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Children and young people's participation in planning and regeneration: a final report to the Ecorys Research Programme 2010-11
... Instead, many researchers advocate for an approach that empowers young people through the development of knowledge and understanding of decision-making (Wilson, 2011). Moreover children and young people have specific developmental needs relating to how they use their environments (Day et al., 2011). It has been shown that young people are at greater risk of some hazards than adults, due to their limited ability to exercise control over their environment (Day et al., 2011). ...
... Moreover children and young people have specific developmental needs relating to how they use their environments (Day et al., 2011). It has been shown that young people are at greater risk of some hazards than adults, due to their limited ability to exercise control over their environment (Day et al., 2011). Therefore, children's participation is needed to ensure that spaces and services are designed in a way that is appropriate to their needs. ...
... This is echoed by the Committee on the Rights of the Child which has explicitly stated that children should be consulted regarding the accessibility and appropriateness of play and recreation facilities and that such facilities should be designed with children's preferences and capacities in mind (UN Committee on the Rights of the Child, 2009). A further rationale for children's participation is drawn from their capacity to act in the interests of the wider community (Day et al., 2011). Literature reveals that children and young people often demonstrate a high level of empathy with other members of the community and take their needs into consideration in environmental planning and design (Day et al., 2011). ...
... The impact of socio-economic gradients on neurocognitive development and neuroplasticity Research has begun exploring the possible epigenetic mechanisms that affect individual development, cognition, educational trajectories and long-term life outcomes (Youdell, 2019). In terms of biological mechanisms, some ways in which epigenetics have been considered in relation to education include effects on learning and cognition, memory formation and storage (Day andSweatt, 2011a, 2011b). In particular, such studies have focused on the impact of genetic modification on the establishment of new active synaptic connections in the brain, which may be affected by social circumstances (McEwen, 2015), as well as other learned behaviours (Dias et al., 2015). ...
... to improvements in their academic achievement, attendance and behaviour, although Day, Sutton and Jenkins (2011) point out that this claim has been disputed elsewhere (Sutton and Kemp, 2002), as with other studies of the relationship between school design and learning (see earlier section about how built environments affect cognitive learning outcomes for subject-based academic knowledge). ...
This chapter assesses ways to identify and support children with learning disabilities.
Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk for learning disabilities as well as adequate identification of children with learning
disabilities are important for ensuring that children have access to the supports they need
in order to reach their full potential. Here, we discuss identifying children’s learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence-based early identification of children with learning disabilities and support their learning trajectories and instructional needs
inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identification and support in various countries and socio-cultural contexts.
... Gehl (1987) considers different types of activity and their relationship with the quality of spaces, stressing that long-lasting activities are more likely to occur in spaces with better environmental quality. Considering youth as a user group and their social engagement practices/needs can inform the design of more inclusive park spaces (Day, Sutton, & Sarah, 2011;Müderrisoglu & Gültekin, 2015), and understanding their preferences can lead to a better understanding of their emotions, motives, needs and interactions (Aziz & Said, 2015) within the park environment. This study used a photo-choice tool as an online visual method to understand the social engagement of youth aged 9-17 to answer the primary research questions: ...
People of varying ages have different reasons for visiting parks during their leisure time, and while previous studies often focused on youth activities during their play within parks, less attention has been given to which park settings are preferred by the youth themselves for socialising, and with whom they want to socialise. This study explored youth social engagement within neighbourhood parks as behaviour settings, considering the environments as theorised entities that embody predetermined uses by suggesting and or enabling specific activities. Data was collected using an online visual data collection method called a photo-choice tool with a total of 192 youth, aged 9–17 from the Moreton Bay Region of Queensland, Australia, who completed the tool while visiting a neighbourhood park. Using theoretical saturation during the analysis, the data was grouped into three main themes; environmental attributes (park settings), social attributes (people with whom youth preferred to go), and behavioural attributes (motives for the preferred activities). Findings show that the presence of others, including friends, siblings and parents, motivate youth in both age categories (9–12 years and 13–17 years) to visit parks, and this presence of people also affects their preferences for park activities. The results of this research demonstrate that accompanying friends is one of the most important reasons youth visit a park, and that social activities and social interactions among youth are not only affected by the affordances of the park settings, but also by the social affordances that youth present to each other.
... to improvements in their academic achievement, attendance and behaviour, although Day, Sutton and Jenkins (2011) point out that this claim has been disputed elsewhere (Sutton and Kemp, 2002), as with other studies of the relationship between school design and learning (see earlier section about how built environments a ect cognitive learning outcomes for subject-based academic knowledge). ...
