Designs for a Child Friendly Asia-Pacific

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The 1st Asia Pacific International Conference on
Child-Friendly Cities (CFC,UNICEF) &
Growing Up In Cities (GUIC, UNESCO)
Proceedings
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April 23-24, 2009
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Venue: Qiball (Children’s, Science and Business Center) in Chiba City, Japan
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(6 Annual Conference of the Association for Children’s Environments (ACE)
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Association for Children’s Environments
Child-Friendly Cities Asia Pacific Regional Network
UNESCO Asia Pacific Growing Up In Cities
Chiba University MEXT GP program
JST(Japan Science & Technology Agency) Research Project
The Obayashi Foundation
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Introduction
UNICEF " Child Friendly Cities(CFC)“is a program that started by HABITAT II in 1996 in the background of UN
Convention on the Rights of the Child and sustainable community governance (LA21) based on the international frame for
sustainable development in a Rio de Janeiro global environment summit.
It is a network of the municipalities that promote it internationally, the secretary is UNICEF Innocenti Research Centre in
Florence in Italy ( http://www.childfriendlycities.org/ ).
To see Japan , only Kawasaki City had taken part in reporting its child friendly policy, but there are about 900 municipalities
in the world which have been taking part in this program. The concerning to CFC from people is very low in Japan to
compare with European countries.
To see Asian countries, however it increases in the Philippines because of the active activities by NGOs. The expansion of the
network in the Asia-Pacific area is a pressing need, and it is the good opportunity for extension of this movement by holding
the first conference here in Chiba this time together with the 6th annual conference of the Association for Children’s
Environments (ACE).
UNESCO Growing Up In Cities (GUIC, http://www.unesco.org/most/guic/guicmain.htm) is the program initiated in ’70s
by Kevin Lynch, who is the famous urban planner of 20th century, as an urban environment analysis from the viewpoint of
children, and now the second generations are initiating this program as a participatory action research method with children.
Karen Malone has been leading this program in different areas in Australia and other countries of Asia-Pacific region. She is
also the chair of Asia-Pacific CFC Network. In this way, both programs are relating, as we can draw the scenario to start from
GUIC with children as an initiative movement forwarding it on the process involving municipalities to be CFC.
GUIC is children’s participatory action research and the first of 9Building Blocks of CFC is "Children ‘s Participation.”
The theme of annual meeting 2009 of ACE is set as "Power to the Children". Empowerment of children, raising abilities of
children and trusting children’s abilities are discussed through the executive committee of this conference. How can we
promote the children’s participation? It looks simple but it is not so easy. Therefore, here at this conference, we would like to
share the experiences with foreign guests and draw a vision to promote children’s participation together with GUIC and CFC
programs for our future.
Dr.Isami Kinoshita ( Prof..Chiba University, ACE with CFC&GUIC Asia Pacific Conference 2009 executive director )
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Lectures From Growing Up In Cities to Child Friendly Cities Extending Child Friendly Cities into the Asia Pacific Region
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Growing Up in Cities by Kevin Lynch Dr. Toshio Kitahara ei%*%hzb- "+$S)("+$S?84J +-.%,- Designs for a child friendly Asia Pacific
Dr.Karen Malone
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in child friendly settings: Creating strategies to sustain child friendly cities programs.
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Session 2: “How to participate and declare a membership in the network of Child-Friendly Cities”.
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A City Friendly to Children is Friendly to All, from Japanese Cases
Dr.Isami Kinoshita

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How to Promote Chid Friendly Cities, Child Participation, Children’s Meeting,
Mr. Raymond Aloysius Lorenzo
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Safety Guideline for Playful Environment Mr. Robin Sutcliff.Mr.Ryuta Otsubo
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The Convention on the Rights of the Children and Guarantee of Participation as the Children’s Rights
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DriToshiya Yamamoto
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Not “Do not”, but “Yes, you can”.It is by empowerment to the child and by environmental modification
that the security for children is to be built.
