Pub Date : 2022-09-16DOI: 10.1080/14733285.2022.2082861
R. Maithreyi, D. Kannan
In the last two decades, a large body of critical work has sought to de-naturalise childhoods and decentre the normative and universalistic models of childhood produced in the Global North (see Kay, Tisdall, and Punch 2012). In a bid to highlight the complex entanglements between local childhoods and wider global processes, scholars have examined the role of postcolonial state formation, modernisation, globalisation, developmentalism, neoliberalism and technologisation (e.g. Abebe 2007; Aitken, Lund, and Kjørholt 2007; Balagopalan 2014; Benei 2008; Froerer 2017; Holloway and Valentine 2000a; Millei and Imre 2021; Tiwary et al. 2017) and their contributions to the formation of ‘multiple childhoods’ (Balagopalan 2011, 2018) and ‘multiple modernities’ (Bhambra 2014; Popkewitz, Khurshid, and Zhao 2014) in the Global South. Presenting children in the Global South as a foil to the ‘western, bourgeoisie childhoods’ that were accepted as the ‘ideal’ (Balagopalan 2002), these accounts have shown how children categorised as ‘marginal’, ‘abnormal’, ‘deviant’, ‘outcast’, in the Global South, have been produced through cultural-, class-, and gender-specific ‘expert discourses’ emerging within the Global North (Brown 2011; Burman 1996; 2007; McLaughlin 2017). In contrast, several newer scholarly work on childhoods have challenged the neutrality of such expert discourses and argued that ‘what constitutes ‘normal’, ‘mainstream’, or ‘acceptable’, outside the Global North requires a ‘more nuanced, ethical, methodological, and theoretical interpretation’ (Benson and Wilkinson 2019, 3). What significant contribution can this present volume on ‘Childhood, Modernity and Schooling in India’make? What does it additionally seek to offer to the debates on childhood and the geographies of education? In putting together this volume, our intention was two-fold. First, we draw attention to institutionalised spaces of childhood, namely schools in this volume, as a site of inquiry to show how the project of decentreing normative childhoods remains incomplete. Specifically, we unpack the knowledge-systems and institutional practices forged around the modern figure of the child and circulated through compulsory schooling and its spatio-temporal rules for participation. Though critical scholarship has challenged the normative ordering of childhoods through schooling, this literature has mostly highlighted the problems of exclusion or difference. Few studies (Holt 2004) have examined the constituent routines and frameworks of schooling through which norms for children’s development and participation, produced in the Global North, have been reified. We, therefore, pay attention to the underlying cognitive structures of schooling – namely their takenfor-granted spatial and temporal rules and arrangements that segment and segregate the social world in specific ways, producing inequalities and differences. As queer theorist Judith Halberstam (2005) argues, these ways of segmenting soci
在过去的二十年里，大量的批判性工作试图将童年去自然化，并分散全球北方产生的规范和普遍的童年模式(见Kay, Tisdall, and Punch, 2012)。为了突出当地儿童和更广泛的全球进程之间的复杂纠缠，学者们研究了后殖民国家形成、现代化、全球化、发展主义、新自由主义和技术的作用(例如Abebe 2007;Aitken, Lund, and Kjørholt 2007;Balagopalan 2014;Benei 2008;Froerer 2017;霍洛威和瓦伦丁2000;Millei and Imre 2021;Tiwary et al. 2017)及其对“多重童年”(Balagopalan 2011, 2018)和“多重现代性”(Bhambra 2014;Popkewitz, Khurshid, and Zhao 2014)在全球南方。这些描述将全球南方的儿童作为“西方的、资产阶级的童年”被接受为“理想”的对立面(Balagopalan 2002)，展示了如何通过全球北方出现的文化、阶级和性别特定的“专家话语”，在全球南方被归类为“边缘”、“不正常”、“离轨”、“被抛弃”的儿童(Brown 2011;缅甸人1996;2007;麦克劳林2017)。相比之下，一些关于儿童的新学术著作对这些专家话语的中立性提出了挑战，并认为在全球北方之外，“什么是‘正常’、‘主流’或‘可接受的’”需要“更细致入微的、伦理的、方法论的和理论的解释”(Benson和Wilkinson 2019, 3)。这本关于“印度的童年、现代性和学校教育”的书能做出什么重大贡献?它还试图为关于童年和教育地理的辩论提供什么?在整理这本书时，我们的意图是双重的。首先，我们提请注意制度化的儿童空间，即本卷中的学校，作为调查的场所，以显示规范儿童的去中心化项目如何仍然不完整。具体来说，我们揭示了围绕现代儿童形象形成的知识体系和制度实践，并通过义务教育及其参与的时空规则传播。虽然批判性学术通过学校教育挑战了童年的规范秩序，但这些文献大多强调了排斥或差异的问题。很少有研究(Holt 2004)考察了学校教育的构成惯例和框架，通过这些框架，全球北方产生的儿童发展和参与规范得以具体化。因此，我们关注学校教育的基本认知结构，即它们理所当然的空间和时间规则和安排，它们以特定的方式分割和隔离社会世界，产生不平等和差异。正如酷儿理论家朱迪思·哈伯斯塔姆(Judith Halberstam, 2005)所言，这些分割社会时间和空间的方式参考了“资产阶级再生产和家庭、长寿、风险/安全和继承的时间框架”，并有助于强加和维持一种非正统的资本主义社会秩序，从而没有为日常生活组织留下空间和时间框架的余地，无论是在校内还是校外。我们提请注意印度各种学校的时间和空间结构，说明它们如何提供适合儿童的某些普遍形式的培训