The goal of this chapter is to assess research that can inform understandings of places and spaces of learning.The chapter assesses
evidence across three types of learning spaces: built spaces, digital spaces, and natural spaces. It looks at the role of these different kinds of spaces for learning, attainment, interpersonal relationships, skills development, wellbeing and behaviours ‒ across four pillars of learning to know, to be, to do and to live together. The chapter also explores how learning spaces can be actively shaped, felt and understood through practices and policies that occur within and around them.
... At the 1992 United Nations Conference on Environment and Development (Earth Summit), in the children's participation rights were also included the decisions affecting their living environments. At the same time, Local Agenda 21 was introduced as an instrument for realizing the terms of the Articles, (Day, Sutton & Jenkins, 2011). ...
Introduced as a right by the United Nations in The Convention of the Rights of the Child, the child participation is still, after three decades, an increasingly popular topic. As the Convention will be adopted as a Swedish law by 2020, several organizations and governmental agencies are committed to different participation strategies for children. However, the participation process is not always as effective as expected and it is usually affected by various factors such as the nature of the project or the scale. With intensive impact, large scale projects are developing more frequently than ever all around the country, affecting the environment for an indeterminate period of time. Children are one of the most sensitive groups to these kinds of developments and therefore the objectives of this thesis are to investigate and assess the extent of children’s participation in regional planning. The evaluation is made on three railway projects, coordinated by the Swedish Transport Administration and it is based on the data provided by them. The participation process is first studied through the existing models of children’s participation and an evaluation tool is developed. According to the findings, the participation process has several flaws which need to be improved. The results show which are the weakness and the strengths of the current participation process and some improvements are suggested as outcomes of this research.
... While increased feelings of pride and respect for 'their' city dominated young people's narratives and replicate findings from Derry/Londonderry 2013 (Boland et al. 2017), they also recognised legacy-driven approaches to culture as an economic resource for urban regeneration and transformation (Evans 2005). Yet, at no point in the focus group discussions, either implicitly or explicitly, would young people refer to themselves as active 'shapers' or 'catalysts' of urban cultural change, nor consider their own (youth) cultures a valuable 'resource' or 'asset' in culture-led regeneration -a language widely used in service-led urban planning, event programming and cultural policy making (Day et al. 2011). Such a language not only seems to reveal existing adult projections on children and young people as mere 'consumers' or 'beneficiaries' of culture-led regeneration, but also affirms dominant assumptions of children as 'becomings' who will reap the benefits of culture-led 'place making', rather than being seen as active agents who inhabit and co-construct place and community within diverse urban settings. ...
Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context.
... Whilst the value of local authorities engaging citizens in these decisions is championed [16,56], scholars identify a "democratic deficit" [53] in instrumental placemaking processes affecting children in particular [10,25,28,42]. Their exclusion presents several challenges, given that children are just as affected by the places and spaces around them as adults, if not more so [19,49]. It also reinforces children's marginalisation within politics and governance systems [20,53]. ...
In this paper, we present a socio-technical process designed to engage children in an ongoing urban design project-Streets for People-in Newcastle, UK. We translated urban design proposals developed by residents and the local authority to enable children to contribute ideas to the project. Our process comprised three stages: situated explorations and evidence gathering through digitally supported neighbourhood walks; issue mapping and peer-to-peer discussions using an online engagement platform; and face-to-face dialogue between children, residents, and the local authority through a 'Town Hall' event. We report insights gained through our engagement and show how our activities facilitated issue advocacy and the development of children's capacities, but also surfaced tensions around the agency of children in political processes. We reflect on the challenges of working in this space, and discuss wider implications for technology design and ethical questions that 'scaling up' such work might pose.
... Children are often involved in collaborative or participatory design. For example, designs for the built environment are an area to which children commonly contribute (Driskell, 2002;Day et al., 2011;Hart, 1992). The extent to which children's input is valued varies and often children are respected as socially competent (Gattenhof and Radvan, 2009): however, there are limitations on allowing free rein for children's creativity in the participatory design process. ...
The imagination and creative ability of a child is something that is a pleasure to see in designs created by children. Unfortunately, when children design, they are subject to adult influence, which is reflected in designs that show lower creativity. In order to realise the purity of the imagination of the child, adult involvement needs to be excluded. This study is based on the argument that children can produce pure art if pedagogical influences are excluded. Children created designs independent of adult involvement during the study and the creativity in their work was measured against factors in terms of pure and uninfluenced design. Comparisons were made with designs produced in school. The child-led approach was extended to realise designs through 2D and 3D product development, using silk-screen and 3D printing. The results showed that an absence of adult involvement increased creativity.
