Independent mobility to school and Spanish children: go, return, or both?

Ayllón, Ester; Moyano, Nieves; Solana, Alberto Aibar; Salamanca, Annabella; Bañares, Lidia

doi:10.1080/14733285.2020.1737644

Cited by 7 publications

(5 citation statements)

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“…Recent studies demonstrate the existence of various forms of IM to school that children enjoy, as well as the importance of distinguishing between children who go to/from school alone (IM both ways) and those who only go to or from school alone (IM one way) [ 46 ]. Those children who show IM both ways also report more IM in their leisure activities, and perceive their home as being closer and having fewer difficulties than those who only commute to school one way.…”

Section: Introductionmentioning

confidence: 99%

Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School

Ayllón

Moyano

Lozano

et al. 2019

IJERPH

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The present study aimed to examine the factors associated with different forms of independent mobility (IM) to school (IM one way and IM both ways) according to their parents’ opinions. To do so, several variables were evaluated: how parents assess their children’s autonomy, the difficulty they perceive for IM to school, reasons for IM/no IM to school, parents’ willingness for IM to school, frequency of children’s IM for leisure activities, children having house keys and dangers perceived in the neighborhood. Family-related socio-demographic variables were also assessed: number of children, position occupied by them in the family, family composition, living with both parents or just one, and each parent’s nationality, level of education and job status. This study examined the data collected from 1450 parents (mothers and fathers) with children studying Primary Education years 4, 5 and 6 (M age = 10.53, SD = 0.90). The results showed that 42.3% of the schoolchildren did not practice IM to school, 18.1% practiced IM one way (they went to or from school alone), and 39.5% practiced IM both way (they went to/from school alone). These findings underline the importance of parents’ willingness for IM to school, and how the balance between how they perceive their children’s autonomy and difficulty for IM is relevant for greater IM to school.

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Section: Introductionmentioning

confidence: 99%

Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School

Ayllón

Moyano

Lozano

et al. 2019

IJERPH

Self Cite

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“…This can be explained by the lesser independence that parents give to children [ 19 ]. It is important to increase IM, particularly in children, because moving autonomously contribute to children to develop their physical, mental, cognitive performance and to build social relationships [ 46 ]. Additionally, the parents’ role is fundamental for developing children’s autonomy and IM [ 47 ].…”

Section: Discussionmentioning

confidence: 99%

Parent’s sociodemographic factors, physical activity and active commuting are predictors of independent mobility to school

et al. 2021

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Background Independent mobility (IM) provides young people with many opportunities to increase their autonomy and physical activity (PA). This study aimed to analyse whether the parent’s PA, active commuting to work and sociodemographic factors serve as predictors of IM to school in children and adolescents. Methods A total of 684 parents (52.8% mothers) and their offspring (56.4% girls) were included in this study, which was performed in Granada (Spain) and Valparaíso (Chile). The parents self-reported their sociodemographic characteristics, PA and mode of commuting to work. The mode of commuting to and from school and the offspring accompaniment mode were reported. T-test and chi-square test were used to study quantitative and qualitative differences by parental gender, respectively. Binary logistic regression models (odds ratio = OR) and stepwise analysis were performed to study the association between the parents’ sociodemographic variables and IM to school. Results Adolescents showed higher IM to school than children (58.9% vs 40.2%; p < 0.001). No car availability and shorter distance to work were positively associated with higher IM to school in children (OR = 2.22 and 2.29, respectively). Mothers' lower salary/month (OR = 2.75), no car availability (OR = 3.17), and mother passive commuting to work (OR = 2.61) were positively associated with higher IM to school in adolescents. The main predictor of IM to school in children and adolescents was no car availability (OR = 6.53). Conclusion Parental sociodemographic factors, such as salary, distance to work and car availability, were associated more strongly with IM than parental PA and active commuting to work.

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“…At a second level, clinical geography could provide behavioral and counseling support to optimize the use of the modified environments. This level synthesizes strands of geographic endeavor including person-environment behavior ( Aitken, 1992 ), children’s mobility ( Ayllón et al, 2020 ), negotiated urban encounters ( Watson, 2006 ), gendered boundaries of activity ( Coen et al, 2019 ), work and care ( Milligan and Wiles, 2010 , McDowell, 2004 ), performativity ( Thrift, 2008 ), and use of virtual space ( Malecki, 2017 ).…”

Section: Operationalizing Clinical Geographymentioning

confidence: 99%

“…Clinical geography entails developing imaginative strategies to help individual children and youth engage in discovery, creativity, adventure, restoration, and growth as a part of their development. In some cases, the best approach may be encouraging a child to walk to the bus stop or school independently ( Ayllón et al, 2020 ), or play with others in a playground, park, or ‘wild places’ ( Nabhan and Trimble, 1994 ) uninterrupted by parental interference. This enables opportunities for creative and secretive spaces of childhood that young people can adapt and transform imaginatively for play and to gain some sense of control ( Watson, 2006 ).…”

Section: Operationalizing Clinical Geographymentioning

confidence: 99%

Clinical geography: A proposal to embrace space, place and wellbeing through person-centered practice

Finlay

Rowles

2021

Wellbeing, Space and Society

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Independent mobility to school and Spanish children: go, return, or both?

Cited by 7 publications

References 50 publications

Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School

Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School

Parent’s sociodemographic factors, physical activity and active commuting are predictors of independent mobility to school

Clinical geography: A proposal to embrace space, place and wellbeing through person-centered practice

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