Dr. Hiroyuki Imai
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1
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Program of The 1 Asia Pacific International Conference on CFC&GUIC, Chiba
Venue : Qiball 13F Meeting Room 1-3
Day 1 23. April, 2009
Extending Child Friendly Cities into the Asia Pacific Region
Part 1 C1 10:00a.m.-12:00
Opening Remarks
Dr. Yasushi Saito (President of UNICEF Chiba, President of Chiba University)
Chiba City
UNICEF Japan
Keynote Addresses
Topic: From Growing Up In Cities(GUIC) to Child Friendly Cities(CFC)
1Growing Up in Cities by Kevin Lynch
Dr. Toshio Kitahara ( Prof. Chiba University, Urban Planning, Translator of Kevin Lynch’s Books incl.GUIC)
2Designs for a child friendly Asia Pacific
Dr. Karen Malone (UNESCO Asia-Pacific Director, Growing Up In Cities project, Prof. U. Woolongong)
Part 2 13:00-17:00
Session 1 C3: Presentation & Discussion (English)
Presentations and discussion by community oriented groups: Children’s participation in urban settings.
Dr.Karen Malone, Dr. Mari Yoshinaga (Prof. Showa Yakka University)
Session 2 C2: Seminar for local governments or citizen groups, “How to promote a child friendly city –to participate and
declare a membership in the network of Child-Friendly Cities”. (English-Japanese simultaneous translation)
1)A City Friendly to Children is Friendly to All, from Japanese Cases,
Dr.Isami Kinoshita (Prof. Chiba University)
2)How to Promote Child Friendly Cities, Child Participation, Children’s Meeting, etc.
Mr. Raymond Aloysius Lorenzo (Co-Founder, Scientific Director and President ABCittà Cooperative, Milan).,
3)Safety Guideline for Playful Environment
Mr. Robin Sutcliff (AA Dip, FM, FRSA, Children’s Play Equipment and Safety )
4) Some cases in Japan
Kawasaki city Mr. Junich Kimura (Director of the office for land-adjustment project in Noborito, Kawasakisi )
April 24 (Fr)
Part 3 S 10:00a.m.-12:00a.m. Symposium (Simultaneous Translation English and Japanese)
Children’s Participation in CFC, A Child Friendly Legal Framework
Dr.Akito Kita (Prof. Waseda University, director of General Research Institute of the Convention on the Rights of the Child )
Panel Discussion
With Mr. Raymond Aloysius Lorenzo (Co-Founder, Scientific Director and President ABCittà Cooperative, Milan).
Dr. Karen Malone (UNESCO Asia-Pacific Director, Growing Up In Cities project, Prof. U. Woolongong)
Part4 S 13:00-17:00 Symposium (Simultaneous Translation English and Japanese)
Creating Safety (against Crime and Traffic) and Playful Environments for Children
1)Crime Prevention Design and Management for Children’s Activities: Balancing Security and Freedom
Dr. Richard Schneider (Professor of Urban and Regional Planning University of Florida Research Foundation Professor, Crime Prevention)
2)Building Support Systems to Community Design Planned for Crime Prevention
Dr.Toshiya YAMAMOTO (Assoc. Prof. Department of Science and Technology, Meiji University)
Comment by
3)Not “Do not”, but “Yes, you can”.It is by empowerment to the child and by environmental modification
that the security for children is to be built.
Dr. Hiroyuki Imai (Director of Kishoin Children’s Clinic, Pediatrics, NPO Safety Reducing Car Traffic)
Comment by Mr.Kiyoshi Sato
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Part 1 C1 Keynote Address: From Growing Up in Cities to Child Friendly Cities
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Dr.Toshio KITAHARA (Prof., City Planning & Design,
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Abstract
Many people look on Kevin Lynch as a researcher of the visual structure of the environment owing to his world-famous
The Image of the City. But his ultimate subject was to improve the comprehensive quality of the environment, and he was
deeply concerned with the role that the physical environment plays in human development. His Growing Up in Cities is the
most important work in this field. And his early work “Some Childhood Memories of the City” is also very suggestive as a
germinal stage of such study.