{"title":"Special issue: modernity, schooling, and childhood in India: trajectories of exclusion","authors":"R. Maithreyi, D. Kannan","doi":"10.1080/14733285.2022.2082861","DOIUrl":"https://doi.org/10.1080/14733285.2022.2082861","url":null,"abstract":"In the last two decades, a large body of critical work has sought to de-naturalise childhoods and decentre the normative and universalistic models of childhood produced in the Global North (see Kay, Tisdall, and Punch 2012). In a bid to highlight the complex entanglements between local childhoods and wider global processes, scholars have examined the role of postcolonial state formation, modernisation, globalisation, developmentalism, neoliberalism and technologisation (e.g. Abebe 2007; Aitken, Lund, and Kjørholt 2007; Balagopalan 2014; Benei 2008; Froerer 2017; Holloway and Valentine 2000a; Millei and Imre 2021; Tiwary et al. 2017) and their contributions to the formation of ‘multiple childhoods’ (Balagopalan 2011, 2018) and ‘multiple modernities’ (Bhambra 2014; Popkewitz, Khurshid, and Zhao 2014) in the Global South. Presenting children in the Global South as a foil to the ‘western, bourgeoisie childhoods’ that were accepted as the ‘ideal’ (Balagopalan 2002), these accounts have shown how children categorised as ‘marginal’, ‘abnormal’, ‘deviant’, ‘outcast’, in the Global South, have been produced through cultural-, class-, and gender-specific ‘expert discourses’ emerging within the Global North (Brown 2011; Burman 1996; 2007; McLaughlin 2017). In contrast, several newer scholarly work on childhoods have challenged the neutrality of such expert discourses and argued that ‘what constitutes ‘normal’, ‘mainstream’, or ‘acceptable’, outside the Global North requires a ‘more nuanced, ethical, methodological, and theoretical interpretation’ (Benson and Wilkinson 2019, 3). What significant contribution can this present volume on ‘Childhood, Modernity and Schooling in India’make? What does it additionally seek to offer to the debates on childhood and the geographies of education? In putting together this volume, our intention was two-fold. First, we draw attention to institutionalised spaces of childhood, namely schools in this volume, as a site of inquiry to show how the project of decentreing normative childhoods remains incomplete. Specifically, we unpack the knowledge-systems and institutional practices forged around the modern figure of the child and circulated through compulsory schooling and its spatio-temporal rules for participation. Though critical scholarship has challenged the normative ordering of childhoods through schooling, this literature has mostly highlighted the problems of exclusion or difference. Few studies (Holt 2004) have examined the constituent routines and frameworks of schooling through which norms for children’s development and participation, produced in the Global North, have been reified. We, therefore, pay attention to the underlying cognitive structures of schooling – namely their takenfor-granted spatial and temporal rules and arrangements that segment and segregate the social world in specific ways, producing inequalities and differences. As queer theorist Judith Halberstam (2005) argues, these ways of segmenting soci","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115340120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/14733285.2022.2118519
Olivia M. Casey
{"title":"Saving the children: Humanitarianism, internationalism and empire","authors":"Olivia M. Casey","doi":"10.1080/14733285.2022.2118519","DOIUrl":"https://doi.org/10.1080/14733285.2022.2118519","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133896304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT From 2020, the COVID-19 pandemic changed the world as we knew it. In the interest of stopping the spread of the pandemic, lockdown periods and social distancing measures were established in many countries at the beginning of that year and these restrictions continued for the following months and years. Moreover, schools from all over the world closed their doors. In this context, the objective of this research