Vol. 34 No. 2 (2024): Children, Youth and Environments
Inside this issue, you will find diverse scholarly work that spans across the globe. We first arrive in Singapore where Seow and coauthors explore the application of Design-Based Implementation Research (DBIR) and conjecture mapping to address challenges in youth program design, such as unclear outcomes, contextual adaptability, and sustainability. They found that by focusing on targeted outcomes, contextual considerations, and stakeholder experiences, the DBIR approach offers a promising solution to enhance youth program design. Next, we venture to Belgium where Coomans and coauthors examine how the built environment influences children’s experiences at a child psychiatric center all while highlighting the importance of spatial design in mental health care. Interviews revealed that children view the organically shaped building as a secure base, appreciating areas where security and autonomy are balanced, with preferences varying among individuals. Heading across the Atlantic, O’Connor and Pavkov studied programs throughout the United States (US) to show that natural environments are ideal for developing critical childhood skills, influencing the creation of therapeutic nature-based programs. Focus group interviews with practitioners highlight that these programs effectively support orientation to others and the environment, sense of self, self regulation, and sensory integration skills, with future assessments needed to further validate these findings.
Narrowing our scope to the midwestern region of the United States, Stanton-Chapman and Nabors analyze the impact of a universally designed playground on grandparents and their grandchildren, based on surveys and short answer responses from 28 grandparents. Findings indicate that while grandparents frequently visited the playground and engaged in various activities with their grandchildren, physical limitations prevented them from using certain equipment; however, the universally designed playground encouraged play and behavior management, suggesting benefits for community health and safety. The issue continues with a report from the field by Howarth and Miller highlighting the experiences of two coaches and ten high school students exploring Dry Creek’s ecology, emphasizing the concept of land as a teacher and gift-giver. It highlights the importance of value-shifting education to address climate change, advocating for learning conditions such as humility, community, and freedom to foster a relational understanding with the natural world and promote reciprocal relationships with the Earth.
Happy reading!
