Children in Four Neighborhoods

Berg, Mary G.; Medrich, Elliott A.

doi:10.1177/0013916580123003

Cited by 87 publications

(14 citation statements)

References 5 publications

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“…• One of the more critical physical aspects is the road system and the degree to which it is planned around the needs of motorized traffic, to the neglect of or disregard for the needs of pedestrians, and the degree to which it represents a danger to children (Verwer, 1980;Lee & Rowe, 1994;Bjorklid, 1997 (Berg & Medrich, 1980) affects the degree to which children are exposed to the variety that the city has to offer.…”

Section: Aspects Of the City That Facilitate Or Hindermentioning

confidence: 99%

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Is There a Place for Children in the City?

Churchman¹

2003

Journal of Urban Design

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The following questions are addressed: What are the characteristics of cities and neighbourhoods that are positive or negative for children? What are the implications for children's lives of the existence of these positive characteristics, of their being able to take advantage of them? The problems facing children in their use of the various parts of the city are identified, as are the reasons why it is important to address these problems, and the elements of the city and the neighbourhood that can make a positive contribution to the quality of life of children, if they are responsive to their needs. At the city level, the critical aspects are those physical and social factors that facilitate or hinder the independent use by children of the existing opportunities and services. At the neighbourhood level, the important environmental characteristics are those that facilitate independent outdoor play at as early an age as possible.

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Section: Aspects Of the City That Facilitate Or Hindermentioning

confidence: 99%

“…• the degree to which they are able to go to places on their own (Berg & Medrich, 1980;Churchman & Ginsberg, 1989); • the degree to which they are able to play outside in a safe and challenging environment (Churchman, 1980).…”

Section: The Neighbourhood Levelmentioning

confidence: 99%

Is There a Place for Children in the City?

Churchman¹

2003

Journal of Urban Design

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“…(3) Built environment of neighbourhood: the availability of the public utilities in the neighbourhood has significant effect on child development as it determines the children's ability to take advantage of the resources provided by the city (Berg & Medrich, 1980;Woolley, Spencer, Dunn, & Rowley, 1999). Provision of public utilities and open space is especially a responsibility that falls on urban planners.…”

Section: Methodsmentioning

confidence: 99%

“…On the other hand, Berg and Medrich (1980) explain the problems of our current land use zoning practices and how they limit the heterogeneity in the environment. For example, the location of the city centre and various resources in the neighbourhoods determine the children's ability to make use of these resources.…”

Section: Introductionmentioning

confidence: 99%

Built environment and children's academic performance – A Hong Kong perspective

Hin

2009

Habitat International

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“…Prezza et al (2001) found that the most independent children living in Rome were those who lived in apartment buildings with courtyards, near the parks, and in new neighborhoods. Peers can also stimulate a child to move around independently (Berg & Medrich, 1980 ), as can the community as a whole, if the responsibility of children ' s supervision is collective (Hillman et al, 1990 ).…”

Section: Children ' S Well -Being and Designing The " Child -Friendlymentioning

confidence: 99%

Environmental Psychology

Spencer¹,

Gee²

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Environmental psychologists believe that perceptions, attitudes, and actions are always situated in an environment that is both social and physical (Gifford, 2007 ); at its heart is understanding the transactions between people and their sociophysical environment as a two -way process. An oft -quoted statement of Churchill (1943) is " We shape our buildings, and afterwards our buildings shape us. " Topics studied in environmental psychology (EP) include the cognition of places: cognitive maps and their role in navigating places, environmental preferences and thus location of a person ' s activities, and environments that are stressful or restorative. Implications for public policy and for the design of habitats for humans are often drawn from such research. Most of EP ' s topics have focused on adult populations, but there is now a substantial body of research concerning the developing child (Evans, 2006 ).Sadly, psychology as a whole has largely ignored the sociophysical environment of the behaviors it studies; and this applies to much of developmental psychology, including social development. For much of developmental psychology, it seemed the only setting researchers considered was the purely social: the family, the school, the peer group. Just a few articulate pioneers stood out: for example, Hart (1979) and R. C. . Matthews and Limb (1999) reminded us that a young person ' s day differs in rhythm, scale, and content from that of adults. Similarly, in their use of space and facilities, children are often more restricted by caretaking conventions, physical constraints, and lack of access to transport and resources.

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Children in Four Neighborhoods

Cited by 87 publications

References 5 publications

Is There a Place for Children in the City?

Is There a Place for Children in the City?

Built environment and children's academic performance – A Hong Kong perspective

Environmental Psychology

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