was to compare the well-being of children in Spain during full lockdown and partial lockdown periods, as measured by physical, emotional, social, and academic indicators. The ‘Well-being of Children in Lockdown' (WCL) scale (Berasategi et al. 2020) was used to measure the well-being of children using these parameters. The results revealed statistically significant differences in the general well-being of children and also in terms of emotions, addictions and playful and creative activities, with greater levels of well-being in these domains being evident in the full lockdown period compared with the partial lockdown period. In contrast, during the partial lockdown period, levels of physical and academic well-being were higher in comparison with those reported during the full lockdown phase. Finally, some theoretical and practical implications of these findings are discussed.
从2020年开始，COVID-19大流行改变了我们所知道的世界。为了阻止大流行病的传播，许多国家在当年年初制定了封锁期和社会距离措施，这些限制在随后的几个月和几年里一直持续下去。此外，世界各地的学校都关门了。在此背景下，本研究的目的是比较西班牙儿童在完全封锁和部分封锁期间的健康状况，通过身体、情感、社会和学术指标来衡量。“禁闭儿童幸福感”(WCL)量表(Berasategi et al. 2020)使用这些参数来衡量儿童的幸福感。结果显示，儿童的总体幸福感在统计上存在显著差异，在情绪、成瘾、好玩和创造性活动方面也存在显著差异，与部分封锁期间相比，在完全封锁期间，这些领域的幸福感水平明显更高。相比之下，在部分封锁期间，身体和学业健康水平高于完全封锁期间报告的水平。最后，对这些发现的理论和实践意义进行了讨论。
{"title":"The well-being of children in a full lockdown and partial lockdown situation: a comparative perspective","authors":"Nahia Idoiaga Mondragón, Naiara Berasategi Sancho, Naiara Ozamiz-Echevarria, Maria Dosil Santamaria","doi":"10.1080/14733285.2022.2118030","DOIUrl":"https://doi.org/10.1080/14733285.2022.2118030","url":null,"abstract":"ABSTRACT From 2020, the COVID-19 pandemic changed the world as we knew it. In the interest of stopping the spread of the pandemic, lockdown periods and social distancing measures were established in many countries at the beginning of that year and these restrictions continued for the following months and years. Moreover, schools from all over the world closed their doors. In this context, the objective of this research was to compare the well-being of children in Spain during full lockdown and partial lockdown periods, as measured by physical, emotional, social, and academic indicators. The ‘Well-being of Children in Lockdown' (WCL) scale (Berasategi et al. 2020) was used to measure the well-being of children using these parameters. The results revealed statistically significant differences in the general well-being of children and also in terms of emotions, addictions and playful and creative activities, with greater levels of well-being in these domains being evident in the full lockdown period compared with the partial lockdown period. In contrast, during the partial lockdown period, levels of physical and academic well-being were higher in comparison with those reported during the full lockdown phase. Finally, some theoretical and practical implications of these findings are discussed.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/14733285.2022.2113857
M. Denov, Anaïs Cadieux Van Vliet, Nathaniel Mosseau, Atim Angela Lakor
ABSTRACT The abduction and forced marriage of females was a key military strategy of the Lord’s Resistance Army (LRA) during northern Uganda’s civil war (1986–2007). Thousands of abducted girls became pregnant from sexual violence, giving birth to large numbers of children born of war. This article explores the experiences of 85 children born in LRA captivity, with a particular focus on the implications and meaning of both land and place. In the aftermath of the war, these children have been compelled to integrate into families and communities that often reject them because of their birth origins, identities, and former LRA affiliation. Facing multiple post-war challenges including poverty, and discrimination, many participants sought to retrace and reconnect with their paternal families to secure a better future. We highlight the important role of both land and place in the lives of children born in LRA captivity, particularly as it relates to belonging, social acceptance, and financial security. We conclude with a discussion of the potential risks and benefits of family tracing endeavors with children born of war in northern Uganda.
