From traditional to naturalized playgrounds: Analysis of the impact of the transformation of schools’ playgrounds in Vitoria-Gasteiz
DOI:
https://doi.org/10.24197/pwc7q039Keywords:
Schoolyard, play, physical activity, primary education, infant educationAbstract
The objective of this study was to analyze the impact of naturalizing schoolyards, comparing them with the previous traditional model. Nineteen teachers from nine of the twelve schools participating in the Vitoria-Gasteiz City Council's "Schoolyard Naturalization Program" participated in this study. Results show that naturalizing schoolyards has multiple benefits for the teaching-learning process (7.63 ± 1.89), environmental awareness (7.11 ± 1.52), the type of games and physical activity (7.32 ± 0.67), socialization (6.58 ± 1.64), conflict reduction (6.32 ± 1.92), and nutrition (6.05 ± 1.87). 94.73% of teachers preferred the naturalized schoolyard over the traditional one, highlighting its potential as an educational resource (4.26 ± 0.73). In conclusion, the playground naturalization program has had a positive impact, encouraging continued and intensified efforts to naturalize school programs.
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