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- Boldemann, C., et al.
(author)
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Preschool outdoor play environment may combine promotion of children's physical activity and sun protection. Further evidence from Southern Sweden and North Carolina
- 2011
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In: Science and Sports. - : Elsevier BV. - 0765-1597. ; 26:2, s. 72-82
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Conference paper (peer-reviewed)abstract
- Objective. - To study the impact of preschool outdoor environments on children's physical activity and solar ultraviolet (UV) exposure at different latitudes and countries. Methods. Outdoor environments of 11 preschools (two in Raleigh NC, USA, Lat.36 degrees N, nine in Malmo, Sweden, Lat.55 degrees N) were scored (OPEC) regarding space, vegetation, hilly terrain and level of integration between open spaces, vegetation and play structures. Free sky (%) was determined by imaging. Physical activity was measured by pedometers and solar UV-exposure by polysulphone dosimeters during 5 days in spring 2009, and individual background data gathered by questionnaires and anthropometric measurements. Global UV radiation was measured and available individual UV radiation (%) computed. Results. - In Malmo, mean step count/minute was 21.2 in preschools with high-scored environment vs. 17.6 in low-scored environments, and UV-exposure lower, 26% vs. 43% of available UV during outdoor stay. In Raleigh, step count/minute was 12.3 and UV-exposure of available UV 27% during outdoor stay. Conclusions. - Step count/minute was lower in Raleigh than in Malmo, but in Malmo children at low-scored environments ran a higher risk of sunburn than in Raleigh. Trees and shrubbery integrated in children's playscape trigger both physical activity and sun-protective behaviour in Sweden, and previous measurements in Stockholm were confirmed. Such outdoor environment should be recommended, but the role of season and climate needs to be further explored. (C) 2011 Elsevier Masson SAS. All rights reserved.
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- Jansson, Märit, et al.
(author)
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Children's perspectives on vegetation establishment: Implications for school ground greening
- 2014
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In: Urban Forestry & Urban Greening. - : Elsevier BV. - 1618-8667 .- 1610-8167. ; 13, s. 166-174
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Journal article (peer-reviewed)abstract
- School ground greening might provide multiple benefits for children across age, gender and competence through allowing participation in the greening process and experience of nature and vegetation. However, the process of school ground greening must nurture a positive relationship between children and newly planted vegetation during the first years after establishment. This study explored how green space planning, management and maintenance approaches influence children’s school ground use and experiences through a series of field observations following establishment of new vegetation in a landscaped area at a school in Malmö, Sweden. The methods included documentation of vegetation, observations of use and interviews with children and teachers on three occasions during one and a half years following the first planting. The greening approach appeared successful, especially for younger children (up to around 11 years), who were more positive and also used the area more than older children. They also used it for pretend play, which was rare in the school ground before greening. Experiences from continuous participation and physical use appeared important for children establishing a positive and caring relationship with the landscaped area. The results suggest that school ground greening should be well integrated with pedagogic activities. Damage to woody vegetation can be limited by establishing other landscape elements that are attractive for play and by using fences without hindering access.
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- Jansson, Märit, et al.
(author)
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Green school grounds: a collaborative development and research project in Malmö, Sweden
- 2012
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In: Children, Youth and Environments. - 1546-2250. ; 22, s. 260-269
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Journal article (peer-reviewed)abstract
- School ground greening projects may result in a multitude of benefits for pupils, schools and entire communities. This field report describes a project called "Green school grounds" in Malmö, Sweden and an interdisciplinary research project investigating vegetation establishment and management as well as the effects for children. The project consulted researchers and involved teachers and children at the schools during the process of planning and construction. In the first results from a pretest evaluation of school ground activity, part of an intervention study at two schools is presented.
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