جستجوی مقالات مرتبط با کلیدواژه "nature" در نشریات گروه "تربیت بدنی"

The development of all aspects of a child's existence originates from movement. Environmental providers are emerging as a stimulating factor for greater use of opportunities and promoting developmental changes. The purpose of this study was to investigate the effect of environmental dynamics on children’s cognitive and emotional characteristics.

The present study was a semi-experimental design with a pre-test and post-test. The statistical population of this study was 7-10-year-old children in Tabriz, 30 of whom were selected through a purposive sampling method and divided into two groups of active-in-nature school (outdoor) and active-in-Badminton sports classroom (indoor space). At first, both groups completed the Boyardee test to measure selective attention and the Physical Activity Enjoyment questionnaire as pre-tests. After the activity period in the mentioned spaces, a post-test was taken from the children of both groups. The data were analyzed using the two-way mixed ANOVA and SPSS22 software at a significant level of 0.05.

The results showed that the activity in the nature school had a more positive effect on selective attention and enjoyment of physical activity than the activity in the Badminton class, so that in the active–in-nature school group, 63% of changes in the selective attention and 92% of changes in the physical activity enjoyment were identified to be related to the activity in this environment, while in the active-in-Badminton class group, 35% of the changes in selective attention and 31% of the changes in the physical activity enjoyment were identified to be related to the children’s activity in the Badminton class.

According to ecological theory, the different effects of two environments on cognitive and mental characteristics can be attributed to environmental conditions. The natural environment is an environment rich in stimuli that has significant impacts on growth. Therefore, it is better to provide children with more experience of playing in the natural environment during childhood.

The growth of all aspects of the child's existential origins arises. Environmental affordances are considered as a provocative factor to exploit opportunities and promote developmental change. The purpose of this study was to investigate the effect of play in two space, natural outdoor and indoor space on the social and perceptual development of preschool children. For this purpose, semi-experimental research design with pretest–posttest design and two homogeneous groups was used by convenient method. Statistical sample of research were 30 pre-school children aged 4/5-6/5 that 15 of them at the Natural School (natural outdoor space) and 15 in kindergarten (indoor space) registered. To measure social development, the Vineland Social Maturity Scale and to assess perceptual development, the Beery-Buktenica Developmental Test of Visual-Motor Integration was used. Results of mixed ANOVA showed that activity in outdoor and indoor, had a positive and significant effect on the social and perceptual development of children, but playing in nature had a greater effect on the social and perceptual development of children than indoor space. So that 84% of changes in social age and 88% of changes in their visual-motor Integration were due to outdoor activities. Therefore, the natural environment has a greater improvement in the social and perceptual development of children.