Benefits of School Grounds Improvement from the Viewpoint of Pupils' Behaviour Maps during Playtime at Sakata Primary School

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  • 坂田小学校における休み時間の遊び行動分布図からみる校庭改善の効果に関する研究
  • サカタ ショウガッコウ ニ オケル ヤスミ ジカン ノ アソビ コウドウ ブンプズ カラ ミル コウテイ カイゼン ノ コウカ ニ カンスル ケンキュウ

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Abstract

In order to discuss about the effects and benefits for pupils' play activities during playtime in holistic and phased school grounds improvement, including the creation of a united nature and play spaces, this paper analyses behaviour maps before and after improvement by observational surveys based on the Sakata Primary School Grounds Improvement Project. The results show that after the improvement, the improved area, which was hardly used before, is now used as the most popular play space; provision of the original play structure encouraged more pupils to visit more distant wildlife area by improving the accessibility to the area; furthermore, the quality of play was improved and play opportunities were enhanced, particularly with significant promotion to quiet play such as play with nature and quiet activities. The results also show the significance of a holistic grounds improvement and the following two points can be suggested for future grounds improvements, which are; 1) the improvement with consideration to various play and learning, and 2) grasping characteristics of the grounds environment and discussion of design. Based on these issues, also consider the following; long term and phased improvement, school's participation in the process, and landscape architect's support as a facilitator.

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