Mygind and colleagues evaluated the ramifications of growing up in green neighborhoods. They determined via data collected for 5-to 12-year olds that “Vegetation cover around the home might support the formation of social skills through higher order reasoning about emotion experience and cause and effect as it relates to other people.”
Francesconi and colleagues studied links between environmental conditions and child development. They found that “neighbourhood disorder was associated with emotional symptoms and conduct problems at age 3 and with the trajectory of cognitive ability from ages 3 to 11. . . . Neighbourhood disorder is broadly taken to refer to observed or perceived physical and social features of neighbourhoods that may signal the breakdown of order and social control, and that can undermine the quality of life. In our study, it was assessed by . . .
Van Dijk-Wesselius and colleagues studied how children (their sample was 7 – 11 years old) responded during recess breaks when additional plants are added to their schoolyards.
Binter and colleagues studied links between urban design and child development.
Particular sorts of outdoor play spaces have more positive effects on children’s health and mental development.
Van Liempd, Oudgenoeg-Paz, and Leseman studied links between childcare center design and kids’ (aged 6 months to 6 years old) behavior.
In the last few years (2017 – 2019), a number of important and practical neuroscience-based studies of effective school design have been published and several significant design-related resources have been developed.
Ulset and her research team investigated links between time spent outside and cognitive development.
Pineda and her team studied soundscapes in neonatal intensive care units (NICUs).
A sit-stand desk intervention for 10 year olds in a New Zealand classroom has significantly improved those children’s school-related experiences.