A look at geographies of childhood from the analysis of schoolyards
This article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-sev...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/9886 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/9886 |
| Access Level: | acceso abierto |
| Palabra clave: | Geoeducational space Playground Game Espace géoéducatif Cour de récréation Jeux Espacio geoeducativo Parque infantil Juego Espaço geoeducacional Brincadeira |
| Sumario: | This article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-seven centers and teachers in training from the University of Cantabria have participated and we have used innovative strategies such as map-making. We found that the playgrounds analyzed were designed with little focus on the characteristics and needs of children, with non-stimulating and stereotypical elements and environments and with little connection to nature. We conclude that attention needs to be paid to children as expert informants about their own play. |
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