<p>Syftet med mitt examensarbete var att undersöka, om det finns något samband mellan förskolegårdens utformning och barns utveckling. Litteraturgenomgången i bakgrunden ger en klar bild av förskolegårdens och utomhuspedagogikens betydelse. Utomhusvistelsen påverkar hela kroppen, både psykiskt och fysiskt enligt Szczepanski (2007). Jag gjorde en kvantitativ undersökning, om hur pedagoger ser på sin utemiljö. Sexton förskollärare från tre olika förskolor fick min enkät. Resultatet av min undersökning ger en samstämmig bild av, hur förskolegården kan användas till både lek och lärande. Gårdens utformning är viktig, och det bör finnas en rik variation av lekmaterial. Många pedagoger betonar att barnen utvecklar motorik, samspel, empati och respekt under utevistelsen. Eftersom min undersökning gäller endast tre förskolor, kan det diskuteras, i vilken grad resultaten kan generaliseras. Dock är samstämmigheten så stor i svaren från förskolorna, att pedagogernas uppfattningar om förskolegårdens betydelse och möjligheter troligtvis gäller även övriga förskolor i landet.</p> / <p>The purpose of my study was to examine, whether there is any connection between the preschool yard’s design and child development. Literature review in the background provides the importance of the yard and outdoor education. Outdoor stay affects the whole body both mentally and physically under Szczepanski (2008). I did a quantitative study on how teachers view their outdoor environments. Sixteen preschool teachers from three preschools got my survey. The result of my study gives a unanimous picture of, how the preschool yard can be used for both playing and learning. The design of the yard is important, and there should be a rich variety of toymaterials. Many educators stress that children develop motoric skills, interaction, empathy and respect during the outdoor play. Since my study is based on just three preschools, the results possibly can’t be generalized. However, the answers from the preschools are nearly unanimous, and the result is probably valid all over the country.</p>

Syftet med mitt examensarbete var att undersöka, om det finns något samband mellan förskolegårdens utformning och barns utveckling. Litteraturgenomgången i bakgrunden ger en klar bild av förskolegårdens och utomhuspedagogikens betydelse. Utomhusvistelsen påverkar hela kroppen, både psykiskt och fysiskt enligt Szczepanski (2007). Jag gjorde en kvantitativ undersökning, om hur pedagoger ser på sin utemiljö. Sexton förskollärare från tre olika förskolor fick min enkät. Resultatet av min undersökning ger en samstämmig bild av, hur förskolegården kan användas till både lek och lärande. Gårdens utformning är viktig, och det bör finnas en rik variation av lekmaterial. Många pedagoger betonar att barnen utvecklar motorik, samspel, empati och respekt under utevistelsen. Eftersom min undersökning gäller endast tre förskolor, kan det diskuteras, i vilken grad resultaten kan generaliseras. Dock är samstämmigheten så stor i svaren från förskolorna, att pedagogernas uppfattningar om förskolegårdens betydelse och möjligheter troligtvis gäller även övriga förskolor i landet. / The purpose of my study was to examine, whether there is any connection between the preschool yard’s design and child development. Literature review in the background provides the importance of the yard and outdoor education. Outdoor stay affects the whole body both mentally and physically under Szczepanski (2008). I did a quantitative study on how teachers view their outdoor environments. Sixteen preschool teachers from three preschools got my survey. The result of my study gives a unanimous picture of, how the preschool yard can be used for both playing and learning. The design of the yard is important, and there should be a rich variety of toymaterials. Many educators stress that children develop motoric skills, interaction, empathy and respect during the outdoor play. Since my study is based on just three preschools, the results possibly can’t be generalized. However, the answers from the preschools are nearly unanimous, and the result is probably valid all over the country.

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<p>This report is written on commission by WSP Acoustics. The report studies the outdoor sound levels on school yards in Stockholm. The questions given by the company to be answered was what are the actual sound levels at diffrent school yards with low traffic noise and how can you construct a facade element that reduces the sound level from the outside and meet the indoor requirements. Mesurements for four hours was done at eight schools set north and south of the city centre. The measurement period included one school break and one lunch break. The results of the measurements were that the equivalent and maximum sound level had small variations between the schools with some exceptions.The equivalent sound level was Leq 58-62 dB(A) and this shows a small variation. The school with the highest equivalent sound level of 67 dB was Maria skolan. This high level can be explained by more children on the school yard together at the same time etc. The maximum sound level was 85-89 dB(A), this if the level for Sofia skolan 82 dB was ignored. The level 85-89 dB(A) also shows a small variation. Calculations of the sound reduction index (R'w) for facade elements were also carried out for all the schools. The resulting sound reduction index for the whole facade was 34-41 dB. After assuming a 200 mm thick concrete facade for Sjöstadsskolan another calculation of building elements gives that the window have to reduce R'w 32 dB to meet the indoor requirements. In the future WSP Acoustics will use this report to choose building elements such as windows when building or rebuilding schools. It can also be used if any of the eight schools in this report needs a window changed to improve the acoustics.</p>

This report is written on commission by WSP Acoustics. The report studies the outdoor sound levels on school yards in Stockholm. The questions given by the company to be answered was what are the actual sound levels at diffrent school yards with low traffic noise and how can you construct a facade element that reduces the sound level from the outside and meet the indoor requirements. Mesurements for four hours was done at eight schools set north and south of the city centre. The measurement period included one school break and one lunch break. The results of the measurements were that the equivalent and maximum sound level had small variations between the schools with some exceptions.The equivalent sound level was Leq 58-62 dB(A) and this shows a small variation. The school with the highest equivalent sound level of 67 dB was Maria skolan. This high level can be explained by more children on the school yard together at the same time etc. The maximum sound level was 85-89 dB(A), this if the level for Sofia skolan 82 dB was ignored. The level 85-89 dB(A) also shows a small variation. Calculations of the sound reduction index (R'w) for facade elements were also carried out for all the schools. The resulting sound reduction index for the whole facade was 34-41 dB. After assuming a 200 mm thick concrete facade for Sjöstadsskolan another calculation of building elements gives that the window have to reduce R'w 32 dB to meet the indoor requirements. In the future WSP Acoustics will use this report to choose building elements such as windows when building or rebuilding schools. It can also be used if any of the eight schools in this report needs a window changed to improve the acoustics.