The current political climate has seen the influx of refugees in many economically developed countries. Many of these children face challenges finding meaningful and enriching learning opportunities that foster authentic collaboration and engagement of their home cultures. One way that we aim to tackle this reality is through making. Accordingly, in this paper, we present observations from a workshop that implemented maker culture activities within a summer youth program for 16 refugees (5-17 years old).We examine the process of designing and implementing making sessions in collaboration with facilitators and children, as well as the facilitative moves that emerged throughout the program. We observe unique opportunities and points of discussion for 1) cultural bridging, 2) authentic language acquisition, and 3) meaningful making. Based on our findings, we discuss the lessons learned around embedding making in existing community spaces, the role of facilitation, and finally, the cultural contexts of making.
Η εμπλοκή των παιδιών σε διαδικασίες λήψης αποφάσεων στο σχολικό και ευρύτερο κοινωνικό τους περιβάλλον είναι συχνά συνυφασμένη με την έννοια του διαλόγου. Δεν παρατηρείται συχνά, ωστόσο, συμπλοκή φωνών στις λεγόμενες συμμετοχικές διαδικασίες, αν και αποτελεί απαραίτητη προϋπόθεση διαλόγου. Στόχος αυτής της μελέτης είναι να εξερευνήσει εκφάνσεις διαλόγου μέσα από την επικοινωνία παιδιών και αρχιτεκτόνων στο πλαίσιο συμμετοχικού σχεδιασμού. Η έννοια του διαλόγου προσεγγίζεται ως ένας χώρος διάδρασης και συνάντησης διαφορετικών δρώντων υποκειμένων (Lodge 2005), ενώ αναγνωρίζονται οι «πολλαπλές γλώσσες» των παιδιών ως κοινωνικών δρώντων (Clark 2010, Christensen and James 2008). Η μελέτη βασίζεται σε τριετή έρευνα και τέσσερις μελέτες περιπτώσεων σε δύο σχολεία, έναν χώρο εστίασης για παιδιά και μια δασική έκταση για δημιουργικές δραστηριότητες, όπου εφαρμόστηκαν πολλαπλές μέθοδοι συλλογής δεδομένων, όπως συνεντεύξεις, παιχνίδι ρόλων και μη-συμμετοχική παρατήρηση. Τα αποτελέσματα δείχνουν ότι οι εκπαιδευτικές πρακτικές δομημένων πλαισίων μάθησης, οι καθημερινές σχέσεις και η συμβολική δημιουργικότητα που αναπτύσσονται σε ευρύτερα κοινωνικά πλαίσια συνυφαίνονται στο πλαίσιο του συμμετοχικού σχεδιασμού, αποκαλύπτοντας δυνατότητες μετασχηματισμού της δυναμικής σχέσης και των ρόλων παιδιών και ενηλίκων. Συμπερασματικά, αναδεικνύεται ο καταλυτικός ρόλος που διαδραματίζουν οι διαπροσωπικές σχέσεις, η πολυτροπική έκφραση και η πολυφωνία στην ενίσχυση της συλλογικής, συμβολικής και βιωματικής σχέσης αλληλεξάρτησης των παιδιών με το περιβάλλον και τους ανθρώπους γύρω τους.
Design Against Crime will aid the design profession to meet the challenges presented by the competing needs and complex systems around crime and security. It proposes that designers should use their creative talents to develop innovative solutions to security problems that contribute to the ongoing fight against crime. The authors first explain the design against crime approach to security and security. They go on to provide practical advice on addressing crime and insecurity within the design process and offer practical examples of design being applied to security and safety. They also examine crime victimisation from a global perspective, highlighting the benefits worldwide of reducing opportunities for crime, including issues of national security, such as terrorism and natural disasters. A design-led, human-centred approach provides a way forward that is both aspirational and practical. The book is aimed primarily at design professionals, educators and students interested in safety and security, from all design disciplines, including product design, architecture, service design and communication design. The book should also be read by crime prevention experts, planners, local authorities, managers of urban environments and policymakers.
A young person's identity as a product of their relationship with place has been the subject of research across many disciplines. In the field of urban planning, engagement with the community and young people, in particular, is acknowledged as being desirable, but in reality their contribution remains largely undervalued or undiscovered. Drawing on Lefebvre's production of space this paper explores how young people's perception of the places in which they live is shaped by a combination of their day-to-day experiences, their memories and their aspirations. The outputs of a research project at Newcastle University show how young people readily comprehend their local environments and how they nurture strong visions for the future of these places. The paper suggests that despite this wealth of place knowledge among young people and their capacity for envisioning the future, there are few opportunities for them to share this expertise or to voice their opinion on the future of those places. Through the development and use of suitable youth engagement methods, facilitated by urban planning students, the ‘YES Planning’ project has demonstrated how young people might begin to use their previously hidden placemaking capabilities.
Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation.
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