How does Psychological Restoration Work in Children? An Exploratory Study

Abstract

This study investigates three issues concerned with psychological restoration in children, specifically whether children perceive the difference between the restorative value of a natural and a built environment; whether the perception of restorativeness affects children’s attentional performance; how children feel to be connected with Nature. To this aim, 48 children age 9-11 years participated in a within-subjects study; children filled in the Perceived Restorativeness Scale-children (environmental preference included) and the Connectedness to Nature Scalechildren, and performed the Continuous Performance Test in three different conditions: 1-in the classroom after the practice of Mindful Silence; 2-in the school playground after the school break; 3-in an alpine wood after a walk. In addition to the self-report assessments and the measurement of attentional performance, the children’s physiological condition was assessed by measuring some basic physiological parameters. From results it emerges that though children’s connection to Nature doesn’t vary among conditions, they can discriminate among environments with different degree of restorativeness (assessments were made on setting characteristics and activities), and the perception of restorativeness keeps pace with the performance at the attention test and the preference evaluation. Results are in agreement with Kaplan’s Attention Restoration Theory (1995) and the fascination/meditation hypothesis (Kaplan, 2001).