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Transforming schoolyards into naturalized areas enhances play and nature connection (Dyment, 2005), increases repertoires of outdoor activities, and promotes resilience (Chawla, Keena, Pevec & Stanley, 2014). Employing photovoice and conversational interviews, this study examines children’s perceptions pre-and post-playground naturalization at an elementary school in Cape Breton, Nova Scotia, Canada. Themes from data analysis include: engagement with nature, and desire for more nature; physicality and movement; built and natural play features; and risk, rules, and well-being. Drawing on existing literature in the fields of schoolyard greening and naturalization, the study discusses benefits and complexities for future consideration in similar contexts.
Root, Emily; Snow, Kathy; Belalcazar, Catalina; and Callary, Bettina
"Playing Naturally: A Case Study of Schoolyard Naturalization in Cape Breton,"
Research in Outdoor Education: Vol. 15, Article 3.
Available at: https://digitalcommons.cortland.edu/reseoutded/vol15/iss1/3