Abstract:
Integration of landscape design elements in school environments to develop learning and skills of children is a research area of increasing interest. Development of psychomotor skills is established as vital in the overall growth of a child’s brain, leading to a well-balanced adulthood. In view of this, the current study looks in to the impacts of incorporating landscape elements in outdoor learning spaces on psychomotor development of primary school students in the local context. The investigation adapted a mixed method consisting both qualitative and quantitative approaches. Critical case-study approach was used to select the schools where incorporation of landscaping elements in outdoor teaching-learning environments is critically low. Data was collected from grade 3 students of three primary boy’s schools (n=10 per each school, age: 7-10) located in Colombo. Layout maps, behavioral maps and a photographic survey were used to study the factors of outdoor learning spaces while a set of pre-determined activities of movement assessment battery for children (Movement ABC assessment) was adopted to assess the level of psychomotor skills namely speed, precision, co-ordination, strength, endurance, agility and grace. The research findings affirmed that the presence of landscape elements in outdoor learning environments have significant impacts on the psychomotor skill development of primary school students. Higher the landscape elements established within school premises (Case 1-100%, Case 2- 75%, Case 3- 38%), scores higher in psychomotor scaling (Case 1- 69%, Case 2- 55%, Case 3- 51% respectively). This research recommends to incorporate the concept of learning landscape in order to accelerate the development of psychomotor skills among school children. The study suggests re-thinking of the approaches in designing contemporary landscapes associated with learning spaces in order to uplift the quality of outdoor learning to make well balanced scholars through the education system of Sri Lanka.
