1 Universidad Politécnica de Madrid (SPAIN)
2 Universidad de Alcalá (SPAIN)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 6918-6925
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1832
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
The environment in which we develop models the brain structures involved in learning processes. This interaction with the environment is a fundamental process for the development of the brain and the acquisition of the individual capacities that are forged since childhood. This ability that the brain structure has to modify with learning, and which depends mainly on the age and experience lived is known as brain plasticity.

The human brain is born totally free of genetic behaviors, presenting only some reflex responses linked to the survival instinct and allowing it to begin its adaptation. Therefore, it is the constant interaction between our genetic and cultural heritage that makes possible the maturation and learning of the nervous system. Thus, it has been shown that if conditions in the environment are beneficial for brain development, the child will have more opportunities to enhance his or her abilities.

If we focus on students of primary education who spend an average of seven to nine hours in school, we realize the importance of educational space in the construction of the personality and the learning process of people. This has led to a transcendental topic from the urban sociology: do our architects design school spaces taking into account the benefits they bring to the learning teaching process? The truth is that the more we delve into the issue we realize that in most cases projects are signed under an autonomous or municipal ordinance and without taking too much into account the activity to be carried out by the final occupants of that space.

The playground is a social learning space in which students interact in a relaxed environment, play with classmates and participate in independent and informal activities. In this work a theoretical study is made about the importance of recreational spaces in the construction of the personality, trying to find out what is the current use of the playground in educational establishments and to determine whether there are other uses more suitable for enhancing capacities and encouraging relationships between students. For that purpose, an experimental study has been carried out that allows knowing the students opinion about the current playground spaces and how they would improve them to raising teachers awareness of whether we are really making the most of these facilities and making possible proposals for improvements to enhance the use of this space within schools. Therefore, the aim is to make the most of these places within schools in order to promote the learning and emotional development of students in their early school years.
Primary education, urban sociology, brain plasticity, environment and space.