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.     

Children as urbanites: mapping the affordances and behavior settings of urban environments for Finnish and Japanese children

Increasingly, children are residing in urban environments, yet little is known about the urban affordances for children. A place-based approach was employed to map the urban experiences of over 1300 children residing in Helsinki (Finland) and in Tokyo (Japan) in terms of meaningful places (affordances), travel mode and accompaniment to these places. Shared affordances were considered behavior settings, and audited on-site by trained experts for their main function, land use, openness, and communality. Significant differences were found between countries for all affordance categories. Although differences in behavior settings were observed between countries, a number of patterns emerged: outdoor settings and those with shared communality were the most prevalent behavior settings, traffic settings were predominantly evaluated negatively and commercial and indoor settings most positively. Findings suggest that although the context is important, independent mobility and the possibility to actualize environmental affordances seem to be fundamental in both contexts as the key criteria for environmental child-friendliness.     

Matter in or out of place? Bicycle parking strategies and their effects on people,practices and places

This study explores what bicycle parking strategies tell us about the place of mobility objects in contemporary urban streetscapes. It examines the bicycle's liminality by combining approaches from practice theory with Mary Douglas' concept of ‘matter out of place’. Much research on cycling has concentrated on the bicycle in movement, yet in our research, based in four relatively high-cycling English urban areas, a common theme was concern about the bicycle when not in use. Bicycles at rest were perceived as threatened or threatening, risky or at-risk; affected by theft, vandalism, the weather, official and familial disapproval. In the study, we link this to the tenuous place of urban cycling in England; while bicycle ownership is widespread, everyday cycling remains marginalised and this shapes the place of the bicycle resting on city streets, in homes and in workplaces. Bicycles waiting for their owners are often ‘matter out of place’. This is seen within the context of broader motorised landscapes which have made driving easier through locating driving competences in the car itself, while comparable cycling competences remain on the outside—with the cyclist.     

Vegetative States: Potatoes,Affordances, and Survival Ecologies

The potato has been critical to plant–human assemblages both in South America and in Europe. A study of the capacities, or affordances of this plant within diverse political economies highlights its mutability in some circumstances and vulnerability in others. The contrasts are stark. In South America, peasant agriculture took the potato across a large and diverse ecumene allowing its elaboration into many varieties and sustaining extensive state systems that taxed its production. Spanish colonialism repurposed the plant as the calorific basis for concentrations of coerced labour at silver mines. Back in Europe it was initially the resistance of the potato to state violence that encouraged peasants to turn over their fields to a tuberous plant that “concealed” its food underground. But its calorific productivity per acre again saw it repurposed as peasants were converted to proletarians, allowed to subsist on only the smallest plots while working for landlords on larger estates.     

‘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.     

Neighbourhood play on the endangered list: examining patterns in children's local activity and mobility using GPS monitoring and qualitative GIS

Children's time and freedom for independent neighbourhood activity is severely declining, which may be adversely impacting their healthy development. This study integrates GPS activity monitoring and environmental analysis in a geographic information system with activity diaries, annotated maps, surveys, and map-enhanced interviews to conduct a deep pattern analysis of children's habitual neighbourhood behaviour (n?=?23; aged 9–13 years) from each an urban and suburban school neighbourhood within London, Canada. Patterns in children's primary activities and settings, independent mobility (IM) levels, and perception and use of neighbourhood affordances are examined. Participants note a diverse range of local independent destinations, but habitually spend little time playing outdoors in neighbourhoods. Local activity related to free time available, perception of activity affordances, and license to travel independently. Social and environmental conditions of children's micro-neighbourhoods influenced independent destinations and domains. Neighbourhood planning should promote diversity of activity affordances and address conditions that support increased IM for youth.     

User-Centred Time Geography for Location-Based Services

Location‐based services assist people in their decision‐making during the performance of tasks in space. They do not consider the user's individual preferences, time constraints and possible subtasks to be performed. In order to account for these important aspects, a user‐centred spatio‐temporal theory of location‐based services is required. We propose such a theory by combining classical time geography with an extended theory of affordances. It assumes that affordances belong to three realms: physical, social‐institutional, and mental. In addition to covering the capability, coupling and authority constraints from time geography, this allows for a user‐centred perspective because affordances describe action possibilities with regard to a specific person. Furthermore, the integration of mental affordances offers the possibility to account for cognitive time constraints due to the duration of decision‐making processes. This new theory for location‐based services is closer to the individual user and more plausible with respect to their daily lives. A business traveller scenario is used as a case study to demonstrate this.     

Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

ABSTRACT

Insights into children’s perceptions of their changing recess geographies are absent. The current paper provides qualitative evidence from 5 renewed schoolyards by investigating children’s perceptions of their new schoolyards. Ten focus groups (2 at each school) including go-along interviews were conducted, in total 57 4 to 8 graders (28 girls). The functional aspects of the altered child–environment relationship were assessed using Gibson’s concept of affordance, and changes in the meanings ascribed to the schoolyards by the children were studied by engaging a concept of place. Our findings reveal that schoolyards offering multiple potential affordances for physical activity seem more likely to engage a broader group of children in recess physical activity. The analysis, however, could point to a difference between places designed for children’s play and places where children actually play. To optimise actualisation of the potential affordances for recess physical activity, involving children throughout intervention planning and decision-making is crucial.     

Understanding children’s neighbourhood destinations: presenting the Kids-PoND framework

ABSTRACT

Children interact with and are greatly affected by their neighbourhoods. This research aims to understand the places children go in their neighbourhood and their perceptions of them. A child-centred approach was used to map destinations and ask open-ended survey questions, using Maptionnaire (a public participation geographic information system (PPGIS) mapping software). Overall, 1102 children aged 7–13 years, from 19 schools in Auckland, New Zealand participated. PPGIS destinations were mapped with parks, unhealthy food outlets and advertising to contextualise children’s neighbourhood destinations. We developed and present here the Kids-PoND (Kids- Perceptions of Neighbourhood Destinations) framework for understanding children’s perceptions and use of neighbourhood destinations. We found parks with a variety of options for active play and socialisation are important to children as are shops where children consumed unhealthy food and drink. Our findings have implications for public health, town planning, children and their parents and schools.