Using ESDA with social weights to analyze spatial and social patterns of preschool children's behavior

Abstract

To study the development of spatial and social behavior of preschool children, micro-level spatiotemporal data were collected for the first time in both spatial and social context using a novel behavioral coding system. These unique behavioral data enable us to explore the group-level, dynamic, spatial, and social patterns of preschool children's playing behavior from a hybrid geographic and social perspective. In this research, GIS and exploratory spatial data analysis (ESDA) techniques are employed together to study group-level spatial and social behavior emerging from children's everyday activities and interactions. ESDA with social weights is proposed to explore spatial and social patterns of preschool children's behavior at the same time. The results highlight the utility of this approach for studying the relationships between preschool children's playing behavior and preschool's environmental settings and the relationships between preschool children's personal activities and the formation of their social network space.