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.