Children's Access to Local Environments: a case-study of Christchurch, New Zealand

This article provides a case-study of variability in children's independent access to their local environments in the New Zealand city of Christchurch. It is based on research with children in middle childhood, parents and teachers in four schools in Christchurch, each selected on the basis of variables hypothesised to impact on children's access to their local areas. The paper outlines why such independent access is of value, not only for children, but also for adults responsible for their safety, for the wider environment and for the local community. Variability within Christchurch is related to the socio-spatial nature of local environments. International comparisons are also made, drawing out the implications of differing cultural contexts for the pursuit of child-friendly cities. The article explores the role of social traps in impeding the creation of a more sustainable, child-friendly city.     

“Because we are all people”: outcomes and reflections from young people's participation in the planning and design of child-friendly public spaces

Child-Friendly Cities were conceived as a means to integrate children's rights into city decision-making and governance. Participatory research about child-friendly cities consistently finds overarching themes across ages and regions: children desire access to services, nature, and play; freedom from physical danger; and opportunities for inclusion within the city. This article explores a two-year visioning and participatory design process that engaged approximately 225 young people, aged 4–16, in the planning and design of a prominent public space in the City of Boulder. While participatory research with children has received much attention in the academic literature, much less attention has been given to what can be achieved through sustained integration of children into municipal planning processes, particularly in the USA. This paper thus moves children's participation beyond rhetoric and into the challenging reality of planning a city with children as a valued constituent.     

Children's perspectives on playground use as basis for children's participation in local play space management

Implementing children's perspectives into playground management could be a way of improving play possibilities for children in the local public space and supporting sustainable development, but it requires adults' understanding. Children's perspectives on playground use were studied through group interviews in two Swedish towns and were also compared with the understanding among the local park workers. Children described their playground use through challenges, manipulation and place-making, something which was partly recognised by the park workers. The results indicate that children's perspectives on playground use, particularly manipulation, should be implemented more fully into management work. Children's participation in on-site management activities is discussed as a way of making playgrounds more adapted to children's use and perspectives.     

Can the commons be temporary? The role of transitional commoning in post-quake Christchurch

ABSTRACT

In recent work on commons and commoning, scholars have argued that we might delink the practice of commoning from property ownership, while paying attention to modes of governance that enable long-term commons to emerge and be sustained. Yet commoning can also occur as a temporary practice, in between and around other forms of use. In this article we reflect on the transitional commoning practices and projects enabled by the Christchurch post-earthquake organisation Life in Vacant Spaces, which emerged to connect and mediate between landowners of vacant inner city demolition sites and temporary creative or entrepreneurial users. While these commons are often framed as transitional or temporary, we argue they have ongoing reverberations changing how people and local government in Christchurch approach common use. Using the cases of the physical space of the Victoria Street site “The Commons” and the virtual space of the Life in Vacant Spaces website, we show how temporary commoning projects can create and sustain the conditions of possibility required for nurturing commoner subjectivities. Thus despite their impermanence, temporary commoning projects provide a useful counter to more dominant forms of urban development and planning premised on property ownership and “permanent” timeframes, in that just as the physical space of the city being opened to commoning possibilities, so too are the expectations and dispositions of the city’s inhabitants, planners, and developers.     

Tyrannical Spaces: Young people,bullying and urban neighbourhoods

We consider the street experiences of a group of urban children living in a large East Midlands town in the UK. Our attention focuses upon an issue that has seldom been examined, neighbourhood bullying. We highlight how some children, through their propinquity within neighbourhood spaces, clash and collide to such an extent that their experiences of a locality become severely blighted. For these unfortunate young people local environments are tyrannical spaces, defined in terms of 'no-go areas', danger and threat. These are not remarkable geographies, however, and we suggest that like many school environments, where bullying has increasingly been recognised and disclosed, within many localities there is a 'hidden' geography of fear waiting to be uncovered. The paper is organised into five parts: first, we briefly examine the concept of bullying, particularly in relation to young people in schools; secondly, we extend these ideas into a neighbourhood context drawing upon recent ideas of 'self', 'other' and microgeographies; thirdly, we outline the research project from which this article emerges; fourthly, we look at some empirical evidence from an urban case study that draws attention to the form and consequences of neighbourhood bullying; lastly, we discuss the relevance of these findings to future policy and practice, particularly in relation to the management of neighbourhood spaces. We propose that systematically applied local strategies to tackle bullying within neighbourhoods are needed, particularly those which engage young people and adults together through a whole community approach.     

Putting Young Old Ideas into Action: The relevance of Growing Up in Cities to Local Agenda 21

Agenda 21, the Habitat Agenda and the United Nations Convention on the Rights of the Child have brought new relevance to Growing Up in Cities, a project of participatory action-research for urban children and youth. The origins of the project in the 1970s under the leadership of the urban planner Kevin Lynch are described, along with a brief history of the project's revival. The results of the project's recent implementation in eight countries are summarised with an emphasis on children's perspectives on environmental quality, as well as lessons learned regarding how children can be most effectively integrated into LA21 processes.     

