Interindividual differences in children's knowledge and uses of outdoor public spaces

• Alain Legendre ^[2] ; José Gómez-Herrera ^[1]
  1. [1] Universidad Nacional Autónoma de México

     Universidad Nacional Autónoma de México

     México

     
  2. [2] Université Européenne de Bretagne—CNRS, UMR 6590 Espaces et Sociétés
• Localización: PsyEcology: Bilingual Journal of Environmental Psychology / Revista Bilingüe de Psicología Ambiental, ISSN-e 1989-9386, ISSN 2171-1976, Vol. 2, Nº. 2, 2011, págs. 193-206
• Idioma: inglés
• DOI: 10.1174/217119711795712577
• Enlaces
  • Texto completo
• Resumen

  • The focus of this study is on interindividual differences emerging among 6 to 11 year-old children in terms of their knowledge of and the way in which they use outdoor public spaces. A survey was conducted with 378 primary school children in a small town in the outskirts of Paris. A questionnaire was used to ascertain the children's knowledge, frequency of visits, recreational use and independent access to the main outdoor public spaces in their town. The results highlight that in an urban environment, public spaces fulfil an important function for children. As young as six years of age, children demonstrate that they already have an extensive knowledge of the squares, parks and play areas in their nearby urban environment. Most of the known outdoor public spaces are regularly visited and used for play by the children; however their independent access to these places is quite restricted. Independent access to outdoor spaces is the behaviour that shows the clearest evolution with age. However, the most important differences observed in children's knowledge and uses of public spaces are related to gender, in favour of the boys. Manifest differences also emerge between children who live in a house and those who live in a flat, the latter exhibiting a more extensive use of the public spaces in their town.

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