Nature and Children’s Play: Investigation of Child-Nature Interaction in Urban Green Parks

Abstract

Studies have shown that contact with nature brings cognitive, social, physical and psychological benefi ts to children, infl uencing their development. In natural environments, children play jumping, running, digging, building, hiding, climbing trees, and develop the capacity of imagination in make-believe play. In the present study, which aimed to understand the child-nature interaction in play, 30 children aged 2 to 10 years were observed in two urban green parks of Florianópolis, southern Brazil (SC). Thus, one observation protocol was developed using the technique of person-centered behavioral mapping. In both contexts, sand was the natural element most used in constructive play. Children were observed gathering sand with plastic shovels or pots to build something. Other elements such as vegetation, water and stone were observed less frequently in play behaviors. In one of the parks, vegetation was used in a turbulent play with a child climbing a tree. Water was used in turbulent play of spreading water and throwing it at one another, and stones were used in constructive play. The preservation of these elements in natural areas or their inclusion in planned areas implies in the expansion of recreational opportunities for children.

Parents’ perceptions of affordances for children in nature / La percepción que tienen los padres de las oportunidades para los niños en la naturaleza

“…Raymundo, Kuhnen, and Soares (2010) and Kuh et al (2013) observed playgrounds where sand has been identified as a preferred element for performing constructive play by preschoolers. Machado et al (2016) also observed that sand was the most common element used in constructive play for children in one urban green park where this resource was part of the native ecossystem. According to Tuan (1978), such children´s attraction to this natural resource is related to the imagination and sense of destruction that can be exercised in building structures.…”

“…Tanto Raymundo, Kuhnen, y Soares (2010) como Kuh et al (2013) observaron parques en los que se identificó la arena como el elemento preferido de los preescolares para realizar juegos constructivos. Machado et al (2016) también observó que la arena era el elemento utilizado más habitualmente en los juegos constructivos de los niños en un espacio verde urbano en el que este recurso era parte del ecosistema local. Según Tuan (1978), la atracción de los niños por este recurso natural está relacionada con la imaginación y la sensación de destrucción que pueden realizar en las estructuras en construcción.…”

“…Por lo que respecta a la salud mental infantil, existe n estudios sobre las propiedades restauradoras de las zonas verdes (Korpela, Kÿtta, & Hartig, 2002; Taylor, Kuo, & Sullivan, 2002). Otras investigaciones se han centrado en las actividades que los niños desarrollan en espacios naturales abiertos, que estimulan las capacidades motoras y la imaginación (Derr & Lance, 2012; Fjortoft, 2004; Fjortoft, Kristoffersen, & Sageie, 2009; Fjortoft & Sageie, 2000; Jansson, 2008; Kernan, 2010; Kuh, Ponte & Chau, 2013; Kylin, 2003; Machado, Peres, Albuquerque, & Kuhnen, 2016; Malone & Tranter, 2003; Rasmussen, 2004; Refshauge, Stigsdotter, & Petersen, 2013; Schäffer & Kistemann, 2012), y que ofrecen oportunidades de socialización y privacidad (Anggard, 2010; Castonguay & Jutras, 2009; Czalczynska_Podolska, 2014; Min & Lee, 2006).…”

“…Regarding children´s mental health, there are studies about the restorative property of green areas (Korpela, Kÿtta, & Hartig, 2002; Taylor, Kuo, & Sullivan, 2002). Other researchers have focused on activities that children develop in natural open spaces that stimulate motor ability and imagination (Derr & Lance, 2012; Fjortoft, 2004; Fjortoft, Kristoffersen, & Sageie, 2009; Fjortoft & Sageie, 2000; Jansson, 2008; Kernan, 2010; Kuh, Ponte, & Chau, 2013; Kylin, 2003; Machado, Peres, Albuquerque, & Kuhnen, 2016; Malone & Tranter, 2003; Rasmussen, 2004; Refshauge, Stigsdotter, & Petersen, 2013; Schaffer & Kistemann, 2012) and offer opportunities for socialization and privacy (Anggard, 2010; Castonguay & Jutras, 2009; Czalczynska_Podolska, 2014; Min & Lee, 2006).…”

Model Bermain Konstruktif untuk Meningkatkan Kecerdasan Interpersonal Anak TK

“…Pada saat anak bermain konstruktif anak juga belajar menghibur diri, bersikap sosial, bekerjasama dan menghargai prestasi teman bermainnya. (Machado et al, 2016) mengemukakan bahwa bermain konstruktif bertujuan untuk untuk menciptakan sesuatu objek menjadi bentuk yang sudah direncanakan. Bermain konstruktif didesain melalui permainan yang terjadi ketika anak-anak Agar anak memahami bagaimana mengkonstruksi atau membangun bentuk yang dikehendaki seperti apa yang pernah dilihatnya.…”