Children’s social play and affordance availability in preschool outdoor environments

Hermida, Iñaki Larrea; Muela, Alexander; Miranda, Nekane; Arteaga, Alexander Barandiaran

doi:10.1080/1350293x.2019.1579546

Cited by 21 publications

(27 citation statements)

References 25 publications

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“…Within a functional approach seeking to maximize BE potential to increase PA and outdoor play among youth, the concept of affordances becomes relevant. In the context of play, affordances are the functionally significant properties of the environment that satisfy children's needs, interests, motivations, or capabilities (i.e., flat surface and climbable elements) 57 . The concept of affordances highlights the value of a variety of materials, colors, and textures for stimulating diverse interests and abilities among youth.…”

Section: Resultsmentioning

confidence: 99%

“…In the context of play, affordances are the functionally significant properties of the environment that satisfy children's needs, interests, motivations, or capabilities (i.e., flat surface and climbable elements). 57 The concept of affordances highlights the value of a variety of materials, colors, and textures for stimulating diverse interests and abilities among youth. Considering affordances is a way to think about the relations between spatial features and children's behavior 58 59 BE settings such as schools, neighborhoods, parks, and streets are "social settings" with inherent social constructs that influence PA behavior.…”

Section: Affordancesmentioning

confidence: 99%

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Built environment in programs to promote physical activity among Latino children and youth living in the United States and in Latin America

et al. 2021

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Summary To prevent obesity among Latino youth in the United States and Latin America, it is necessary to understand the specific context and interplay of physical activity (PA) and the built environment (BE). This paper aims to advance the research agenda of BE and PA for obesity prevention in Latin America and among Latino youth in the United States by (1) identifying environmental indicators to inform the design of interventions and policy, (2) identifying interdisciplinary methodological approaches for the study of the complex association between BE and PA, and (3) presenting case studies of PA‐promoting BE programs. A group of U.S. and Latin American scientists collaboratively worked to propose innovative indicators of the BE, methodological approaches for the study of the complex association between BE and PA, and review case studies of PA‐promoting BE programs in both regions. The results identified gaps in knowledge, proposed environmental indicators (e.g., landscape, street design, mobility patterns, and crime and safety), reviewed methodological approaches (social network analysis, citizen science methods), and case studies illustrating PA‐promoting BE programs (i.e., play streets, active school transport, and school setting interventions). The obesity prevention among Latino and Latin American youth requires advanced research on BE and PA addressing context‐specific priorities and exchanging lessons learned.

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Section: Resultsmentioning

confidence: 99%

Section: Affordancesmentioning

confidence: 99%

Built environment in programs to promote physical activity among Latino children and youth living in the United States and in Latin America

et al. 2021

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“…We believe that children acquire and understand historical-cultural conceptions, ideas and values by playing with such toys. Research on children's use of toys also suggests that they have a particular value in the cultural appropriation of social practices (Beardsley and Harnett, 1998;Larrea et al, 2019). Toys have a double function here: on the one hand, they enable children to play directly and without any purpose.…”

Section: Theoretical Framework Historical Culture and Historical Learmentioning

confidence: 99%

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

Barsch

Mathis

2020

HERJ

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In 2018, the toy manufacturer Playmobil launched a ‘History Class’ as an addition to its ‘Furnished School Building’. The materiality of this toy, and the selection of teaching media represented in coloured plastic (a blackboard with timeline, magnifying glass, parchment roll, stone axe, posters and other sources), convey an idea of history education based on hands-on learning, a variety of methods, original encounters and work with historical sources. This paper presents results of an international research project in which 12 children in Germany and Switzerland were interviewed with the help of this toy as a stimulus. The aim was to find out to what extent children are able to deconstruct the toy as a historical-cultural product. In addition, the interviews were intended to grasp the children’s views on the ideal teaching of history. The data are evaluated using grounded theory methodology. The results show that the pupils express clear wishes as to how history teaching should be structured. A critical distance to the toy was not taken.

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“…Moreover, affordances are the functional significances of environmental characteristics for an individual and the characteristics of the environment that are real and substantial, both objectively and psychologically [ 22 ], as well as the properties of the environment that are functionally significant. They are perceived by way of active information detection and they include dimensions of the environment and the individual [ 26 ]. Therefore, based on the encouraging ability of affordances in a given space, play may differ from one child to the next [ 22 , 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

“…They are perceived by way of active information detection and they include dimensions of the environment and the individual [ 26 ]. Therefore, based on the encouraging ability of affordances in a given space, play may differ from one child to the next [ 22 , 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

et al. 2021

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Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.

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Children’s social play and affordance availability in preschool outdoor environments

Cited by 21 publications

References 25 publications

Built environment in programs to promote physical activity among Latino children and youth living in the United States and in Latin America

Built environment in programs to promote physical activity among Latino children and youth living in the United States and in Latin America

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

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