000130219 001__ 130219
000130219 005__ 20240123091600.0
000130219 0247_ $$2doi$$a10.1080/14733285.2023.2207118
000130219 0248_ $$2sideral$$a133792
000130219 037__ $$aART-2023-133792
000130219 041__ $$aeng
000130219 100__ $$aAmicone, G.
000130219 245__ $$aGreen versus grey break: children’s place experience of recess-time in primary schools’ natural and built area
000130219 260__ $$c2023
000130219 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130219 5203_ $$aStudies regarding the experience of children in schools’ outdoor environments report several benefits of nature on children’s cognitive, emotional, and physical development; thus, there is a need to systematically assess the characteristics of children’s place experience considering their own activities and social interactions. The present study investigated the perceptions of the physical environment and children-environment interactions during recess-time in natural (vs. built) schoolyards. In a between-subjects quasi-experiment in two Italian Primary schools, we collected and analyzed 298 children’s drawings and written descriptions regarding the activities they engage during recess time, developing a detailed coding system. Results showed how during the green break (vs. grey) children significantly engaged in more exploratory behaviors, rough and tumble behaviors, and active conversation, while in the grey break their play was more structured and left less space for free activities. In drawings, the natural environment (vs. built) is pictured as significantly more green, open, and rich in biodiversity and details, compared to the built environment that is depicted as grey, closed, and more crowded. Implications are discussed in both theoretical and practical terms on how natural schoolyards can afford different place experiences and play and non-play behaviors in children, contributing to improve their well-being during school-time.
000130219 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000130219 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000130219 700__ $$0(orcid)0000-0002-3580-5947$$aCollado, S.$$uUniversidad de Zaragoza
000130219 700__ $$aPerucchini, P.
000130219 700__ $$aPetruccelli, I.
000130219 700__ $$aAriccio, S.
000130219 700__ $$aBonaiuto, M.
000130219 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000130219 773__ $$g(2023), 1-15$$pCHILDRENS GEOGRAPHIES$$tCHILDRENS GEOGRAPHIES$$x1473-3285
000130219 8564_ $$s946078$$uhttps://zaguan.unizar.es/record/130219/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/semantics/openAccess
000130219 8564_ $$s881635$$uhttps://zaguan.unizar.es/record/130219/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/semantics/openAccess
000130219 909CO $$ooai:zaguan.unizar.es:130219$$particulos$$pdriver
000130219 951__ $$a2024-01-23-08:18:25
000130219 980__ $$aARTICLE