Children's perspectives on vegetation establishment: Implications for school ground greening |
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| Authors: | Märit Jansson Allan Gunnarsson Fredrika Mårtensson Sarah Andersson |
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| Institution: | 1. Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences, P.O. Box 66, SE-230 53 Alnarp, Sweden;2. Department of Work Science, Business Economics and Environmental Psychology, Swedish University of Agricultural Sciences, P.O. Box 88, SE-230 53 Alnarp, Sweden;1. USDA Forest Service, PSW, 1731 Research Park Drive, Davis, CA 95618, USA;2. University of Toronto, Faculty of Forestry, Canada;3. Town of Oakville, Parks and Open Space, Forestry Services, 1140 South Service Road West, Oakville, ON L6L 5T7, Canada;4. Town of Oakville, Parks and Open Space, Forestry Services, Canada;1. Faculty of Economics and Sociology, University of Lodz, POW 3/5, 90-255 Lodz, Poland;2. Warsaw University of Life Sciences – SGGW, Poland;3. Institute of Environmental Engineering, Department of Remote Sensing and Environmental Assessment, Ul. Nowoursynowska 159, 02-776 Warsaw, Poland;4. European Regional Centre for Ecohydrology of the Polish Academy of Sciences, ul. Tylna 3, 90-364 Lodz, Poland;1. Department of Recreation, Sport and Tourism, University of Illinois at Urbana-Champaign, Champaign, IL, USA;2. Department of Natural Resources and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, USA;3. USDA Forest Service, Northern Research Station, Evanston, IL, USA;4. Illinois Informatics Institute, University of Illinois at Urbana-Champaign, Champaign, IL, USA;1. University of Illinois at Urbana-Champaign, United States;2. Clemson University, United States;3. Children & Nature Network, United States |
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| Abstract: | School ground greening might provide multiple benefits for children across age, gender and competence through allowing participation in the greening process and experience of nature and vegetation. However, the process of school ground greening must nurture a positive relationship between children and newly planted vegetation during the first years after establishment. This study explored how green space planning, management and maintenance approaches influence children's school ground use and experiences through a series of field observations following establishment of new vegetation in a landscaped area at a school in Malmö, Sweden. The methods included documentation of vegetation, observations of use and interviews with children and teachers on three occasions during one and a half years following the first planting. The greening approach appeared successful, especially for younger children (up to around 11 years), who were more positive and also used the area more than older children. They also used it for pretend play, which was rare in the school ground before greening. Experiences from continuous participation and physical use appeared important for children establishing a positive and caring relationship with the landscaped area. The results suggest that school ground greening should be well integrated with pedagogic activities. Damage to woody vegetation can be limited by establishing other landscape elements that are attractive for play and by using fences without hindering access. |
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| Keywords: | Children's participation Landscape management School grounds Vegetation establishment |
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