Children and their Environments: Learning, Using and Designing Spaces

doi:10.1017/CBO9780511521232

This fascinating book examines theories of children's perceptions of space and place and explores how these theories are applied to the world of children. The focus is on children in large real world spaces; places that children live in, explore and learn from. These include classrooms, playgrounds, homes and yards, towns, communities, countryside, natural environments, and the wider world. An international team of authors compare the experiences of children from different cultures and backgrounds. Often excluded from discussions of place-design on the presumption of lack of awareness, young children have many environmental competencies which should lead to their inclusion. They can read maps and study photographs, respond to the natural and man-made world with great sensitivity, and contribute considerably to the community. This book will appeal to environmental and developmental psychologists and geographers, and also to planners by linking research on children's understandings and on their daily lives to recommendations for practice.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Notes on contributors
pp vii-xiv
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An introduction
pp 1-10
- By Christopher Spencer, Mark Blades
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Part I - Children's understanding of places
pp 11-12
- By Christopher Spencer, Mark Blades
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1 - Scale in children's experience with the environment
pp 13-25
- By Scott Bell
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2 - The problem of lost children
pp 26-41
- By Edward H. Cornell, Kenneth A. Hill
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3 - Children's understanding of environmental representations: aerial photographs and model towns
pp 42-56
- By Beverly Plester, Mark Blades, Christopher Spencer
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4 - Children's knowledge of countries
pp 57-72
- By Martyn Barrett, Evanthia Lyons, Alison Bourchier-Sutton
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Part II - Children's experience of places
pp 73-74
- By Christopher Spencer, Mark Blades
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5 - Learning neighbourhood environments: the loss of experience in a modern world
pp 75-90
- By Antonella Rissotto, M. Vittoria Giuliani
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6 - The classroom environment and children's performance – is there a relationship?
pp 91-107
- By Sandra Horne Martin
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7 - ‘Sometimes birds sound like fish’: Perspectives on children's place experiences
pp 108-123
- By Tori Derr
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8 - Is contact with nature important for healthy child development? State of the evidence
pp 124-140
- By Andrea Faber Taylor, Frances E. Kuo
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9 - Environmental child-friendliness in the light of the Bullerby Model
pp 141-158
- By Marketta Kyttä
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Part III - Adolescents' worlds?
pp 159-160
- By Christopher Spencer, Mark Blades
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10 - On the other side of the tracks: the psychogeographies and everyday lives of rural teenagers in the UK
pp 161-175
- By Hugh Matthews, Faith Tucker
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11 - The socio-environmental affordances of adolescents' environments
pp 176-196
- By Charlotte Clark, David L. Uzzell
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Part IV - Children and the design process
pp 197-198
- By Christopher Spencer, Mark Blades
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12 - Children as agents in sustainable development: the ecology of competence
pp 199-216
- By Harry Heft, Louise Chawla
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13 - Children and city design: proactive process and the ‘renewal’ of childhood
pp 217-237
- By Mark Francis, Ray Lorenzo
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14 - A learning-based network approach to urban planning with young people
pp 238-255
- By Liisa Horelli
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15 - Young people's participation in constructing a socially just public sphere
pp 256-276
- By Sharon Egretta Sutton, Susan P. Kemp
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Index
pp 277-279
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Children and their Environments

Learning, Using and Designing Spaces

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Notes on contributors
pp vii-xiv

An introduction
pp 1-10

Part I - Children's understanding of places
pp 11-12

1 - Scale in children's experience with the environment
pp 13-25

2 - The problem of lost children
pp 26-41

3 - Children's understanding of environmental representations: aerial photographs and model towns
pp 42-56

4 - Children's knowledge of countries
pp 57-72

Part II - Children's experience of places
pp 73-74

5 - Learning neighbourhood environments: the loss of experience in a modern world
pp 75-90

6 - The classroom environment and children's performance – is there a relationship?
pp 91-107

7 - ‘Sometimes birds sound like fish’: Perspectives on children's place experiences
pp 108-123

8 - Is contact with nature important for healthy child development? State of the evidence
pp 124-140

9 - Environmental child-friendliness in the light of the Bullerby Model
pp 141-158

Part III - Adolescents' worlds?
pp 159-160

10 - On the other side of the tracks: the psychogeographies and everyday lives of rural teenagers in the UK
pp 161-175

11 - The socio-environmental affordances of adolescents' environments
pp 176-196

Part IV - Children and the design process
pp 197-198

12 - Children as agents in sustainable development: the ecology of competence
pp 199-216

13 - Children and city design: proactive process and the ‘renewal’ of childhood
pp 217-237

14 - A learning-based network approach to urban planning with young people
pp 238-255

15 - Young people's participation in constructing a socially just public sphere
pp 256-276

Index
pp 277-279

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Children and their Environments

Learning, Using and Designing Spaces

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