Schoolyards

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.

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