Biowalls in classrooms can promote the emotional health of young childrenThe idea that natural elements in the indoor space can contribute to the emotional health of children is supported in the literature. While plants, as one type of natural element, can be used for this purpose, little research has focused on the effects that indoor plants have on children’s emotional development. This study adds to the literature by investigating the effects of biowalls on the emotional health of children in kindergarten classrooms in South Korea. A biowall is an indoor vertical planting system with a self-supportive watering device.
Biowalls were installed in four kindergarten classes at a school in Seoul, South Korea. Sixty children (age 3-5) from these classrooms participated in the study. The children spend approximately seven hours each day in their classroom. Three types of assessments were conducted before the biowall installations and again 3 months after. The assessments focused on children’s emotional intelligence (via an Emotional Intelligence Rating Scale), resilience (via the Devereux Early Childhood Assessment), and eco-friendly attitudes (via the Children’s Attitudes Toward the Environment Scale-Preschool version). A satisfaction survey was conducted with children, parents, and teachers three months after the biowalls were installed. The survey focused on satisfaction with the environment and positive changes experienced by the children.
Results showed significant improvements in all three assessed areas. There were also significant improvements in the sub-categories of emotional intelligence and resilience. Subcategories of emotional intelligence consisted of Perceive Emotions, Manage Emotions, Facilitate Thought, and Understand Emotions. Subcategories for resilience consisted of Attachment, Initiative, Self-Control, and Behavioral Problems. Children’s Attitudes Toward Nature Scale-Preschool version included two subcategories: Nature-Friendly Attitude and Environment Conservation Attitude. Of these, Nature Friendly Attitude improved, while Environmental Conservation Attitude did not significantly improve from before to after the installation of the biowalls. Results of the satisfaction survey showed that most of the children (67.8%) were either “Satisfied” or “Very satisfied” with the classroom environment. Their highest rating as to changes they experienced after the biowall installation was in the area of “Feeling better.” Teachers and parents were also satisfied or very satisfied with the classroom environment. Teachers felt that the environment after the biowall installation was beautiful and that the air was improved. Parents noted that after the addition of the biowall, children were “emotionally stable” and showed improved relationships with peers, concentration, expressiveness, and knowledge about plants.
This study demonstrates that biowalls – by increasing direct and/or indirect contact with nature – can contribute to the healthy emotional development of children.
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