{"title":"The meaning of land and place for children born of war in northern Uganda","authors":"M. Denov, Anaïs Cadieux Van Vliet, Nathaniel Mosseau, Atim Angela Lakor","doi":"10.1080/14733285.2022.2113857","DOIUrl":"https://doi.org/10.1080/14733285.2022.2113857","url":null,"abstract":"ABSTRACT The abduction and forced marriage of females was a key military strategy of the Lord’s Resistance Army (LRA) during northern Uganda’s civil war (1986–2007). Thousands of abducted girls became pregnant from sexual violence, giving birth to large numbers of children born of war. This article explores the experiences of 85 children born in LRA captivity, with a particular focus on the implications and meaning of both land and place. In the aftermath of the war, these children have been compelled to integrate into families and communities that often reject them because of their birth origins, identities, and former LRA affiliation. Facing multiple post-war challenges including poverty, and discrimination, many participants sought to retrace and reconnect with their paternal families to secure a better future. We highlight the important role of both land and place in the lives of children born in LRA captivity, particularly as it relates to belonging, social acceptance, and financial security. We conclude with a discussion of the potential risks and benefits of family tracing endeavors with children born of war in northern Uganda.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132184233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/14733285.2022.2118028
Päivi Berg, Tiina E. Rinne, P. Hakala, A. Pesola
ABSTRACT Children’s Independent Mobility (CIM) is usually higher in Nordic countries, although like in many other countries it is declining over time. COVID-19 has created new large-scale restrictions into the patterns of children’s mobility. We explore children’s and parents’ perceptions of CIM during the pandemic. To better understand how to promote CIM, we use COVID-19 restrictions as a model to investigate how acute changes in play and sports are associated with the level of CIM and activity space. In this mixed-methods study, a total of 22 children (10–12-years-old) and their parents were interviewed, and a public-participatory GIS (PPGIS) questionnaire was completed by 427 children and 177 parents in two small cities in Southern Finland. CIM was measured as the independently traveled distance to and from all places visited during the previous week and as CIM licenses. Activity space was obtained by using a home range model. Based on the interviews, the most typically mentioned rules related to CIM were informing parents of destination and company, and curfews. COVID-19 mainly affected organized sports participation requiring a ride from parent but had little influence on CIM. According to questionnaire data, COVID-19 decreased organized sports in 23% of children but increased outdoor games and play in 17% of children. Increased play was associated with a greater CIM, while decreased sports was associated with a smaller activity space. The findings suggest that in comparison to organized sports, outdoor games and play should be promoted to support CIM.