In “Some Childhood Memories of the City”, adult subjects were interviewed for their memories, and Lynch looked at what
do children pay attention in their physical environment and how do they respond emotionally to these features. And in
Growing Up in Cities, he examined the way in which children use, image and value their physical environment, and how it
affects their life and personal development, based on studies in Australia, Argentina, Poland and Mexico where each research
team looked into children’s perception of and behavior in the environment.
In this lecture, two issues, first the emotional qualities that children invest to their environment and second the way to
investigate the environment for children, will be thought over with comparing two writings of Lynch.
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Introduction
Many people look on Kevin Lynch as a researcher of the
visual structure of the environment owing to his
world-famous The Image of the City. But his ultimate
subject was to improve the comprehensive quality of the
environment, and he was deeply concerned with the role
that the physical environment plays in human development.
His Growing Up in Cities is the most important work in this
field. And his early work “Some Childhood Memories of
the City” is also very suggestive as a germinal stage of such
study.
In this paper, two issues, first the emotional qualities that
children invest to their environment and second the way to
the environment for children, will be thought over with
presenting the essence of two writings of Lynch.
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emotionally to these features? Forty subjects were
interviewed for their memories. Twenty-two were M.I.T.
students, eighteen were non-students, seven were women,
and the age ranged from eighteen to thirty-two.
Method of Interview: In each interview, the following
questions were asked:
1. The person’s home and street, encouraging him/her to
continue from this telling his/her memories as he/she
pleased.
2. Such subjects as traffic, the neighborhood, and memories
of the city as a whole.
3. Preferences in downtown areas, or the kind of street on
which the subject would live.
4. Recorded interview was broken down into vividly
mentioned topics, ranked in their frequency of mention
(Table 1).
Some results of the analysis are the followings:
The City “Floor”: Among the items mentioned most
often are the lawn. Children are sensitive to the ground
surface, which is the prime condition of their play, and well
remember it. They like lawn that is good for tumbling about,
dirt that can be dug or molded, and smooth surface that
allows roller-skating or bicycling. And they dislike brick
Some Childhood Memories of the City
“Some Childhood Memories of the City”*1, a joint work
with Alvin Lukashok, was printed in the Summer 1956
issue of Journal of the American Institute of Planners.
Its objective was to answer two questions: first, to what
do children pay attention in their outdoor physical
environment; and, second, how do they respond
5
development, based on these studies.
In his book, “young adolescents” are boys and girls aged
eleven to fifteen. In each country, about twenty boys and
girls were interviewed and involved in group discussions,
and their spatial behaviors were observed. Their parents and
local planners were also interviewed.
Individual Interviews: Each boy/girl was asked the
following questions:
1. Name, age, sex, residential history and daily schedule.
2. “Please draw for me a map of the area you lives in. Show
me places you do things in, routes you travels along and
important places to you.”
3. Name and features of his/her area, and occasion when
he/she goes out of his/her own area.
4. “Please draw me a map of the entire area. Show me
important places in it, routes you have been on, and
where your own area is.”
5. Places where he/she wants to go, and can’t go, best likes
to be, and least likes to be. Dangerous places and
beautiful places.
6. Any change of the area in his/her memory, his/her feeling
about it, future expectation, the best place to live in, and
the happiest day in his/her life.
7. Time budget of yesterday.
The followings are selections from Lynch’s analyses
based on the studies in four countries:
The Use of Unprogrammed Space: The children
use the “unprogrammed” spaces such as local streets,
courtyards and apartment staircases, rather than planned
playgrounds. Just beginning to assert their independence of
the family, they are testing a society of their own, and the
street is the place for it. And they are attracted to and also
somewhat fearful of those places such as littered banks and
deserted hills behind the area. These wastelands are places
of fascination, places where one can be alone and act
independently, while the children are afraid of hidden
dangers in them.
