Charting Generational Differences in Conceptions and Opportunities for Play in a Japanese Neighborhood

Kinoshita, Isami

doi:10.1080/15350770802629024

Cited by 29 publications

(23 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However in each generation at least one of the children reported going or trying to go beyond the range whether this was negotiated or imposed. This research also shows a very dramatic reduction in four dimensions of distance travelled; the type and variety of outdoor spaces visited; activities undertaken and the number of companions, variously reflecting findings of other cross generational research (Gaster, 1991;Tandy, 1999;Karsten, 2005;Skar and Krogh, 2009;Kinoshita, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…New York in USA (Gaster, 1991), Newcastle in Australia (Tandy, 1999); Amsterdam in the Netherlands (Karsten, 2005); Brumunddal in Norway (Skar and Krogh, 2009) and Tokyo in Japan (Kinoshita, 2009). These pieces of research are To cite this please use: Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England.…”

Section: Home Range Over Different Generationsmentioning

confidence: 99%

“…However various studies have shown that home range for contemporary children in some parts of the world is reducing compared with that of previous generations (Spilsbury, 2005;Karsten, 2005;Kinoshita, 2009;Skar and Krogh, 2009). …”

Section: Changing Home Range and Its Consequencesmentioning

confidence: 99%

See 2 more Smart Citations

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

Woolley

Griffin

2014

Children's Geographies

View full text Add to dashboard Cite

Home range is commonly understood to be the distance from home that children are allowed to go in the outdoor environment with the term being used within various academic disciplines. Different factors influence children's home range including traffic, age, parental fears and understandings of what it means to be a good parent. Research addressing home range over different generations has identified a context of changes in the built environment, demography and technology. This paper reports results from three generations of two families in Sheffield in the north of England and confirms a reduction in four major domains: home range, variety of outdoor spaces visited; range of activities undertaken and the number of companions. Defining home rangeThe concept and term home range has been used for over forty years, originated from the field of environmental psychology (Gaster, 1995) and is generally understood as a mechanism to describe children's engagement with their outdoor environment. Some have suggested that home range is 'the distance children travel away from their home in the course of their outdoor play and leisure pursuits' (Matthews, 1992 p ) or that it is 'the sum of children's independent, voluntary encounters with the world centring on the dwelling' (Gaster, 1995,p35). Taking an understanding relating more to frequency of use Moore and Young (1978) suggested the terms habitual, frequented and occasional range. Hart identified that home range was often not imposed by parents but was 'a product of negotiation and understanding between parent and child' (Hart, 1979, p. 46). He recognised the complexity of the concept and suggested three sub-headings of free range, range with permission and range with permission and with other children. It is this complex definition that forms the basis of the research reported in this paper.The term home range seemed to fall out of use in academic discourse being replaced, to some extent,by studies about what is now called Children's Independent Mobility (CIM) with the research of Hillman et al. (1990) leading in this area. This has been followed by others exploring activity range, territorial range, daily contact space, distances children travel and places children travel to (see e.g. Spilsbury, 2005;Mackett et al., 2007;Tranter and Sharpe, 2012, Villaneuva et al. 2012).

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Home Range Over Different Generationsmentioning

confidence: 99%

See 1 more Smart Citation

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

Woolley

Griffin

2014

Children's Geographies

View full text Add to dashboard Cite

show abstract

“…However, the research is scarce, and some studies show no difference in teachers’ and students’ abilities to name organisms (Bebbington , Lindemann‐Matthies and Bose , Burgoon and Duran ). In addition to some of the reasons listed previously, we also hypothesize that the ability of teachers to name a more substantial number of organisms can be attributed to other factors, such as generational differences (today's students are less likely to spend time outdoors) and their locations of play during their childhood (if children are surrounded by trees, they will climb; if they are near creeks, they will swim; Piaget and Cook , Kinoshita ). Further, the teachers in our study were identified because they were affiliated with sites in the LTER.…”

Section: Discussionmentioning

confidence: 99%

Is being familiar with biodiversity related to reasoning about ecology?

Hartley

Doherty

et al. 2018

Ecosphere

View full text Add to dashboard Cite

Many science educators believe that student recognition of biodiversity is an important precursor to discovering patterns and understanding processes that define and shape ecological systems. We investigated (1) the total number, taxonomic categories, specificity, and diversity of backyard organisms that middle (MS) and high school (HS) students and teachers named, (2) how the number, specificity, and diversity of organisms that students and teachers named related to their overall performance on an ecology learning progression assessment, and (3) the types of information students used to sort and group organisms. Our sample population included 264 MS students, 374 HS students, and 108 teachers in five U.S. states (California, Colorado, Maryland, Michigan, and New York). We found that students were more likely to name vertebrates than plants or microorganisms, while teachers were more likely to name vertebrate and plants than microorganisms. Teachers named a higher total number (richness) and diversity of organisms and named more organisms in specific (e.g., bull snake) than general taxonomic categories (e.g., snake) than did students. Individual performance on the ecology learning progression assessment was positively correlated to the total number (richness), diversity, and specificity of organisms that students and teachers could name. The types of information students invoked to group organisms together varied by question context. Most students invoked information related to form/outward traits, habitat, function (e.g., decomposer), and taxa (e.g., fungi, plant, animal). Notably, some students invoked ideas about evolutionary relationships among organisms. This work corroborates previous findings about student familiarity with biodiversity and provides preliminary evidence that familiarity with local biodiversity is linked to reasoning about ecology.

show abstract

“…For reasons of safety and convenience, the number of children transported by car to various places in their daily lives is increasing and this phenomenon has been argued to pose a threat to children's health (Carver and others, ; Daly‐Smith and others, ; Davison and others, ; Mackett and others, ) and cause them to be lacking in environmental competence (Malone, ). In the same vein, the great change in urban neighbourhoods is also castigated as one of the causes behind the decline in children's opportunities to play outdoors in Western and Asian countries (Karsten, ; Kinoshita, ; Simms, ). Contemporary urban neighbourhoods are depicted as lacking natural environments wherein children can play and roam around freely (Valentine and McKendrick, ; Vallance and others, ).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Bandung City's Rapid Development on children's Independent Mobility and Access to Friendly Play Environments

2014

Self Cite

View full text Add to dashboard Cite

This study explored the extent to which the enormous development in Bandung City, Indonesia has some bearing on local children as the youngest inhabitants. In particular, it focused on the issue of children's independent mobility and the availability of friendly play environments in children's neighbourhoods. The result of this study showed that the development of Bandung City has created a disparity in access regarding children's opportunities for mobility as well as participation in friendly play environments. This study identified that many children were allowed to visit two places — local shops and the local mosque — without accompanying elders. This study also recognised children's desires to have appropriately designed play spaces, such as parks that are equipped with play equipment and rich in nature. Thus, this study argues the necessity to preserve the remaining and add a significant number of new, free, outdoor play spaces in the city.

show abstract

Charting Generational Differences in Conceptions and Opportunities for Play in a Japanese Neighborhood

Cited by 29 publications

References 4 publications

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

Is being familiar with biodiversity related to reasoning about ecology?

The Impact of Bandung City's Rapid Development on children's Independent Mobility and Access to Friendly Play Environments

Contact Info

Product

Resources

About