Children and nearby nature: A nationwide parental survey from Norway

Gundersen, Vegard; Skår, Margrete; O’Brien, Liz; Wold, Line Camilla; Follo, Gro Irene

doi:10.1016/j.ufug.2016.04.002

Cited by 49 publications

(36 citation statements)

References 39 publications

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“…The survey offers statistics about children's use of nearby nature in Norway today (Gundersen, Skar, O'Brien, Wold & Follo, 2016;Skar et al, 2014). We will specifically focus on and present those parts of the survey that are relevant to the topic of barriers to children's use of nearby nature.…”

Section: Introductionmentioning

confidence: 99%

Why do children not play in nearby nature? Results from a Norwegian survey

Skår

Wold

Gundersen

et al. 2016

Journal of Adventure Education and Outdoor Learning

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Based on a nationwide Norwegian survey among 3160 parents of children aged 6-12 years, this article identifies and discusses barriers for children's engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children's free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children's engagement with nature in the same way in 'Green Norway' as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults' roles.

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Section: Introductionmentioning

confidence: 99%

Why do children not play in nearby nature? Results from a Norwegian survey

Skår

Wold

Gundersen

et al. 2016

Journal of Adventure Education and Outdoor Learning

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“…Since the 1990s, research on children's geography has developed rapidly [28][29][30], and relevant studies on children's activity space have increasingly paid more attention to children's geography [31]. Most research on children's activity space has focused on children's access to parks [32], accessibility and design of playground facilities [33][34][35][36], children's neighborhood activity and play space [37][38][39], children's play in public open spaces [24,25], children's interaction with natural spaces [40][41][42][43], etc. Children use spaces differently than adults; they tend to play and learn in these places rather than work or use them for leisure [44].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Neighborhood activity spaces may have a significant and lifelong impact on children's health and are regulated by both parental behavior and the surrounding environment [15,47]. In Western countries, the most common places for children's activities were their garden [41], neighborhood spaces, and designated extracurricular activity places. Conversely, in China, the most commonly used places for children's activities were public recreational facilities and business destinations outside the community (even children living in remote areas often play in these places) [37].…”

Section: Literature Reviewmentioning

confidence: 99%

The Places Children Go: Understanding Spatial Patterns and Formation Mechanism for Children’s Commercial Activity Space in Changchun City, China

Liu

Yao

et al. 2020

Sustainability

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In recent years, the demand for children’s activities has been increasing, and the children’s consumer market has expanded annually. A large number of urban commercial spaces for children’s activity that meet the needs of children’s activities have been built in Chinese cities. This paper analyzed the distribution of these spaces in Changchun City, divided children’s activity space into five categories, analyzed the distribution and spatial differentiation using ArcGIS tools, and discussed the formation mechanism of the spatial pattern of children’s activity space. The results show that: (a) The spatial agglomeration of children’s activity places in Changchun was remarkable and formed a multicore spatial pattern of three municipal and six district-level centers. (b) Different varieties of children’s activity places showed significant spatial differences with “center–periphery” and spatial distribution patterns and each block unit had specialized characteristics. (c) The diversification and social demand for children’s activities, children’s consumption (a new growth factor for the modern service industry), market competition for rent, coupling relationship with urban functional areas, traffic convenience and accessibility, and changes of children’s activity behavior patterns and preferences were the main factors that influence commercial children’s activity space in Changchun. (d) The inequitable spatial distribution of children’s activities, the poor accessibility of children’s activity places, the lack of outdoor places and natural elements, the excessive concentration of children’s activities, and the lack of reasonable guidance of children’s commercial activity places in the city pose challenges for daily activities of urban children. Based on these results, this paper put forward some constructive policy suggestions, such as the planned addition of children’s public places and children’s outdoor places, enriched green and natural elements of children’s places, the construction of children’s activities facilities in residential areas, and the addition of children’s activity facilities in the compulsory standards for urban construction.

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“…Gustav and the researcher raised the idea of a bonfire as an important element in outdoor education, which may be connected to an outdoors culture (Gundersen et al, 2016). It seems that Arya is, to a limited degree, confined within the same culture.…”

Section: Different Framing Is An Assetmentioning

confidence: 99%

A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research

Iversen

Jónsdóttir

2018

Designs for Learning

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This article highlights roles and responsibilities in design-based research (DBR) by analysing the micro-communication processes between two science teachers and one researcher. Despite DBR being a practice-oriented methodology, we know little about micro-communication processes with regard to how roles and responsibilities are fulfilled and perceived. We draw upon certain concepts from frame analysis when exploring three areas of concern: (1) the participants' framing of their own and each other roles and responsibilities, (2) the flexible researcher role in micro-communication processes, and (3) the teachers' different framing of education and research. Our analyses reveals that the researcher's role is framed as an observer while the teachers are the ones who implement the artefact being tested. Additionally, the flexible researcher appears more equipped to handle micro-communication processes and the teachers' different framing can be useful for development of the study. Finally, we present some final reflections based on our findings.

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Children and nearby nature: A nationwide parental survey from Norway

Cited by 49 publications

References 39 publications

Why do children not play in nearby nature? Results from a Norwegian survey

Why do children not play in nearby nature? Results from a Norwegian survey

The Places Children Go: Understanding Spatial Patterns and Formation Mechanism for Children’s Commercial Activity Space in Changchun City, China

A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research

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