Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences
Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences
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DOI：
10.1016/j.jenvp.2014.11.005
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发表时间：
2015-03-01
影响因子：
6.9
通讯作者：
Toukhsati, Samia
中科院分区：
文献类型：
--
作者：
Bagot, Kathleen L.;Allen, Felicity Catherine Louise;Toukhsati, Samia
由于对儿童恢复性环境的研究很少，支持儿童功能的环境设计是有限的。本研究的目的是运用注意恢复理论探讨儿童对学校操场的知觉恢复性的预测因素。来自14所学校的儿童（N = 550, 46%为男孩，M-age = 9.73岁，SD = 1.21）报告了操场知觉恢复和游戏期体验（情感、身体活动、社会活动、感知负担舞蹈）。评估游乐场的性质、大小、游戏面积、游戏设备及场地总数的比例。在控制了性别、年龄和游乐场大小后，植被体积是唯一能预测感知恢复性的显著自然度指标。玩耍时期的经历比身体特征更能解释差异。由于只有中等程度的恢复知觉，学校场地增强儿童功能的潜力仍然存在。影响儿童恢复性环境的因素可能与成人不同，这就要求儿童参与其环境的研究和设计。(C) 2014 Elsevier Ltd.版权所有。
With little research examining children's restorative environments, the design of environments supportive of children's functioning is limited. The aim of this study was to examine the predictors of perceived restorativeness of children's school playgrounds, using Attention Restoration Theory. Children (N = 550, 46% boys, M-age = 9.73 years, SD = 1.21) from 14 schools reported playground perceived restorativeness and play period experiences (affect, physical activity, social activity, perceived affor-dances). Playground characteristics of nature, size, play areas, play equipment and ratio of total grounds were assessed. After controlling for gender, age and playground size, vegetation volume was the only significant naturalness measure predicting perceived restorativeness. Play period experiences explained more variance than physical characteristics. With only moderate levels of perceived restorativeness revealed, the potential for school grounds to enhance children's functioning remains. Factors contributing to children's restorative environments may differ from adults, requiring children's inclusion in the research and design of their environments. (C) 2014 Elsevier Ltd. All rights reserved.