"SCHOOL REHABILITATION IN THE 21ST CENTURY" BAROUK PUBLIC SCHOOL
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Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.
This study focused on the associations between individual variations in children’s motor abilities and individual differences in social participation and play behavior. Indoor and outdoor play behavior patterns of 88 kindergarten children were observed, and a battery of standard assessments of basic motor functions was administered. The findings indicate significant associations between children’s motor abilities and social and nonsocial forms of play. Results are discussed in relation to existing conceptual models of the underlying causes for nonsocial behavior.
The study reported in this paper adopted a holistic design approach to investigate issues associated with height related playground injuries from a users' perspective. The main objective was to gain an understanding of the relationship between height and fun so as to establish practical guidelines for addressing the causes of height related injuries whilst maintaining the attributes of playground equipment that children find fun and challenging. Results show that, on the one hand, the risk of injury increases when height is coupled with the use of upper body strength and, on the other hand, that coordination is a greater source of fun and challenge than height for children. Accordingly, it is suggested that the level of risk of injury attached to children's playground equipment can be reduced when the use of lower body strength and coordination are combined with lower free fall heights.
As Scotland moves ahead with both an ambitious school building programme and forward-thinking educational reforms, Bronwen Cohen explores the background to “Making Space 2010”, an exciting design programme which aims to focus international vision on the importance of space.
The school is an important setting for physical activity. The purpose of the present study was to examine the association between physical environmental characteristics and participation in daily physical activity during school breaks. Data from 130 schools and 16 471 students (Grades 4-10) in Norway were obtained in 2004 through self-administered questionnaires to principals and students. Multilevel logistic regression models revealed that boys at secondary level with a larger number of outdoor facilities at school had 2.69 times [95% confidence interval (CI) = 1.21-5.98] and girls 2.90 times (95% CI = 1.32-6.37) higher odds of being physically active compared with students in schools with fewer facilities. Boys at secondary level with areas for hopscotch/skipping rope had 2.53 times (95% CI = 1.55-4.13), with a soccer field 1.68 times (95% CI = 1.15-2.45), with playground equipment 1.66 times (95% CI = 1.16-2.37) and with a sledding hill 1.70 times (95% CI = 1.23-2.35) higher odds to be physically active compared with students in schools without these facilities. A sledding hill was also associated with girls' physical activity participation in secondary school (odds ratio = 1.58, 95% CI = 1.11-2.24). Outdoor facilities in secondary schools are associated with students' daily physical activity participation during school breaks. Therefore, improving the outdoor environment should be considered in physical activity promotion school programs in secondary schools.
Recommendations to develop guidelines on community-based rehabilitation (CBR) were made during the International Consultation to Review Community-based Rehabilitation which was held in Helsinki, Finland in 2003. WHO; the International Labour Organization; the United Nations Educational, Scientific and Cultural Organization; and the International Disability and Development Consortium–notably CBM, Handicap International, the Italian Association Amici di Raoul Follereau, Light for the World, the Norwegian Association of Disabled and Sightsavers–have worked closely together to develop the Community-based rehabilitation guidelines. More than 180 individuals and representatives of nearly 300 organizations, mostly from low-income and middle-income countries around the world, have been involved in their development. The Community-based rehabilitation guidelines
Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U. S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors. Gardening enthusiasm varies among teachers, depending on support and horticultural confidence.
Educational buildings and grounds can provide a supportive and stimulating environment for the learning process as well as contribute to greater community needs. These issues were addressed at an international conference entitled “Making Space: Architecture and Design for Young Children”. Described here are the importance of outdoor space to learning in New Zealand, presented at the event, and a campus for pupils in Scotland (United Kingdom) visited by conference participants. Access to outdoor space is seen as essential to New Zealand children’s development. An early childhood education consultant explains how the early childhood curriculum is linked to both indoor and outdoor spaces in line with socio-cultural learning theory. A new campus in Scotland built to regroup several educational institutions for young children has been successful in uniting different faiths and integrating pupils with special needs. Further information about the conference is available in PEB Exchange no. 57, February 2006.