{"title":"Children’s independent mobility and activity spaces during COVID-19 in Finland","authors":"Päivi Berg, Tiina E. Rinne, P. Hakala, A. Pesola","doi":"10.1080/14733285.2022.2118028","DOIUrl":"https://doi.org/10.1080/14733285.2022.2118028","url":null,"abstract":"ABSTRACT Children’s Independent Mobility (CIM) is usually higher in Nordic countries, although like in many other countries it is declining over time. COVID-19 has created new large-scale restrictions into the patterns of children’s mobility. We explore children’s and parents’ perceptions of CIM during the pandemic. To better understand how to promote CIM, we use COVID-19 restrictions as a model to investigate how acute changes in play and sports are associated with the level of CIM and activity space. In this mixed-methods study, a total of 22 children (10–12-years-old) and their parents were interviewed, and a public-participatory GIS (PPGIS) questionnaire was completed by 427 children and 177 parents in two small cities in Southern Finland. CIM was measured as the independently traveled distance to and from all places visited during the previous week and as CIM licenses. Activity space was obtained by using a home range model. Based on the interviews, the most typically mentioned rules related to CIM were informing parents of destination and company, and curfews. COVID-19 mainly affected organized sports participation requiring a ride from parent but had little influence on CIM. According to questionnaire data, COVID-19 decreased organized sports in 23% of children but increased outdoor games and play in 17% of children. Increased play was associated with a greater CIM, while decreased sports was associated with a smaller activity space. The findings suggest that in comparison to organized sports, outdoor games and play should be promoted to support CIM.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114993022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/14733285.2022.2119520
G. Camară
{"title":"Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities","authors":"G. Camară","doi":"10.1080/14733285.2022.2119520","DOIUrl":"https://doi.org/10.1080/14733285.2022.2119520","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"108 5-6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123122880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/14733285.2021.1949435
Turkan Firinci Orman
ABSTRACT Looking beyond the legal approach of child rights governance (CRG) in the European Union (EU), this study contextualises a society-centric understanding of CRG concerning the sociological theory of childhood and new modes of governance as applied in the children’s rights sphere. By referring to the shortcomings and gaps in the legal perspective on CRG (e.g. tokenistic political participation by children, the dominant discourse on the protection of children versus empowerment, the legal fact that the EU cannot ratify the UN Convention on the Rights of the Child and the implementation gap), the paper shows the subjective aspects of CRG while problematising children’s participation rights. Building on intersecting themes such as children’s lived citizenship and youthful political agency, the paper asks what theoretical references are needed for society-centric solutions to the shortcomings of the legal perspective addressed earlier.
{"title":"A society-centric approach to child rights governance in the EU context: how to strengthen the political presence and participation of children?","authors":"Turkan Firinci Orman","doi":"10.1080/14733285.2021.1949435","DOIUrl":"https://doi.org/10.1080/14733285.2021.1949435","url":null,"abstract":"ABSTRACT Looking beyond the legal approach of child rights governance (CRG) in the European Union (EU), this study contextualises a society-centric understanding of CRG concerning the sociological theory of childhood and new modes of governance as applied in the children’s rights sphere. By referring to the shortcomings and gaps in the legal perspective on CRG (e.g. tokenistic political participation by children, the dominant discourse on the protection of children versus empowerment, the legal fact that the EU cannot ratify the UN Convention on the Rights of the Child and the implementation gap), the paper shows the subjective aspects of CRG while problematising children’s participation rights. Building on intersecting themes such as children’s lived citizenship and youthful political agency, the paper asks what theoretical references are needed for society-centric solutions to the shortcomings of the legal perspective addressed earlier.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130365846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/14733285.2022.2104627
Pulan Bai, J. Schipperijn, Michael Rosenberg, H. Christian
ABSTRACT This study investigated where preschool children were more or less active in outdoor play areas in Early Childhood Education and Care (ECEC) centers using a novel method of combined device-measured physical activity, spatial data and on-site audit data. Preschool children (n = 237) aged 2–5 years from 30 ECEC centers wore accelerometer (Actigraph GT3X+) and Global Positioning System device (Qstarz Q-1000XT) for 7 days. Optimized hot spot analysis was performed to identify physical activity hot and cold spots in ECEC outdoor play areas. Preschoolers’ mean daily minutes of physical activity per ECEC day were significantly higher in large-very large ECEC centers compared to small-medium sized ECEC centers (all p < .01). Physical activity hot spots were frequently found in open areas and sometimes also found in their adjacent outdoor play areas if children can freely move between these areas. The amount of running space in ECEC outdoor play area and its location in relation to open areas are important for facilitating physical activity in preschool children. The findings provide objective behavioral and spatial information of ECEC outdoor play area designs that promote physical activity behavior in preschoolers, which can be used to inform the planning and design of physical activity promoting ECEC outdoor environments.
