Figure 2
The diagram contains three columns labeled “Coding Steps”, “Exemplar data”, and “Coding outcomes”. In the left column under “Coding Steps”, three rectangles arranged vertically from top to bottom, labeled “Open coding (160 codes)”, “Axial coding (120 codes)”, and “Selective coding (Four categories)”. Arrows connect these rectangles downward. Rightward arrows extend from these rectangles toward rectangles in the center column. In the center column labeled 'Exemplar data”, several rectangles are arranged from top to bottom and contain quoted statements. A rightward arrow extends from “Open coding (160 codes)” to a rectangle that reads: “‘We have a lot of green space around us (N E 7)’”, “‘We could create spaces that were far more natural that were more environmentally friendly, more really encouraged children to be creative and to do their conceptual play thought process (E P 1)’”. Individually, four rightward arrows extend from “Axial coding (120 codes)” to four rectangles that read: “‘They still engaged in the environment in the same way, using loose parts, play logs, you know, sound all the things that nature provides. But through their social play, their conversation changed (P 1 8)’”, “‘They [children] may not be as interested in it because they don’t know how because they haven’t been at school doing it (N E 7)’”, “‘I think because this time last year, we were still deep in C O V I D. I think it’s probably too early to see whether that will change significantly (M P 1)’”, and “‘During the pandemic, parents have become more attuned to the lack of activity of their children. We as a business have had a real focus on the provision of and encouragement of active activity in these outdoor green spaces to address some of the concerns being expressed by parents that children were becoming too passive (M P 3)’”. A rightward arrow extends from “Selective coding (Four categories)” to a rectangle that reads: “‘There are a lot of different parenting styles ellipsis but there are some who want their kids to run off and get to be in the green space while they get some free time (N E 5)’”. Rightward arrows extend from the rectangles in the “Exemplar data” column to the third column labeled “Coding outcomes”. The rectangles are arranged vertically from top to bottom. The first rectangle in the third column contains bullet points that read: “Enhanced engagement with U G S”, “Policy implication”, and “Children’s interest in outdoor program”. The next rectangle contains 1 to 4 numbered sections that read: “1. Children’s shifting behaviour (Workday A N D Weekend)”, followed by two bullet points: “Shifting engagement of curricular activities”, “Shifting engagement of extracurricular or autonomous activities”. “2. Children’s shifting attitudes”, followed by one bullet point: “Children’s attitudes, thoughts, and perspectives (Positive A N D Negative)”. “3. The shifting context of U G S within L G A”, followed by three bullet points: “Policy context”, “Location context”, “Funding context”. “4. Educators’ supportive experiences”, followed by two bullet points: “Parents’ attitudes, thoughts, and perspectives (Positive A N D Negative)”, “Teachers’ attitudes, thoughts, and perspectives (Positive A N D Negative)”. At the bottom of the third column, a rectangle lists themes that read: “Theme 1 ‘Polarized attitudes to H D M A-U G S s post lockdown’”, “Theme 2 ‘Enhanced creativity-stimulating play with H D M A-U G S s’”, “Theme 3 ‘Self-driven shift of interest in neighbouring wildness’”, and “Theme 4 ‘Heightened reclamation of adult-dominated H D M A-U G S s during the lockdown’”.Coding structure diagram. Source: Authors’ own work