Social Engagement: In Melbourne, Australia, the
children had changed a vacant land into a minibike track,
but they were finally driven off. They speak constantly of
their boredom. However, Polish village children are
engaged in their family labor and often refer to “their own”
house, garden or farmyard. In Salta, Argentina, boys and
girls also refer proudly to their personal roles in the local
Christmas pageant. They are explicitly connected to the
community and the place through social engagement.
The Image of the Locality: There is a striking
difference between the locales in the way in which the
children image their community. In Melbourne, each child’s
map is essentially a street map. Streets are drawn large and
other locations are appended as small rectangles along them.
Their neighborhood has no definite boundaries and no
center. The Salta children all draw the coherent place. Their
area is sharply bounded, and it has a steel arch for an
entrance, a dead-end main street for its axis and a little
central plaza. The axis points to a grotto on the hills, the
stage of Christmas pageant.
The small size of the studies in four countries and the
varied conditions under which they were conducted, all
prevent rigorous comparison or broad generalizations
Table 1. Frequency of mention of various topics
(out of total of 40 interviews)
Lawns
…………………………....
Other ground surfaces
Topography
Wall materials
Trees
25
24
………………….
23
……………….….
……………………………..
Families per house
21
20
19
…………………..
17
.……………………………
15
Cleanliness
.………………….…...
15
……………………
13
Crowdedness
Awareness of a neighborhood ……
12
Play in “waste” areas
……….…..
12
…….….
11
Order and maintenance
Traffic
Shopping
……………………………
9
………………………...
8
Historical association
.………….
Ground surface
in general 36
21
.……………..
Sense of space
Water
27
……………………..
……………………………..
Mass transport
Color
.…………
7
Orientation to the city through:
High school
.…………………...
14
Wandering
……………………
8
Parent’s occupation
.………….
7
Transportation lines
.………...
7
After--school occupation
Play
.…….
……………………………
5
4
and gravel placed where they can suffer falls.
Play Areas: Children seem to prefer to play anywhere
but the planned playground. Many people remember with
pleasure the overgrown lot, thick bush and woods. Children
manipulate “wastelands” to imagine, create and build up
their own spaces. And they are not satisfied with the
conventional playground.
Marks of Social Values: Children are sensitive to the
adult social values as well. Many people mention to the
number of families per dwelling. It is a visible indicator of
social status. A “clean” or “dirty” street also represents the
social conditions of inhabitants.
The remembered children were pleased with lawns and
dirt, liked trees and green, and disliked crowdedness. Even
in childhood, they had values strongly influenced by the
adult society – cleanliness, upkeep and money.
The subjects had their childhood in 1930s and 40s, and
the majority was middle class, born and raised in Boston.
So the research deals with memories of a limited group of a
certain era. But we find out the timeless profile of children
in these interviews.
Growing Up in Cities
Under UNESCO sponsorship, research teams in Australia,
Argentina, Poland and Mexico carried out field studies in
1972 to 75, which looked into the use and perception of
physical environment by small groups of young adolescents.
In Growing Up in Cities*2, Lynch examined the way in
which children use, image and value their physical
environment, and how it affects their life and personal
6
Melbourne children feel bored and are not certain of the
positive future, though they have usually their own rooms
and spend almost three hours a day in front of television
sets. In Salta, children play a small but recognizable part in
community action, are proud of their neighborhood and
believe in the future change for the better. Children should
play, and they should have opportunities for social
engagement as well.
“Child friendly cities” must be the very environment
where children are happily and harmoniously growing up.
between them. But Lynch points out that even these few
studies bring out vivid indications of the relations of
children to their surroundings, and that they convey the
color and substance of social conditions that are usually
summarized in a more arid and general form.
Child Friendly Environment
These two writings of Lynch differ in their backgrounds
of times, social conditions and research approaches, and
cannot be easily compared with each other. But we can find
out some common profile of children. They are never
satisfied only with what the adult has provided for them,
and always look for, settle in and build up their own places.
