خدمة تلخيص النصوص العربية أونلاين،قم بتلخيص نصوصك بضغطة واحدة من خلال هذه الخدمة
This paper investigates the impact of greening schoolyards on children's (age 7-11) play and non-play behavior
during recess.Five primary schools in The Netherlands took part in a longitudinal prospective intervention study
using a pre-post design with a baseline and two-year follow-up.During recess at baseline and follow-up, the play
behavior of children in grades 4, 5, and 6 in different target areas was videotaped with multiple cameras and
afterward coded using the cognitive play categories and non-play categories of the Play Observation Scale
(Rubin, 2001).These findings strengthen the empirical basis for greening
schoolyards by providing data from a large scale quantitative study with a controlled, longitudinal pre-post
design.Furthermore, there was an increase in games-with-rules, a small increase in
constructive and explorative play behavior, and a decrease in passive non-play behaviors.Video recordings of 352 children at baseline, and 325 children in 66 target areas at follow-up,
were divided into equal time frames of 30 seconds.Each child's behavior was coded at the 30th second of the
time frame, yielding a dataset of 17046 observations.At baseline, all schoolyards were paved.Between
baseline and follow-up, all schools greened their schoolyards.Results show an increase in observed play, as compared to
non-play, behavior, after greening.This impact of
greening was stronger for girls compared to boys.
This paper investigates the impact of greening schoolyards on children’s (age 7-11) play and non-play behavior
during recess. Five primary schools in The Netherlands took part in a longitudinal prospective intervention study
using a pre-post design with a baseline and two-year follow-up. At baseline, all schoolyards were paved. Between
baseline and follow-up, all schools greened their schoolyards. During recess at baseline and follow-up, the play
behavior of children in grades 4, 5, and 6 in different target areas was videotaped with multiple cameras and
afterward coded using the cognitive play categories and non-play categories of the Play Observation Scale
(Rubin, 2001). Video recordings of 352 children at baseline, and 325 children in 66 target areas at follow-up,
were divided into equal time frames of 30 seconds. Each child’s behavior was coded at the 30th second of the
time frame, yielding a dataset of 17046 observations. Results show an increase in observed play, as compared to
non-play, behavior, after greening. Furthermore, there was an increase in games-with-rules, a small increase in
constructive and explorative play behavior, and a decrease in passive non-play behaviors. This impact of
greening was stronger for girls compared to boys. These findings strengthen the empirical basis for greening
schoolyards by providing data from a large scale quantitative study with a controlled, longitudinal pre-post
design.
تلخيص النصوص العربية والإنجليزية اليا باستخدام الخوارزميات الإحصائية وترتيب وأهمية الجمل في النص
يمكنك تحميل ناتج التلخيص بأكثر من صيغة متوفرة مثل PDF أو ملفات Word أو حتي نصوص عادية
يمكنك مشاركة رابط التلخيص بسهولة حيث يحتفظ الموقع بالتلخيص لإمكانية الإطلاع عليه في أي وقت ومن أي جهاز ماعدا الملخصات الخاصة
نعمل علي العديد من الإضافات والمميزات لتسهيل عملية التلخيص وتحسينها
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