An Analysis of Pre-school Children's Perception of Schoolyard through their Drawings

Salı, Güneş; Akyol, Aysel Köksal; Baran, Gülen

doi:10.1016/j.sbspro.2014.01.528

Cited by 13 publications

(8 citation statements)

References 2 publications

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“…In today's urban life style, children are forced to spend their time, in small play spaces squeezed in amongst buildings, and they are rarely acquainted with natural environments; this is a situation that restricts their creative and imaginative potential. The striking frequency of use of human figures in children's drawings seen in this study is similar to the high proportions of such figures found by Sali et al (2014). Boys' and girls' preferences regarding play areas and street furnishings within the built environment (water elements, seating elements, trash cans, etc.)…”

Section: Resultssupporting

confidence: 82%

“…Panula's (2012) study concluded that there was a majority preference for built and social environments where water and garden elements were featured. When Sali, Köksal Akyol, and Baran (2014) asked 182 children at the preschool and primary-school level from seven different schools to draw the play areas in their schools' surroundings and their ideal play spaces, they found that the children drew fixed and moving play equipment, plants, animals, human forms, and imaginary elements. In a research study by Dikmen, all the children's drawings showed elements of outside space, such as the sun, clouds, fireworks, and green areas; this was taken as an indication of children's desires to play games in outdoor spaces.…”

Section: Literature Reviewmentioning

confidence: 99%

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An Analysis of Primary School-Aged Children’s Drawings and Their Play Area Preferences

Caymaz¹,

Türkdoğdu²,

Edgü³

et al. 2018

UCER-B

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The aim of this study was to study the expectations of children in the 8-10 age group regarding their play areas, and to generate planning and design data for these areas accordingly. For the study, which used cognitive mapping procedures, 176 children studying in the third and fourth years of a primary institution in Istanbul were asked to draw their fantasy children's play areas. In the analysis of their drawings, the children's preferences were identified in three main categories: the natural environment, the built environment, and human features. At the end of the evaluation, it was determined that there was a higher preference among the children for elements of the built environment, relative to the natural environment.

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Section: Resultssupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of Primary School-Aged Children’s Drawings and Their Play Area Preferences

Caymaz¹,

Türkdoğdu²,

Edgü³

et al. 2018

UCER-B

View full text Add to dashboard Cite

show abstract

“…Another thing in common is that both words are related to living beings that are classified as "animals" and "plants, " but "human being" is excluded in both categories. Other than those already mentioned, the drawing technique was also used in a study related to the playground environment in a school (Salı et al, 2014), where children were asked to draw their dream playground and the one they had at the moment. It was found that children drew their ideal playground with movable and more interactive games.…”

Section: Children's Drawingsmentioning

confidence: 99%

Pictographic Representations of the Word “Nature” in Preschool Education Children

Fraijo-Sing¹,

Sierra²,

Tapia-Fonllem³

et al. 2020

Front. Psychol.

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The relevance of preschool children's understanding of nature, its elements, how it affects the behavior of human beings, and how human beings influence it, is a twopurpose task. First, it helps to identify the necessary elements for the design of programs that have a significant impact in the development of environmental identity. Second, it also assists in the implementation of environmental education in the school curriculum in Mexico, in order to develop attitudes to preserve the environment from an early age. Based on this logic, the objective of this study was to identify the components of the concept of nature and its relationship with environmental identity, from drawings made by preschool children in a desert environment through a visual discursive analysis. The sample consisted of 118 preschool students whose ages ranged between 5 and 6 years. Participants were selected from four different schools in Hermosillo, Mexico: three located in the urban area and one on the coastal area of the State of Sonora. Participants were asked to draw the first thing that came to their minds when they heard the word nature. As a result, all the drawings presented categories such as plants, animals, waterbodies, celestial bodies, abiotic factors, natural locations, locations made by man, and others. Finally, the analysis showed that a general idea of what nature represents to children includes elements of known flora and fauna; however, they did not capture elements of the desert region in which they live. In addition, most participants' self-definition contained environmental identity.

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“…In such designs, both natural and artificial elements must be used (Acar, 2014). Furthermore, Salı, Akyol, and Baran (2014) claimed that there should be endeavors to provide necessary play equipment in playgrounds. Therefore, the design and utilization of outdoor spaces of kindergarten should be taken seriously.…”

Section: Introductionmentioning

confidence: 99%

Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China

Meng

2021

International Perspectives on Early Childhood Education and Development

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Compared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.

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An Analysis of Pre-school Children's Perception of Schoolyard through their Drawings

Cited by 13 publications

References 2 publications

An Analysis of Primary School-Aged Children’s Drawings and Their Play Area Preferences

An Analysis of Primary School-Aged Children’s Drawings and Their Play Area Preferences

Pictographic Representations of the Word “Nature” in Preschool Education Children

Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China

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