Green versus grey break: children's place experience of recess-time in primary schools' natural and built area

Studies regarding the experience of children in schools' outdoor environments report several benefits of nature on children's cognitive, emotional, and physical development; thus, there is a need to systematically assess the characteristics of children's place experience considering their own activities and social interactions. The present study investigated the perceptions of the physical environment and children-environment interactions during recess-time in natural (vs. built) schoolyards. In a between-subjects quasi-experiment in two Italian Primary schools, we collected and analyzed 298 children's drawings and written descriptions regarding the activities they engage during recess time, developing a detailed coding system. Results showed how during the green break (vs. grey) children significantly engaged in more exploratory behaviors, rough and tumble behaviors, and active conversation, while in the grey break their play was more structured and left less space for free activities. In drawings, the natural environment (vs. built) is pictured as significantly more green, open, and rich in biodiversity and details, compared to the built environment that is depicted as grey, closed, and more crowded. Implications are discussed in both theoretical and practical terms on how natural schoolyards can afford different place experiences and play and non-play behaviors in children, contributing to improve their well-being during school-time.