Traffic noise and executive functioning in urban primary school children: The moderating role of gender

The objective of this study was to examine the relationships between noise and school children's executive functioning (EF). The study included 311 children (146 boys and 165 girls) aged 7–11 years, who lived in the center of Belgrade. Teachers rated children's EF on a standard scale evaluating their ability to work independently in a focused manner to achieve an end goal as well as children's ability to follow directions carefully. Residential noise exposure was estimated in three daytime intervals, one evening interval and two nighttime intervals in the middle of the streets where children lived. School noise exposure was measured on three different school days in front of children's schools. Socioeconomic status (mother's highest level of education and family income) was used as a statistical control. There were no significant main effects of ambient noise levels on EF, however, a significant interaction indicated adverse noise impacts on boy's EF. We discuss possible reasons for male EF vulnerability to noise.     

Commuting lives: children's mobility and energy use

Globally, the issue of energy use and climate change is at the forefront of many national and international agendas, and also an issue central to children's lives and well-being. This paper examines how children are both affected by and contribute to the problems associated with unsustainable energy use as it relates to the growth of car dependent lives. The paper presents the findings of a study of travel as it relates to the everyday lives of children in the city of Dunedin in New Zealand. The study found that children currently lead complex car dependent lives. This extensive car reliance presents a serious and largely unrecognised challenge to the sustainable planning and management of the urban environment. The move towards more sustainable transportation can bring benefits for both the environment and for children's lives.     

FREEDOM OF MOVEMENT AND ENVIRONMENTAL KNOWLEDGE IN ELEMENTARY SCHOOL CHILDREN

The work presented in the present article was carried out for the purpose of evaluating the effects of the limitations imposed on children's autonomy on their acquisition of environmental knowledge. The representation of the home-school intinerary was investigated in 8–11 year old children who travelled along the itinerary in different ways (on their own, accompanied by an adult, on foot or by car). The tasks included a sketch map of the route and drawing the route on a blank map of the neighbourhood. In order to investigate the role of autonomy in the development of a full understanding of the environment in which they live, the children were asked to use landmarks to find their way around a blank map of the quarter and to mark on it the position of significant components of their environment. The children's freedom of movement in the quarter was investigated by indirect observation.The data were analysed and discussed as a function of the children's method of mobility, their age and gender. The results confirm the importance of the type of individual—environment interaction, in particular of freedom of movement, in acquiring, processing and structuring environmental knowledge. Children going to school on their own achieved the best performances in both making a sketch map of the itinerary and in drawing their movements on a blank map of the quarter. Even when the representation of the environment in which they live is taken into account, the key role played by autonomy is confirmed.     

Functional wildlife parks: The views of Kenyan children who live with them

This study reports on Kenyan school children's ideas about wildlife parks in their country. A comparison is made between the responses of school children in primary school, before they receive any science education, and those of secondary school pupils at the end of the secondary cycle. The findings show little difference between the two groups of students in terms of their ideas about wildlife parks. This has serious implications for science and environmental education in Kenya. Parks are understood by these pupils in terms of real life issues, as derived from social consequences. The children's ideas are all based on the role that parks play in society, but the function of parks to support biodiversity conservation does not seem to be important to the students. While it is satisfying to note that the school children have a good understanding of parks in their social context, it is essential to address fully the scientific and ecological role of parks in order that biodiversity becomes more valued in our society.     

The decline of a regional fishing nation: The case of Ghana and West Africa

Inadequate trade policies, globalization of the fishing industry, dominance of Europe's distant water fleets, declarations of exclusive economic zones (EEZs) by neighbouring West African nations, overfishing and a lack of good governance contributed to the decline of Ghana as a regional fishing nation, a position it had held since the 18^th century. The prohibitive cost of access arrangements limited Ghana's access to distant waters. The country's marine environments have been impacted by overexploitation of stocks and the use of destructive methods. Subsistence fishing has become the sole means of survival for many fishers. The decline of the fishing sector has limited the country's ability to meet domestic demand and threatened the economic and food security of many Ghanaians. The article traces the early history of Ghana's fisheries, their gradual decline during the last four decades, and outlines recommendations for policy changes to address the situation and steer the nation on a course towards sustainable fisheries.     

Assessment of outdoor school environments and physical activity in Ankara's primary schools

Outdoor school environments are sites for play and physical activity for many children, and shortcomings within these environments are considered significant factors that contribute to children's inactive lifestyles and high levels of childhood obesity. This study explores the associations between the physical characteristics of schoolyards and the physical activity of third and fourth year students in five Turkish primary schools. Data were collected through multiple methods, including behavior mapping of student activities during recess, physical assessments of schoolyards, and interviews with students, teachers and administrations. The findings show similarities in the landscape features and physical qualities of schoolyards, particularly in the types of play and activities in which students engage. Results indicated that active students who walk to and from schools have lower body mass index (BMI) values than passive students, and students in schools with larger yards have lower BMI values. Most of the students prefer spacious and vegetated yards. A major concern is the crowdedness of the yards during recess that limit children's activity. Schoolyards with advanced landscape features are preferred more, and this in turn affects students’ positive satisfaction. Outdoor school environments have a correlation to health outcomes and should be designed to promote more activity. Improving the physical and landscape qualities of the public schoolyards should be the primary concern of the designers in order to increase awareness of natural environment and more important, increase the health of children.     

