Making meaningful space for oneself: photo-based dialogue with siblings of refugee children with severe withdrawal symptoms

The current study explores the use of children's photographs to establish a dialogue about everyday life with healthy siblings of refugee children with severe withdrawal symptoms (SWS). Asylum-seeking refugee children in Sweden with SWS have been officially observed since 2000, yet research has overlooked their healthy siblings. We studied three healthy siblings and found photography to be an applicable communicative tool. When parents focus their attention on the ill child, the healthy children create space for themselves and indicate both resilience and vulnerability. We suggest that, together with a dialogue, children's own photographs are useful for research with refugee children in vulnerable situations.     

Walking with preschool‐aged children to explore their local wellbeing affordances

An increasingly well‐developed body of research uses neighbourhood walks to better understand primary school children's experiences of local environments, yet virtually nothing is known about preschool‐aged children's connections to their neighbourhoods. A reason for this omission is the commonly held view that preschool children lack competency to reflect on lived environments beyond playgrounds, kindergartens, and other confined settings that dominate early childhood. However, preliterate children walk around, use, and create intimate relationships with local environments as shown by 10 children aged 3–5 years from Dunedin in New Zealand during go‐along interviews. We asked each to walk us around their locale, explaining and pointing out favourite and less beloved places and activities. In this article, we advance two arguments: first that preschoolers are knowledgeable meaning makers of place; second that walking with them is a key step to understanding their life worlds and provides a way for preliterate and preverbal children to demonstrate knowledge and understanding of their spatial worlds, including as research participants. We challenge the idea that children of this age lack large‐scale spatial competency and understanding. Walking with them generated an in‐depth appreciation of their experiences of environments and revealed deep connections they had with their locales at varied scales. The work enables us to offer novel insights into spatial competency, sociospatial complexities, and the multiple dimensions of young children's wellbeing affordances in urban environments. Such insights are highly relevant for geographers, planners, and others who shape children's urban environments.     

Obtaining meaningful informed consent: preliminary results of a study to develop visual informed consent forms with children

This pilot study explores children's understanding of informed consent (IC) and the potential of participatory visual methods for improving the IC process. Strategies used to improve the IC process have generated mixed evidence as to their ability to increase understanding and willingness to participate among potential research participants. Two workshops with 13 children aged 8–12 years were held to discuss the content of IC forms, particularly confidentiality and voluntary participation, and the children took photographs to represent these concepts. Simplified written IC forms generated boredom, disengagement, and/or anxiety for some children. Preliminary results of this pilot study indicate the potential to enhance the IC process by using participatory visual methods with children to make visual IC forms.     

The After School Routines of Literature-Devoted Urban Children

This paper discusses the out of school routines of a group of ‘literature-devoted’ children of the city of Madrid (Spain). The children and families were recruited for the study at a library, a children's bookstore and a puppet show in a park. Participants provided information on their weekly routines through several procedures: surveys, photographs of their daily lives, interviews based on the photographs and interviews with parents. We develop a spatially based model that allows us to identify four styles of activity in children's out of school lives: homebound children, non-scheduled children, outdoor and scheduled children, and fully scheduled children. Our results suggest that there is significant diversity in the ways in which children's after-school time is organized, even within a middle-class and socially homogeneous sample as the one in this study. Also, the range of activities our participants engage in seems to contradict current portraits of Western urban children's lives as constrained.     

‘I might know when I'm an adult’: making sense of children's relationships with nature

This paper reports subjective experiences in nature of 5 children aged 6–10 years collected during a 5-day camp in a botanical garden. Creative expressive visual methods and semi-structured interviews were used to collect data. Inductive analysis produced the follow themes: children being positioned to take care of nature and to be taken care of by nature, as well as nature needing protection from children and children needing protection from nature. The roles of gatekeepers in mediating attraction to and repulsion from nature were also highlighted. We examine these in the context of socio-cultural constraints and invitations that children experience in developing these relationships. These themes are discussed using a theoretical framework that blends Vygotsky's socio-cultural development theory with Gibson's theory of affordances. Findings contribute to a more integrated understanding of how ecological psychology and social psychology can inform our understanding of children's relationships with nature; in particular, how children's experiences with nature are mediated by socio-cultural factors. By adding to our understanding of how children develop relationships with nature, practitioners can more effectively facilitate experiences that encourage pro-environmental and stewardship attitudes and behaviors as well as result in positive health and development outcomes for children. This paper contributes to the children's geographies literature by strengthening the theoretical foundation from which geographers approach child–nature relationships.     

Is there a place for children's geographers in the policy arena?

Despite a limited number of notable exceptions, children's geographers are not generally engaged with the policy process. Drawing on research carried out for the UK's Department for Education and Skills, this paper will argue that children's geographers are ideally placed to explore a number of important research questions appertaining to the impact of policy reform on children's lives. It suggests that by actively engaging with the policy process, we, as children's geographers, can bring a fresh and important perspective to the policy arena.     