However, it is too naive to declare that “child friendly
cities” will simply come true with providing the
environment in response to children’s desire or improving
the environment according to their use. One would not
conclude that cities should be built of lawns, trees and
wastelands because children like them. Nor should we stop
building playgrounds because children do not like them. So
Lynch says in “Some Childhood Memories of the City”.
*1. Alvin K. Lukashok & Kevin Lynch, “Some Childhood
Memories of the City”, Journal of the American
Institute of Planners, Vol. 22, No. 3, Summer 1956.
*2. Kevin Lynch, ed., Growing Up in Cities: Studies of the
Spatial Environment of Adolescence in Cracow,
Melbourne, Mexico City, Salta, Toluca, and Warszawa,
The MIT Press, Cambridge, Mass., 1977.
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Toshio Kitahara, Dr. of Eng.
Professor at Graduate School of Engineering, Chiba
University, Japan. Writings: “Conserving Walkable
Environment in Japan”, Sustainable Transport, R. Tolley,
ed., Woodhead Publishing, Cambridge, England, 2003, et al.
Translations: Growing Up in Cities, K. Lynch, ed., 1977
(1980); Managing the Sense of a Region, K. Lynch, 1976
(1979); Environmental Planning for Children’s Play, A.
Bengtsson, 1970 (1974), et al.
7
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Part 1 C1 Keynote Address: From Growing Up in Cities to Child
Friendly Cities
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Designs for a child friendly Asia Pacific
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Dr. Karen Malone(Prof. University of Wollongong, AU) 9JLMFKL(6NKL;Lx|\â8N?BHI3)
Abstract
UNICEF’s State of World’s Children yearly report is a stark reminder that for nearly half the two billion children in the world and the many
millions living in the Asia Pacific region, childhood is starkly and brutally different from the ideal we all would aspire to. Poverty and
pollution denies children their dignity, endangers their lives and limits their potential. Crime and violence in their neighbourhoods or as
reported in the media robs them of a secure family life and influences decisions regarding their opportunity to move freely around their
neighbourhoods and to play with others. With the childhood of so many constantly under threat it is with a sense of urgency we must
continue to mobilize global and regional movements of action based on the principles of children’s rights and sustainable development.
Bringing together our shared experiences of working with children as the key evaluators of the quality of their environments obtained from
such projects as UNESCO Growing Up In Cities, we must forge ahead to embed this in our future vision of designing a child friendly Asia
Pacific.
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Designs for a Child Friendly Asia-Pacific
in terms of their child-friendly status with large sections of
cities now effectively ‘out of bounds’ or too high risk for
children to use (Tranter and Malone 2008). In this paper I
will identify some of key issues for children growing up
in the Asia Pacific region with the view of providing a
starting point for discussing how we can design a child
friendly Asia Pacific.
Introduction
The true measure of a nation’s standing is
how well it attends to its children – their
health and safety, their material security, their
education and socialisation, and their sense
of being loved, valued and included in the
families and societies into which they are
born. (UNICEF 2006: 3)
Children’s survival
The Asia-Pacific region spans 37 countries and two
hemispheres. From the arid regions of Pakistan and
Afghanistan, the upper regions of China to the small pacific
islands in the east of Cooks Islands and Tonga, it is a region
that boasts vast differences in culture, economic
development, political structure and physical geography.