Putting the ‘E’ into LSPs: Representing the Environment within Local Strategic Partnerships (LSPs) in the UK

Abstract

This article reports the findings of a qualitative study with residents living in six deprived neighbourhoods in the UK and the front-line workers and local policymakers responsible for the renewal of these areas. The study was an attempt to raise awareness of local environmental concerns in the context of a national and local policy agenda, which has, until recently, largely overlooked the impacts of degraded environments on the lives and activities of the people who live in them. A key aim for the study was to raise people's concerns with local decision-makers and examine how far these might be addressed through the existing financial, administrative and legislative arrangements for neighbourhood renewal in the UK, namely Local Strategic Partnerships. The research was designed to provide practical lessons and policy recommendations for others wishing to raise the profile of environmental justice in the context of neighbourhood level regeneration projects, in both the UK and elsewhere in the ‘developed’ world.     

The impact of sensory learning modalities on children’s sensitivity to sensory cues in the perception of their school environment

Learning style models recognised that individuals differ in the sense learning modality of stimuli from which they best absorb, retain and process new information. The effect of sensory learning modalities on individual children’s sensitivity to sensory cues has so far been neglected. This paper reports on a study that sought to establish whether individual differences in children’s sensitivity to sensory cues in their perception of their school environmental features is influenced by their sensory learning modalities. Participants included Key Stage 1 and 2 pupils (N = 151) from four primary schools in South Gloucestershire, UK. The study used a child-friendly Visual, Auditory and Kinaesthetic questionnaire to establish children’s learning style modality. All children, independent of their learning style category, were exposed to three types of sensory cues, consisting of photo-safari, speech frequency and Global Positioning System. The analysis revealed that children’s sensitivity to sensory cues in their perception of school environmental features varied significantly between the three sensory learning modalities: visual, auditory and kinaesthetic. The implications of these findings on research, policy and practice are discussed.     

A case for urban liveability from below: exploring the politics of water and land access for greater liveability in Kampala,Uganda

ABSTRACT

Improving urban liveability and prosperity is commonly set as a priority in urban development plans and policy around the world. Several annual reports produced by international consulting firms, media, and global agencies rank the liveability of cities based on a set of indicators, to represent the quality of life in these cities. The higher is the ranking, the more liveable is the city. In this paper, we argue that such quantitative approaches to framing and addressing urban liveability challenges leave little room to reflect on people's experiences of this liveability, which cannot be expressed through numbers. To illustrate our argument, we draw on empirical evidence of urban liveability challenges in access to water and land in Kampala, the capital city of Uganda, ranked recently as the most liveable East African city by various global agencies and media outlets. By showing that increasing the number of water connections does not guarantee improved access to water and sanitation in the long run, first, we demonstrate how urban liveability challenges are tightly linked with land-title issues in the city. Second, we highlight the political game-playing between the central government, the opposition, the traditional leadership, and the slum dwellers in governance processes of service delivery. Finally, by arguing that urban liveability can be enhanced by broadening political participation in city development planning, we discuss some of the strategies that can be used by communities to make collective claims towards improving their quality of life and the environment.     

Children's appreciation of outdoor places in a poor neighborhood

Children 7–12 years of age, living in a poor neighborhood, photographed outdoor places where they liked to go in their neighborhood. In individual interviews, they discussed their photos, selected their favorite place, and discussed the places they disliked. Children identified parks and playgrounds most often both as liked and disliked places, and spaces near an acquaintance's home as their favorite place. Liked places varied according to children's age and degree of vegetation. Children's negative perceptions of places were centered on safety threats. Children distinguish favorite places from liked places only by the greater number of positive characteristics and activities they offer children. The study highlights how positive and negative features coexist in places of importance to these children.     

CHILDREN'S SENSE OF PLACE IN NORTHERN NEW MEXICO

In the Hispano homeland of northern New Mexico, children's lives are shaped by land, by family, by culture, and by community. The way these forces work together forms each child's sense of place and place attachments. Using short case examples, this article presents a brief overview of children's place experiences and preferences and describes some of the factors that contribute to children's sense of place in three communities, of northern New Mexico which represent a range from urban to rural. It demonstrates the important role extended family and direct experience play in shaping children's sense of place and understanding of nature.     

Even International Summits Must Be Localised: A youth perspective on the UN World Summit on Sustainable Development

Max-Neef's theory of human-scale development (HSD) directs attention to an issues-based, locality specific agenda through self-identification of community issues by local people. This paper reports on a two-day HSD workshop run on the Gold Coast where an eclectic group of 20 participants worked through Max-Neef's framework to diagnose their communities' current reality, visualise what their community could be and discuss how to 'build bridges' between the current reality and their Utopian community. This work is part of a broader research programme looking at participatory community development.