Affordances of school grounds for children's outdoor play and environmental learning

Abstract

Children's outdoor play in school grounds is a fundamental component of their environmental learning because it creates meaningful, enduring environmental connections and increases children's performances. However, the extent of children's engagement in outdoor play and the way they can learn through play is strongly influenced by the physical and social contexts of school grounds. Adults and schools, have often overlooked the values of outdoor play for learning that takes place outside the classroom. Thus, many schools are designed without considering children?s needs and desires. The spaces in schools are shaped with mediocre design standards and school grounds are not recognised as essential to a school?s mission or curriculum. This study explores the factors that influence children's play behaviour patterns and the actualisation of affordances in school grounds, and the connection with children's conception of ideal school grounds for outdoor play and environmental learning. This study was conducted with children (n=80) and teachers (n=71) at two primary schools in the state of Johor, Malaysia. Data on the children's behavioural and perceptual responses were elicited using five methods: walkabout interview and mapping, photography, drawing, preference survey and survey questionnaire. The data were analysed using descriptive statistics, Rasch Model, and spatial and content analysis. The results revealed different play behaviour patterns and preferences among children regarding the use of school grounds during non-formal and informal learning sessions. The differences that were identified were influenced by the degree of functionality, attractiveness, aesthetic quality, comfortability, accessibility and safety of the school ground environments. The findings of the actualisation of affordances and children?s conceptions of ideal school grounds suggest that children desire school ground environments that meet their physical, communal, emotional and educational needs. These findings contribute to a better understanding of children's interaction with and perceptions of their school grounds environment, and highlight the importance of such environments in promoting outdoor play and environmental learning.