Related Papers
Childrens_Perspectives_on_Their_Urban_En.pdf
Yolanda Corona
This paper presents the information and knowledge that 84 school children aged seven to nine of the Coyoacán borough of Mexico City have regarding their everyday urban environment. Using techniques such as drawing, model making, photographs and story writing, we explored children's neighborhood experiences including parks, streets, and their vision of an ideal city. Key findings show that the urban context as well as the children’s particular social context including the internalization of their parents’ fears about lack of safety, are some of the main elements that influence the way in which children experience the city and depict their representation of what an ideal city would be for them. Additionally, children lack independent mobility and spend little time in public spaces, and have a poor knowledge of their near surroundings and of the city at large. On the contrary, most of their representations of the ideal city have to do with green spaces and natural environments.
The Child at the Threshold of Urban Experience
In urban culture, the medium of vision is obvious and prevailing, most influential in the perception of the technician from an objective perspective of remove. Meanwhile, the city of the other senses seems to lie just beyond the threshold of certain perception, the inaccessible fixation of abstract critical thought. Yet the spatiality and physicality of the urban experience beyond vision evidently yields special empirical insight for practitioners and thinkers who try to get close to it. They have repeatedly sensed, moved and remembered their way towards its qualities through the avatar of the child, their privileged medium of the more-than-visual. The child's sensitivity to thresholds and transitions allows them special access to the liminal memory and dream spaces which mediate experience to construct our relations with the urban world.
Procedia - Social and Behavioral Sciences
Child and Architecture: I’m Learning My City
2012 •
Derya Elmalı
Environmental Education Research
Going back and beyond: children’s learning through places
2017 •
Claudia Díaz
Journal of Applied Research on Children Informing Policy For Children at Risk
Children Are Natural-Born Urban Planners!
2013 •
James Rojas
The children in the city. An introduction
2017 •
rossella raimondo
This special issue aims to encourage and promote the debate around the theme of the child and the city. The goal is to give voice to contributions that, despite their specificity, show the complexity and the variety of theoretical approaches with which the issue can be investigated. The scope of the complexity pursued here is not possible without an interdisciplinary approach: the present volume collect contributions of scholars of history, history of pedagogy, architecture, children's' literature, pedagogy and education. It is thus possible to reconstruct the evolution of the concepts of childhood and the role given to children, as well as the structural and aesthetic changes of cities in the long run. In light of the fact that our urban centres have changed a lot, it appears necessary to reconsider the relation between the children and city, considering not only the places "for children", but above all the spaces designed and offered "by children" by pu...
AdvancesinSocialSciencesResearchJournal– Vol.7,No.7
Children City Architecture
2020 •
Dr. Hoshiar Nooraddin
Since the earliest civilizations, the city had been built to fulfil what the adults had considered as society's needs and by which architectural solutions. This process had continued in history till the 19th century and established the culture of adults' city architecture. The children had to fit themselves in the adult's city. It is mainly during the 1960s when new trends in city architecture have introduced new considerations for children by calling for livability in cities. This trend has increased in the 1990s by the sustainable city trends and the present initiatives of Children Friendly City. But studying contemporary cities can raise an important argument that contemporary cities have not developed children architecture. It requires new ways of understanding children's needs in the city and how can architecture contain these needs. These two components can establish children architecture as a new reality in our cities METHOD The paper is discussing the historical roots of adults' city architecture and the present cities efforts to develop children-friendly city architecture. The paper is using three basic components of the city center to show how do they provide children with their needs. These are: Pedestrian network, Public Outdoor Spaces and Indoor Public Spaces. The basic needs are safety, playing, learning and social life. Studying the components are mainly related to 12-17-year-old age group who have many common biological, psychological and emotional characters. Their common characters create common functional space needs which are influenced by city's indoor and outdoor space conditions. The paper is using cases from the Scandinavian countries which have applied many urban development strategies since 1960s' to promote children's growth and learning. The paper is comparing the Scandinavian city centers with cases from other countries which have applied different design strategies and have created different conditions for children's needs.
Exploring children’s perceptions and experiences of outdoor spaces
nezire özgece, Erincik Edgü
All people employ their senses in order to locate themselves in their environment; however the perception of space is not common to everyone and differs related to various factors. Considering these differences in perception and the factors affecting it, it should be stated that children’s perceptions and experiences of spaces are different from adults’. Unless the places are created by them to play, children perceive and experience environments that are created by adults. Thus, spaces that children experience are generally based on adult’s logic of design configuration. As children are the active participants of their home and school environments, the present study focuses on a pilot study which is conducted at a primary school with the 5th year students. Therefore, the aim is to discover children’s landmark recognition and preferences of outdoor spaces in terms of their home- school routes, playing areas and reveal the underlying syntactic structures of the spaces as well. Considering the main structure of the research which is based on the comparison between children’s responses to a questionnaire and syntactic properties of the significant places, the methodology is organised as two phases including the individual interviews with students and syntactic analyses of the spaces identified and preferred by children. The first phase of the methodology is based on the examination of children’s perceptions and uses of outdoor spaces with the help of a questionnaire where students answer the questions and draw their route from home to school. In this phase, students are also asked to comment on the photographs taken from the predetermined city landmarks. For the second phase, spaces identified by children are analysed due to the syntactic properties based on various calculations. The results of the research emphasise that the edges of the city and especially the city walls seem to affect the spatial perceptions of children. Although children mostly prefer to stay in the close vicinity to their home-school environment, they can identify significant city landmarks. The outcomes of the research also indicate that there’s a difference between the female and male students considering the preferences of playing areas.
Child: Care, Health and Development
Children and the city: a summary of recent environmental psychology research
2000 •
Christopher Spencer, Helen Woolley
