 different types of playgrounds. The role of other areas such as the library or art room during classroom breaks could also be considered. Consideration of sex and age differences does extend to ART as a whole.
ConclusionThe current study reports the initial development and psychometric validation of the PRCS-C and provides a number of interesting findings. First, with items drawn from adult work, the adult factor structure was replicated and children reported a similar structure in the restorative components of their environments. Second, the measure distinguishes between two environments that are both familiar to children and in close proximity. Third, a small number of sex and age differences on the perceived restorative components and total perceived restorativeness are reported. Fourth, overall, playgrounds have higher restoration potential than libraries, consistent with prior research and theoretical proposals of the benefits of natural environments.
The results provide initial support for the PRCS-C and continued development and application of the measure in future research is warranted. It is hoped the PRCS-C provides an opportunity for restorative environment researchers to consider children in their work, and indeed, for child environment researchers to consider perceived restorativeness as a factor.
1. This paper was awarded Third Prize in the 2003 CYE Graduate Student Paper Award for Excellence in Research competition.
2. The author would like to thank Dr. Karin Laumann and Terry Hartig who generously allowed items from their adult scales to be adapted for this measure, the principals and pupils of participating schools for their interest and time, and the CYE reviewers for their comments and feedback.
Kathleen Bagot is a part-time Ph.D. Candidate in the Department of Psychology, Monash University, Australia. Her research interests include the relationship between children and natural environments with a focus on beneficial cognitive and affective outcomes in line with principles of Positive Psychology. Her thesis is supervised by Felicity C.L. Allen (Monash University) and Frances E. Kuo (University of Illinois).
Anastasi, A. and S. Urbina (1997). Psychological Testing. New Jersey: Prentice-Hall, Inc.
Bagot, Kathleen L. and Eleonora Gullone (2003). "Development and Psychometric Evaluation of the Positive Affect Schedule for Youth (Pas-Y)." Behaviour Change 20(2): 63-75.
Cobb, E. (1969). "The Ecology of Imagination in Childhood." In Shepard, P. and D. McKinley, eds. The Subversive Science: Essays toward an Ecology of Man. Boston: Houghton Mifflin, 97-131.
Driver, Jon (2001). "A Selective Review of Selective Attention Research from the Past Century." British Journal of Psychology 92(1): 53-76.
Faber Taylor, Andrea, Frances E. Kuo and William C. Sullivan (2001). "Coping with ADD: The Surprising Connection to Green Play Settings." Environment and Behavior 33(1): 54-77.
Faber Taylor, Andrea, Frances E. Kuo and William C. Sullivan (2002). "Views of Nature and Self-Discipline: Evidence from Inner City Children." Journal of Environmental Psychology 22: 49-63.
Grahn, Patrik, et al. (1997). "Ute Pa Dagis (Outdoors at Daycare)." Stad och Land (City and Country) 145.
Hartig, Terry, Florian G. Kaiser and Peter A. Bowler (1997a). Further Development of a Measure of Perceived Environmental Restorativeness. Uppsala: Uppsala University.
Hartig, Terry, et al. (1997b). "A Measure of Restorative Quality in Environments." Scandinavian Housing and Planning Research 14: 175-197.
Hartig, Terry, Marlis Mang and Gary W. Evans (1991). "Restorative Effects of Natural Environment Experiences." Environment and Behavior 23(1): 3-26.
Herzog, Thomas R., et al. (1997). "Reflection and Attentional Recovery as Distinctive Benefits of Restorative Environments." Journal of Environmental Psychology 17: 165-170.
Herzog, Thomas R., Hong C. Chen and Jessica S. Primeau (2002). "Perception of the Restorative Potential of Natural and Other Settings." Journal of Environmental Psychology 22: 295-306.
Herzog, Thomas R. and Theresa A. Gale (1996). "Prefer