The public value of child-friendly space

Pitsikali, Alkistis; Parnell, Rosie; McIntyre, Lesley

doi:10.1108/arch-07-2019-0164

Cited by 18 publications

(17 citation statements)

References 71 publications

(137 reference statements)

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“…Many of the studied definitions of child-friendliness embroider the foundational CFCI-framework in specificity, predominantly to describe social or geospatial settings. The additive contributions include, for example, Bullerby [16], care-full cities [37], play island [38], Kids-PoND (perceptions of neighborhood destinations) [39], or child-friendly integrated public spaces [40], which are academic concepts highlighting specific aspects in a particular…”

Section: Scale Of Child-friendly Environmentsmentioning

confidence: 99%

“…(2) Global ( 6) None (9) Africa (11) North America ( 13) Asia ( 19) Oceania (28) Europe Many of the studied definitions of child-friendliness embroider the foundational CFCI-framework in specificity, predominantly to describe social or geospatial settings. The additive contributions include, for example, Bullerby [16], care-full cities [37], play island [38], Kids-PoND (perceptions of neighborhood destinations) [39], or child-friendly integrated public spaces [40], which are academic concepts highlighting specific aspects in a particular study. In contrast, examples such as Tamariki Tu, Tamariki Ora (roughly translated as "standing children, living children") [41], City of Culture UK [42], and Ruang Publik Terpadu Pamah Anak (RPTRA), highlight specific concepts or interventions for CFE in a specific socio-physical and cultural context.…”

Section: Papers Of Cfe Over Timementioning

confidence: 99%

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Child-Friendly Environments—What, How and by Whom?

et al. 2022

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The socio-physical qualities of built environments are, in several ways, of imperative importance for children growing up. The Child-Friendly Cities initiative by UNICEF, an implementation of the UN Convention on the Rights of the Child, has made local governments strive toward child-friendliness. The participation of children and young people is often the focus of such projects, with a potential for a far broader scope. Besides participation processes, what important socio-physical qualities make environments child-friendly, and how can they be developed? This paper presents a structured literature review of the concept of child-friendly environments, in order to address the full socio-physical spectrum. The results focus on concrete factors that have been filtered through child-friendliness and the associated frameworks, showing an inherent dependence between the social context and the physical environment. The shaping of child-friendliness hinges on the realization of environments that are safe, fair, and with accessible and variable green and open spaces. A multi-stakeholder endeavor including, e.g., planners, designers, and managers requires clearly outlined priorities. This study lays the groundwork for further exploration of how the concept of child-friendly environments can lead to positive changes, also as part of the overall strive toward sustainable development.

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Section: Scale Of Child-friendly Environmentsmentioning

confidence: 99%

Section: Papers Of Cfe Over Timementioning

confidence: 99%

Child-Friendly Environments—What, How and by Whom?

et al. 2022

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“…Di tahun yang sama di Malaysia penelitian tentang intervensi ruang kota ramah anak yang berfokus pada kehidupan bertingkat tinggi di Kuala Lumpur dengan mensintesis tantangan, manfaat, dan rekomendasi intervensi yang mungkin untuk ruang kota ramah anak (Sulaiman & Ibrahim, 2019). Memasuki tahun 2020 di Lesley Northumbria University, Newcastle upon Tyne, UK meneliti tentang sejauh mana taman bermainsebuah fenomena sosio-spasialmemfasilitasi integrasi anak-anak ke dalam ranah publik, memungkinkan pemeriksaan kritis terhadap konsep "ruang ramah anak" (Pitsikali, Parnell, & McIntyre, 2020). Di Indonesia beberapa penelitian yang dilakukan adalah berkaitan dengan aspek peranan keluarga tentang Adaptasi Pranata Keluarga Pada Proses Pembelajaran E-Learning Dalam Menghadapi Dampak Pandemi Covid-19 (Devi, 2020).…”

Section: Pendahuluanunclassified

“…Selain itu, terdapat sebuah bench dengan material beton sebagai fasilitas duduk pendukung. Ruang bermain yang menarik dan memiliki identitas, sebagai pertimbangan dalam implementasi ruang yang ramah anak (Pitsikali et al, 2020). Pola ruang berbentuk linier, yang dilengkapi dengan vegetasi sebagai peneduh tempat duduk, adanya area perkerasan untuk orang beraktivitas, adanya taman rumput sebagai pelengkap ruang.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Pattern of Space Dan Perilaku Bermain Anak Sekolah Selama Pendidikan Jarak Jauh (Pjj)

Cardiah

Sudarisman

Natasya

et al. 2021

ARCADE

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Learning activities for school children during the Covid-19 pandemic were carried out using the Distance Learning method. Distance learning indirectly changes children's behavior both while studying and playing. The restriction of activities and play space for school children during Distance Learning method is a change that all children must face, including children living in housing. Pattern of Space and environmental settings, especially the residential environment, have a major influence on children's playing behavior. This study uses a qualitative descriptive method, which is to analyze through comparison of survey data and direct observation from two different residential environment settings. The result of the research is that different spatial patterns will affect children's play behavior patterns during distance learning, children's responses to spatial patterns, structure and character of environmental settings in play activities. The behavior and responses of different children become the design reference and produce basic data about the effect of pattern of greeting on children's playing behavior. Subsequent research on elements of the playroom in the New Normal.Abstrak: Kegiatan pembelajaran anak-anak sekolah pada masa pandemik Covid 19 ini dilaksanakan dengan metode Pembelajaran Jarak Jauh (PJJ). Pembelajaran Jarak Jauh secara tidak langsung merubah perilaku anak baik saat belajar maupun saat bermain. Pembatasan kegiatan dan ruang bermain anak-anak sekolah selama Pembelajaran Jarak Jauh merupakan suatu perubahan yang harus dihadapi semua anak-anak termasuk anak-anak yang tinggal di Perumahan. Pattern of Space dan setting lingkungan khususnya lingkungan perumahan berpengaruh besar terhadap perilaku bermain anak. Penelitian ini menggunakan metode deskriptif kualitatif yaitu menganalisis melalui komparasi data hasil survey dan observasi langsung dari dua setting lingkungan perumahan yang berbeda. Hasil penelitian adalah pola ruang yang berbeda akan mempengaruhi pola perilaku bermain anak-anak selama pembelajaran jarak jauh, respon anak-anak terhadap pola ruang, struktur dan karakter setting lingkungan dalam kegiatan bermain. Perilaku dan respon anak-anak yang berbeda menjadi acuan desain dan menghasilkan dasar data tentang pengaruh pattern of sapace terhadap perilaku bermain anak. Penelitian selanjutnya mengenai elemen ruang bermain dimasa New Normal.

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“…The lack of safety and security has resulted in a significant reduction in children's outdoor activities [64]. The presence of the Kit, Fence, and Carpet (KFC) [65] and adults can also boost safety in a play area. The sense of belonging to a place depends upon emotional affinity towards and time spent in nature in childhood, and this is later reflected in the interest of the person to protect the environment [66].…”

mentioning

confidence: 99%

Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City

Agarwal¹,

Sehgal

Ogra

2021

Societies

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The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.

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The public value of child-friendly space

Cited by 18 publications

References 71 publications

Child-Friendly Environments—What, How and by Whom?

Child-Friendly Environments—What, How and by Whom?

Pattern of Space Dan Perilaku Bermain Anak Sekolah Selama Pendidikan Jarak Jauh (Pjj)

Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City

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