Participation,consultation, confusion: professionals' understandings of children's participation in physical planning

This article discusses how professionals understand the theory and practice of children's participation in physical planning processes. Drawing on group discussions between Swedish professionals we analyse how children's participation is understood and negotiated, and why it is problematic to implement. The participants had difficulties in understanding the difference between participation and consultation, as well as recognising children as social actors with competences. We argue that while Swedish children have a strong position in society, they are excluded from planning processes due to the rigidity of the planning process, neoliberal influences and planners' lack of competence.     

It all used to be better? Different generations on continuity and change in urban children's daily use of space

There is much speculation about children's changing space–time behaviour, yet little is actually known about it. The study reported on here, which was based on oral histories, statistical and archive research, and observations in Amsterdam, compared children's use of space during the 1950s and early 1960s with that of today. The public space of the street used to be a child space, but in two of the three streets studied it has been transformed into an adult space. Conversely, private home space—traditionally the domain of adults—has become a child space. Over time, children's geographies have become more diverse. In addition to the traditional childhood of outdoor children, we distinguish indoor children and children of the backseat generation. These two new types are characterized by a decrease in playing outdoors and an increase in adult supervision. Although this may be regarded as a loss, new children's activities have emerged, outdoors as well as indoors. Contemporary cities can be exciting places for children, but it is clear that inequality by class has become more manifest. Both new geographical childhoods have resulted in a decrease in children's agency, which may have a negative impact on segregation patterns.     

The relationship between children's perceptions of the natural environment and their subjective well-being

The overarching aim of the study was to ascertain the relationship between children's perceptions of the natural environment and their subjective well-being. More specifically the study aimed to fit a structural model depicting the nature of the relationship between children's environmental views and their global, and domain-specific life satisfaction. The sample included 1004 twelve-year-old participants randomly selected from 15 primary schools in Cape Town, South Africa. The measuring instrument included the New Ecological Paradigm (NEP) Scale for children, the Students' Life Satisfaction Scale and the Personal Well-Being Index-School Children. Confirmatory factor analysis was used to test the validity of the NEP Scale which showed appropriate fit structure. A good fit structure was also found for the overall structural equation model. However, the overall model showed that children's environmental views were not related to their global life and domain-specific life satisfaction. At a foundational level, more research is required to allow for a better understanding of how children in differing circumstances construct and assign meaning to nature, and what their perceptions of nature are before we can begin to ask them when, how or why they engage in nature.     

Twenty-five years of children's geographies: a planner's perspective

ABSTRACT

This paper considers the key trends and changes that have taken place in my 25 years of children's geographies research. I reflect on the growing awareness of children in research but also the continued marginalisation of children and children's concerns in my own planning profession, and the continuing need for a greater presence for Majority world children in research. I ask if we as children's geographers can rise to the growing global challenges children face. To do so will require greater interdisciplinary work and recognition of the ever more complex and dynamic nature of societies if we are to create a robust forward-looking research agenda with and for children.     

Sameness or Difference? Exploring Girls' Use of Recreational Spaces

Recent publications within childhood studies have advocated the use of the concept of generation in understanding children's everyday lives. In this paper meanings of generation are explored and the benefit of such an approach to childhood research is debated. Drawing upon recent research with a cohort of teenage girls in rural south Northamptonshire, it is shown that what may appear from an adult perspective as a zone of 'sameness' may, from a young person's point of view, be a realm of difference and diversity. It is argued that childhood research which 'looks up' from young people's perspectives can illuminate important issues and generate valuable data for studies of specific generations.     

Rethinking ‘trafficking’ in children's migratory processes: the role of social networks in child labour migration in Bangladesh

Although the academic and policy literature on children's migration is growing, an in-depth look of the operationalisation of networks in child labour migration is missing. The focus of policy-makers on human trafficking draws attention to children's vulnerability and their exploitation at the hands of traffickers. In the absence of research focusing on children's migration more broadly, this emphasis on trafficking risks misreading children's migratory processes. Ethnographic research undertaken in Bangladesh shows that while some exploitation may occur, it co-exists alongside gendered relations of protection. This draws attention to the need for more in-depth examination of children's networks in migration.     

Childhood in the shadow of war: filled with work and play

This study was focused on war-time childhood. The target period covers the war years 1939–1945 and the years of post-war reconstruction. The research was based on memories of 13 participants who lived in the countryside in northern Finland during the Second World War. The purpose of the study was to find out what children's everyday life was like during the war. According to the results, children did play regardless of the war situation. Children also participated in household work actively. By highlighting children's experiences and perspectives, this study provided important information about children's survival during war time. The study also helps understanding the effects of wars from children's point of view.     

MAPPING CHILDREN'S POLITICS: SPATIAL STORIES,DIALOGIC RELATIONS AND POLITICAL FORMATION

This article confronts a persistent challenge in research on children's geographies and politics: the difficulty of recognizing forms of political agency and practice that by definition fall outside of existing political theory. Children are effectively “always already” positioned outside most of the structures and ideals of modernist democratic theory, such as the public sphere and abstracted notions of communicative action or “rational” speech. Recent emphases on embodied tactics of everyday life have offered important ways to recognize children's political agency and practice. However, we argue here that a focus on spatial practices and critical knowledge alone cannot capture the full range of children's politics, and show how representational and dialogic practices remain a critical element of their politics in everyday life. Drawing on de Certeau's notion of spatial stories, and Bakhtin's concept of dialogic relations, we argue that children's representations and dialogues comprise a significant space of their political agency and formation, in which they can make and negotiate social meanings, subjectivities, and relationships. We develop these arguments with evidence from an after‐school activity programme we conducted with 10–13 year olds in Seattle, Washington, in which participants explored, mapped, wrote and spoke about the spaces and experiences of their everyday lives. Within these practices, children negotiate autonomy and self‐determination, and forward ideas, representations, and expressions of agreement or disagreement that are critical to their formation as political actors.     

