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dc.contributor.authorParsons, Ashleyen_US
dc.date.accessioned2014-03-14T20:35:22Z
dc.date.available2014-03-14T20:35:22Z
dc.date.issued2011-04-11en_US
dc.identifier.otheretd-05062011-114155en_US
dc.identifier.urihttp://hdl.handle.net/10919/32281
dc.description.abstractPlay is a pivotal part of a child’s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. There are two types of outdoor playscapes: natural and constructed. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children’s direct social and individual experiences in nature in early to middle childhood during the “developmental window of opportunity” between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Outdoor play in greened playscapes has a positive effect on children’s social development, motor skill development, attention, and activity level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Understanding the relationships between play, experiences in nature, environmental identity, the health, learning, attention, and development benefits of outdoor play, and the evolution of playscape design, a series of guidelines can be created to provide better childhood playscapes.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartParsons_AE_T_2011.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectNatureen_US
dc.subjectChildrenen_US
dc.subjectPlayen_US
dc.subjectPlaygrounden_US
dc.subjectPrimary Schoolen_US
dc.subjectEnvironmental Identityen_US
dc.titleYoung Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Designen_US
dc.typeThesisen_US
dc.contributor.departmentLandscape Architectureen_US
dc.description.degreeMaster of Landscape Architectureen_US
thesis.degree.nameMaster of Landscape Architectureen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineLandscape Architectureen_US
dc.contributor.committeechairClements, Terry L.en_US
dc.contributor.committeememberKaten, Brian F.en_US
dc.contributor.committeememberMollin, Marian B.en_US
dc.contributor.committeememberHirt, Sonia A.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05062011-114155/en_US
dc.date.sdate2011-05-06en_US
dc.date.rdate2011-06-09
dc.date.adate2011-06-09en_US


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