculum in which learning through environmental interaction occurs via unregulated exploration and play has been referred to as the “hidden” curriculum. Titman (1994)

Concept of AffordanceConcept of Affordance

‘An ‘Affordance’ refers to the fit between an animal’s capabilities and the environmental supports and opportunities (both good and bad) that make possible a given activity.’(Gibson and Pick 2000, p 15)

The schoolground offers to the children a set of affordances which will be studied in this research relating to learning behaviour of children.

Behaviour SettingsBehaviour Settings

Behaviour settings are composed of two set of identifying characteristics-

1)a specific set of time, place and object props (tree logs, sand, rocks) and

2)a specific set of attached standing behaviour or behaviour episodes (climbing, sitting, walking, reading books) (Barker, 1968, Scott, 2005).

Behavior settings are ecological units where the physical environment and behaviour are indissolubly connected (Barker 1978).

School ground design_Insights from LiteratureSchool ground design_Insights from Literature

Adventure Play Messy Area

1

Sand and Water

Flat area

Outdoor classroom

Woodland

Growing area

Messy Area 2

Key Findings from previous researchKey Findings from previous research

Methods used in research with children’s environmentMethods used in research with children’s environment

Adapted and modified from (Monsoureh and Ismail 2012)

School ground as an Outdoor Learning EnvironmentSchool ground as an Outdoor Learning Environment

1. Features of School Ground are Natural Elements (Plants, stones and Earth), Artefacts (sitting, water body/ pond, sculpture etc) and Landscape design Characteristics ( ordering systems, spatial sequence and sense of place which guide the composition and shaping of outdoor spaces) (Herrington and Studtman 1998)

2. Three characteristics seem more important to children in outdoor environment: a) Green structures and Nature, b) Variation and Diversity and c) Unstructured and Manipulative Environment.

3. Researches prove that flat area with variety of vegetation offer children the opportunity to play diversely. (Wan, A., & Zulkiflee, A. S. 2012)

“Aspects of human presence and activity, or possibilities for activity (such as places to climb on or places to sit, whether or not they are designed as such) seem to attract greater interest from children than the mere presence of artefacts or plants which do not seem to offer this potential.”

-Ward Thompson, C (1995)

Conceptual FrameworkConceptual Framework

EnvironmentEnvironment Child Behaviour

Child Behaviour

Co

nce

ptu

al L

evel

Built Environment:

School Ground

Children’s learning

Op

erat

ion

al L

evel

•Natural Elements

•Artefacts (Learning Equipment)

•Landscape Design Characteristics

•Natural Elements

•Artefacts (Learning Equipment)

•Landscape Design Characteristics

Qualitative Data:

Cognitive Development

Physical Development

Socio-emotional Development

Qualitative Data:

Cognitive Development

Physical Development

Socio-emotional Development

Quantitative Data:

Learning Survey Items:

Test Scores, Percentage of Attendance

Domain Survey Items

Motivation, Attitude towards learning

Quantitative Data:

Learning Survey Items:

Test Scores, Percentage of Attendance

Domain Survey Items

Motivation, Attitude towards learning

Framework applied in Research DesignFramework applied in Research Design

Focus groups (with children)Focus groups (with children)

Focus groups (with teachers)Focus groups (with teachers)

Visual methodsVisual methods

Ch

ildre

n’s

Par

tici

pat

ion

Pro

acti

ve r

ealm

of

Par

tici

pat

ion

Behaviour mappingBehaviour mapping

(Participant) Observation(Participant) Observation

Questionnaire SurveyQuestionnaire Survey

Secondary Data Collection-Exam results -Attendance rates

Secondary Data Collection-Exam results -Attendance rates

Focus groups (with children)Focus groups (with children)

In-depth Interview (with teachers)In-depth Interview (with teachers)

Behaviour mappingBehaviour mapping

(Participant) Observation(Participant) Observation

Questionnaire SurveyQuestionnaire Survey

• Evidence-based design of school ground

• Implementation of design

• Intervention of outdoor learning

Qu

alit

ati

ve

mea

sure

sQ

uan

tita

tiv

e m

easu

res

Exploration Experimentation Evaluation

Quasi-experimental action research strategy

Secondary Data Collection-Exam results -Attendance rates

Secondary Data Collection-Exam results -Attendance rates

Gaps to be addressedGaps to be addressed

• There is research on designing school ground for play but very little research prevails on how to design school ground for learning of curriculum contents.

• School grounds should be designed keeping in mind both the formal and informal curricula, both of them combining as one.

• Results of research are needed to be presented in a way to understand the process of thinking about research in a ‘designerly’ way.

• In the field of interdisciplinary research, the absence of a focus on the impact of the environment on the education and development of children is identified .

• Innovative and enjoyable learning processes supported by well-designed outdoor environments can be an option for ensuring ‘Education for All’.

Thank YouThank You