Conceptions of place: approaching space,children and physical activity

In this paper, we argue that place mapping is useful for approaching children's conception of place and that this is of relevance when designing physical activity interventions. We contend that socio-material factors influence children's perception and use of places, and are crucial to understand in relation to their use of local neighbourhoods for physical activity. A place mapping of children's understandings and everyday use of their local neighbourhood in suburban Copenhagen was conducted with a fifth grade elementary school class. The mapping and subsequent analysis resulted in three categories of relevance to children's conceptions of place; located social experiences, experiences of the unknown, and children's contested spaces. We argue that such knowledge can provide useful information in the development and evaluation of activities that promote physical activity in urban spaces.     

Renegotiating the Primary School: Children's Emotional Geographies of Sport,Exercise and Active Play

The current UK policy concern with children's health has led to primary school practices of sport, exercise and active play aimed, in particular, at constructing children's bodies as ‘healthy’. Qualitative explorations of children's own values and experiences however, reveal that their understandings of sport in school differ considerably from its potential to be healthy, instead emphasising emotional geographies of pleasure and enjoyment. This article aims to develop a better understanding of children's ability to modify and reconstitute discursive corporeal regimes through their own agency, thus highlighting the fluid nature of the primary school as an institution. Adult discourses and children's bodily challenges to these mingle and intersect, creating spaces of competing values and discourses that work to transform and renegotiate the primary school. Although this article focuses particularly on the UK context, the findings will be relevant for any country in which child obesity is of current concern for social and education policy.     

‘A dog who I know quite well’: everyday relationships between children and animals

Adult discourses often represent relationships between children and animals as beneficial for children's psycho-social development or as reflecting a ‘natural’ connection between children and animals. In contrast, this paper draws on recent work in sociology and geography where human–animal relationships are seen as socially situated and where conventional constructions of the human–animal boundary are questioned. Focussing on children's own perspectives on their connections with animals, it is argued that these relationships can also be understood within the social and relational context of children's lives. It is argued that this ‘relational’ orientation to children's relationships with animals might significantly enhance our understanding of children's lives and also open up ways of thinking about the place of animals in children's (and adults') social lives.     

Spatial extensions of childhood: from toy worlds to online communities

Digital technologies offer children opportunities to expand their everyday worlds and manipulate their spatial surroundings in real time. This article draws from ethnographic research in Helsinki focusing on children's sociality and technology encounters. Particular attention is given to techno-toys and online networking communities. Connections between companies developing digital technologies and children's everyday spaces give rise to new generational involvements. Adult-designed technologies support and exploit children's mutual relations, create opportunities for these relations, and are aimed at directing their course. Consequently, the fascination with commercial spaces is not surprising: they appeal to children by supporting their aims. The article suggests that in order to understand emerging techno-worlds that arrange, extend, and transform children's everyday doings, childhood scholars need to learn to ask questions that go beyond either/or stands. Only through a detailed understanding of the ways in which corporate offerings participate in, and promote, the production of everyday spaces for children can adults efficiently guide the very complex ways in which such spaces influence children.     

‘In the best interests of the child’: juggling the geography of children's gardens (between adult agendas and children's needs)

This review paper presents literature, particularly in children's geographies, in support of the proposition that the rationales for the current children's garden movement flourishing particularly in the United States, albeit well-intentioned, continue to be dominated by adult discourses acting ‘in the best interests of the child’. The paper concludes that broadening the debate on ‘children and gardens’ through inclusion of research that focuses on children's competence and empowerment offers a different perspective of what children might want from these spaces. This highlights new directions for research on children's gardens which would focus this garden typology more on children's needs than adult agendas, and therefore contribute positively to development of these gardens as sustainable environments for children's learning and enjoyment of nature.     

Changing children's geographies

This keynote explores the changing nature of children's geographies as an academic project. It proceeds in four parts. Part 1 considers the shift away from research on children's spatial cognition which envisaged the child in largely biological terms, and contemplates contemporary efforts to rework the nature/culture dualism. Part 2 traces the incorporation of new social studies of childhood into geography, emphasising the importance of children's voices, their positioning within axes of power, and the need for quantitative and qualitative methods. Part 3 explores how feminist research led to interest in parents, educators and other actors/institutions which shape, and are shaped by, children's lives. Part 4 ponders what children's geographies might add to, and learn from, broader interdisciplinary debates, and the benefits and pitfalls of research impact. The conclusion argues that a well-informed appreciation of sub-disciplinary history provides a strong vantage point from which to engage with new ways of thinking.