{"title":"Where are preschoolers active in childcare centers? A hot-spot analysis using GIS, GPS and accelerometry data","authors":"Pulan Bai, J. Schipperijn, Michael Rosenberg, H. Christian","doi":"10.1080/14733285.2022.2104627","DOIUrl":"https://doi.org/10.1080/14733285.2022.2104627","url":null,"abstract":"ABSTRACT This study investigated where preschool children were more or less active in outdoor play areas in Early Childhood Education and Care (ECEC) centers using a novel method of combined device-measured physical activity, spatial data and on-site audit data. Preschool children (n = 237) aged 2–5 years from 30 ECEC centers wore accelerometer (Actigraph GT3X+) and Global Positioning System device (Qstarz Q-1000XT) for 7 days. Optimized hot spot analysis was performed to identify physical activity hot and cold spots in ECEC outdoor play areas. Preschoolers’ mean daily minutes of physical activity per ECEC day were significantly higher in large-very large ECEC centers compared to small-medium sized ECEC centers (all p < .01). Physical activity hot spots were frequently found in open areas and sometimes also found in their adjacent outdoor play areas if children can freely move between these areas. The amount of running space in ECEC outdoor play area and its location in relation to open areas are important for facilitating physical activity in preschool children. The findings provide objective behavioral and spatial information of ECEC outdoor play area designs that promote physical activity behavior in preschoolers, which can be used to inform the planning and design of physical activity promoting ECEC outdoor environments.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114598297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-30DOI: 10.1080/14733285.2022.2106119
K. Zannat, M. Nazmul, Huda Naim, K. Islam, Sourav Das, Mohammed Sarfaraz, Gani Adnan, A. Dewan
ABSTRACT Understanding children’s mobility behaviour and parents escorting practices are important to developing a children-friendly society. But only a few studies concerning children’s mobility behaviour have focused on developing countries. In this study, we attempted to develop an econometric model to understand escorting practices in a developing country. A multinomial logit (MNL) model is developed using travel diary data of 398 elementary school-going children, inhabiting in Chattogram City Corporation (CCC) area of Bangladesh. We have considered different combinations of environmental (both school and neighbourhood environment), socio-cultural, household, and personal factors to explain children’s independent mobility behaviour for both school and discretionary trip purposes. The findings suggested that children’s individual (e.g. education level) and parents’ sociodemographic (e.g. income, access to cars, mother’s education level) facilities available at school, and built-environmental factors (e.g. commercial density, road density, land use mix and proximity to open spaces) are significantly associated with parent’s choice for chauffeuring their children in CCC area. Results will be useful to planners and policy makers for formulating effective measures to promote children’s independent mobility and will be a guideline for urban planners to include children’s mobility demand for the neighbourhood as well as city design.
了解儿童的移动行为和家长的陪同做法是发展儿童友好型社会的重要。但是，只有少数关于儿童流动行为的研究集中在发展中国家。在这项研究中，我们试图建立一个计量经济学模型来理解发展中国家的陪护实践。利用孟加拉国Chattogram City Corporation (CCC)地区398名小学生的旅行日记数据，建立了多项logit (MNL)模型。我们考虑了环境(学校和社区环境)、社会文化、家庭和个人因素的不同组合，以解释儿童在学校和自由旅行目的下的独立移动行为。结果表明，儿童的个人因素(如教育水平)、家长的社会人口因素(如收入、汽车可及性、母亲的教育水平)、学校可提供的设施以及建筑环境因素(如商业密度、道路密度、土地利用组合和与开放空间的接近程度)与家长在CCC地区接送子女的选择显著相关。研究结果将有助于规划者和决策者制定有效措施，促进儿童的独立行动，并将成为城市规划者纳入儿童对社区和城市设计的流动需求的指南。
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