Lindholm, Gunilla
- Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences
Abstract
Two groups of schoolyards for junior- and intermediate-level schools were studied. A previous study had shown that teachers considered these groups of schoolyards to be "good" and bad, respectively. It was found that the good schoolyards had woods either in or near them, whereas the bad schoolyards did not. It also was seen that children in the good schoolyards took-part In a greater number of activities than children in the bad ones. The schoolyards' different places were used with different frequency and for different activities in the two groups. The results indicate that when the place is included in the activity concept, it is possible to point out general differences, regarding place as well as activity, between schoolyards that were perceived as good or bad
Published in
Environment and Behavior
1995, volume: 27, number: 3, pages: 259-293
Publisher: SAGE
SLU Authors
UKÄ Subject classification
Landscape Architecture
Environmental Sciences and Nature Conservation
Economics and Business
Permanent link to this page (URI)
https://res.slu.se/id/publ/35494