Playing Naturally: A Case Study of Schoolyard Naturalization in Cape Breton

Transforming schoolyards into naturalized areas enhances play and nature connection (Dyment, 2005), increases repertoires of outdoor activities, and promotes resilience (Chawla, Keena, Pevec & Stanley, 2014). Employing photovoice and conversational interviews, this study examines children’s perceptions pre- and post- playground naturalization at an elementary school in Cape Breton, Nova Scotia, Canada. Themes from data analysis include: engagement with nature, and desire for more nature; physicality and movement; built and natural play features; and risk, rules, and well-being. Drawing on existing literature in the fields of schoolyard greening and naturalization, the study discusses benefits and complexities for future consideration in similar contexts.