Behavioral mapping of children’s physical activities and social behaviors in an indoor preschool facility: methodological challenges in revealing the influence of space in play

Abstract

BackgroundGIS (Geographic Information Systems) based behavior maps are useful for visualizing and analyzing how children utilize their play spaces. However, a GIS needs accurate locational information to ensure that observations are correctly represented on the layout maps of play spaces. The most commonly used tools for observing and coding free play among children in indoor play spaces require that locational data be collected alongside other play variables. There is a need for a practical, cost-effective approach for extending most tools for analyzing free play by adding geospatial locational information to children’s behavior data collected in indoor play environments.ResultsWe provide a non-intrusive approach to adding locational information to behavior data acquired from video recordings of preschool children in their indoor play spaces. The gridding technique showed to be a cost-effective method of gathering locational information about children from video recordings of their indoor physical activities and social behaviors. Visualizing the proportions of categories and observed intervals was done using bubble pie charts which allowed for the merging of multiple categorical information on one map. The addition of locational information to other play activity and social behavior data presented the opportunity to assess what types of equipment or play areas may encourage different physical activities and social behaviors among preschool children.ConclusionsGridding is an effective method for providing locational data when analyzing physical activities and social behaviors of preschool children in indoor spaces. It is also reproducible for most GIS behavior mapping focusing on indoor environments. This bypasses the need to have positioning devices attached to children during observations, which can raise ethical considerations regarding children’s privacy and methodological implications with children playing less naturally. It also supports visualizations on behavior maps making them easier to interpret.

A Proposal on Detection and Analysis of Threshold Public Spaces Using On-Site Observation and Behavioral Mapping Technique

“…Ozbil et al, 2018Wang & Wu, 2020;Van der Spek et al, 2009;Arsan & Kepez, 2017) to support the method. Additionally the use of the behavior mapping model had many limitations and caused the studies not to achieve the desired results (Goličnik Marušić, 2010;Guinther et al, 2014;Al-Maimani et al, 2014;Mandel, 2016;Ozbil et al, 2018;Onojeghuo et al, 2019;Istrate et al, 2020;Wang & Wu, 2020;Cosco et al, 2010;Van der Spek et al, 2009;Valkenet et al, 2022;Cox et al, 2018;Arsan & Kepez, 2017;Liao et al 2022). As a result, a holistic perspective on threshold spaces has not been achieved.…”

“…While the behavior map model allowed the researcher to measure the parameters of "location, activity, time, route", it was also able to measure "inter-user relations" with supporting analysis. However, according to the results obtained from the study, these parameters were not sufficient for space analysis and caused many limitations (Mandel, 2016;Goličnik Marušić, 2010;Al-Maimani et al, 2014;Guinther et al, 2014;Cosco et al, 2010;Cox, 2018;Onojeghuo et al, 2019;Istrate et al, 2020;Ozbil et al, 2018;Arsan & Kepez, 2017;Sommer, 2001;Liao et al, 2022;Wang & Wu, 2020;Van der Spek et al, 2009;McQuilkin, 2016;Valkenet et al, 2022). These limitations point to some deficiencies in the method and make it difficult to make a reliable determination and produce results.…”

“…When studies on the threshold space are examined, it is observed that several common techniques are utilized, the most prevalent of which are the observation method (Danilina & Privezentseva, 2020;Akartuna, 2017;Şevik, 2018) and the processing of observation data on maps (Eltan et al, 2015;Akartuna, 2017;Şevik, 2018). The method of processing user observation data on the map is called the "behavior mapping technique" (Eltan et al, 2016;Akartuna, 2017;Sevik, 2018;Barker, 1968;Ittelson, Rivlin, & Prohansky ,1970;Goličnik Marušić, 2010;Guinther et al, 2014;Al-Maimani et al, 2014;Mandel, 2016;Karadeniz et al, 2018;Ozbil et al, 2018;Gharib, 2019;Onojeghuo et al, 2019;Istrate et al, 2020;Wang & Wu, 2020;Cosco et al, 2010;McQuilkin, 2016;Van der Spek et al, 2009;Valkenet et al, 2022;Milke et al, 2009;Cox et al, 2018;Arsan & Kepez, 2017;Liao et al 2022). Behavior mapping technique was first developed at the end of the 1960s, by environmental and behavioral researchers such as Barker (1968) and Ittelson, Rivlin, & Prohansky (1970).…”

“…1st stage: Preparation of plans and observation papers, making observations and recording them on observation maps. (Goličnik Marušić, 2010;Guinther et al, 2014;Al-Maimani et al, 2014;Mandel, 2016;Karadeniz et al, 2018;Ozbil et al, 2018;Gharib, 2019;Onojeghuo et al, 2019;Istrate et al, 2020;Wang & Wu, 2020;Cosco et al, 2010;McQuilkin, 2016;Van der Spek et al, 2009;Valkenet et al, 2022;Milke et al, 2009;Cox et al, 2018;Arsan & Kepez, 2017;Liao et al 2022). 2ndd stage: Processing user locations, activities and routes determined as a result of observation on maps.…”

Unraveling the Potential of Immersive Virtual Environments for Behavior Mapping in the Built Environment: A Mapping Review

“…Filming urban landscapes poses significant challenges due to the coverage of large segments; however, it can serve as a valuable tool for capturing behaviors in indoor environments. Onojeghuo et al [73] conducted a notable indoor behavior mapping study using video recording in conjunction with the Observational System for Recording Physical Activity in Children-Preschool (OSRAC-P) version.…”