Enfants et jeunes dans les espaces du quotidien / Isabelle Danic
Enfants et jeunes dans les espaces du quotidien [texte imprimé] / Isabelle Danic, Directeur de la recherche ; Olivier David (1967-...) , Directeur de la recherche ; Sandrine Depeau (1971-...), Directeur de la recherche . - Disponible également sur Books.Openedition, voir en hyperlien . - Rennes : PUR, Presses Universitaires de Rennes, 2010 . - 273 p.- pl. : ill. en noir et en couleur, cartes ; 24 x 17 cm. - (Géographie sociale, ISSN 1761-4457) .
ISBN : 978-2-7535-1027-2 : 19 €
Annonce du colloque (argumentaire), cf. hyperlien. Voir aussi les autres documents numériques, dont l'étude réalisée entre 2012 et 2013, sur plus de 2500 écoliers âgés entre 7 et 10 ans, dans 36 écoles. Les conclusions ont été publiées dans la revue scientifique américaine "Proceedings of the National Academy of Sciences of the United States of America" (PNAS) : "Green spaces have a range of health benefits, but little is known in relation to cognitive development in children. This study, based on comprehensive characterization of outdoor surrounding greenness (at home, school, and during commuting) and repeated computerized cognitive tests in schoolchildren, found an improvement in cognitive development associated with surrounding greenness, particularly with greenness at schools. This association was partly mediated by reductions in air pollution. Our findings provide policymakers with evidence for feasible and achievable targeted interventions such as improving green spaces at schools to attain improvements in mental capital at population level/Exposure to green space has been associated with better physical and mental health. Although this exposure could also influence cognitive development in children, available epidemiological evidence on such an impact is scarce. This study aimed to assess the association between exposure to green space and measures of cognitive development in primary schoolchildren. This study was based on 2,593 schoolchildren in the second to fourth grades (7–10 y) of 36 primary schools in Barcelona, Spain (2012–2013). Cognitive development was assessed as 12-mo change in developmental trajectory of working memory, superior working memory, and inattentiveness by using four repeated (every 3 mo) computerized cognitive tests for each outcome. We assessed exposure to green space by characterizing outdoor surrounding greenness at home and school and during commuting by using high-resolution (5 m × 5 m) satellite data on greenness (normalized difference vegetation index). Multilevel modeling was used to estimate the associations between green spaces and cognitive development. We observed an enhanced 12-mo progress in working memory and superior working memory and a greater 12-mo reduction in inattentiveness associated with greenness within and surrounding school boundaries and with total surrounding greenness index (including greenness surrounding home, commuting route, and school). Adding a traffic-related air pollutant (elemental carbon) to models explained 20–65% of our estimated associations between school greenness and 12-mo cognitive development. Our study showed a beneficial association between exposure to green space and cognitive development among schoolchildren that was partly mediated by reduction in exposure to air pollution"
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