Over half the world’s inhabitants around 3.5 billion people
live in our region with 2.5 billion of them alone living in
China and India. While a highly populus region we also
have some of the most diverse lifestyles with the very rich
minority nations of Japan and Australia alongside fourteen
of the 50 least developed countries in the world. Of these
fourteen least developed nations nine are located in south
and south-eastern Asia and include: Afghanistan,
Bangladesh, Bhutan, Cambodia, Lao, Maldives, Myanmar,
The principles of the United Nations Convention on the
Rights of the Child (CRC) highlight the responsibility of the
States Parties to uphold the child's right to live in a safe,
clean and healthy environment and to engage in free play,
leisure, and recreation. According to the CRC, a child’s
well-being and quality of life is the ultimate indicator of a
healthy environment, good governance, and sustainable
development (UNICEF, 1997). A key characteristic of a
child-friendly city is its capacity to provide opportunities
for children to have freedom of movement to explore,
uninhibited by physical, social or cultural constraints, the
cities that they occupy with the other members of their
community. Using this criterion, cities in the Asia-Pacific
region and many cities around the world, would rate poorly
8
42 per cent of these children did not have access to basic
health services. But it is not just their immediate access to
health services that is of concern, children have been
detained by warring parties with an undisclosed number still
being held in detention centres, many have been killed and
wounded through intensive air power, roadside bombs and
attacks on their schools. There have been 311 confirmed
attacks on schools in the past 18 months according to
UNICEF resulting in many deaths and school closures
(IRIN 2008). These atrocities experienced in Afghanistan
and also in other nations have long-term impacts on
children’s psychological well-being.
Nepal and Timor and five including Kiribati, Samoa.
Solomon Islands, Tuvalu and Vanuatu are in the Pacific
region. The widening gap between the rich and poor in
countries and within countries in many of Asia-Pacific’s
booming economies has meant many mothers and their
children lives are at risk. The recently released UNICEF
(2008a) report the State of Asia-Pacific’s Children 2008
states that more than 40 per cent of the world’s children
who died before their fifth birthday in 2006 were from the
Asia Pacific region. In India alone at least 2.1 million
children under five died in 2006. In a country, which
recorded 9% economic growth in the same period, India
like most Asia-Pacific countries spends less than 1.1% of its
public purse on healthcare. These children are dying from
very basic health problems; pneumonia, diarrhoea and
malnutrition.
It would seem that rapid economic growth,
which has resulted in far fewer people living in poverty than
20 years ago, has not ameliorated the harsh economic and
social realities of hundreds of millions of Asian and Pacific
Islander children and families. With the current economic
recession and the downturn of the economic boom the
likelihood is that many of the advances in improving
children’s survival will be lost.
The frequency of children being diagnosed with anxiety,
stress or depression based disorders is increasing rapidly
throughout the world. The World Health organization
expects that by 2020, neuropsychiatric disorders in children
will swell by 50 per cent compared with other health issues,
making them one of the five mains causes of disability and
death (Palmer 2007). In 2003 a survey published in
Psychiatric Services found the increased rate of prescription
of anti-depressants for American children has doubled in
five years with the biggest increase being children of
preschool age (Louv 2005: 49). This culture of anxiety,
depression and stress being evident in young children’s
lives in America is now clearly evident across all other
high-income nations such as Japan, Australia and Europe.
The recent report card 7 from UNICEF An Overview of
Child Well-being in Rich Countries, many of the children
reported they felt awkward and out of place in their
community with the most striking individual result being
the 30% of Japanese children who said they felt lonely – 3
times higher then any other country (UNICEF 2007:40).
Feelings of loneliness, loss of confidence, self-esteem all
contribute to anxiety and depression, Palmer (2007: 2)
believes the “… knock-on effects of this epidemic is the
increase in drug and substance abuse among teenagers
along with binge-drinking, eating disorders, self-harm and
suicide”.
According to the UNICEF report (2008a: 5) “Another factor
that risks undermining gains in children’s health and
well-being is the growth of sprawling and underserved
peri-urban communities”. East Asia and the Pacific are
specific regions where urban populations have increased
dramatically in the past decade with over 43 per cent of the
population now living in urban centres. This rapid
urbanisation is causing problems for many governments
who are struggling to provide basic infrastructure for
services such as safe water. According to Sattherthwaite et
al. (1996: 1) “… it is the pollutants or disease-causing
agents (pathogens) in the child’s environment – in air, water,
soils or food - and poor households’ inadequate access to
natural resources (fresh water, food, fuel) which are the
immediate cause of this child crisis”. They believe that
because of this strong relationship between the quality of
the child’s immediate environment to their health it is
surprising that children and the environment has not been
given more attention.
In terms of the Millennium Development Goals the 2008
State of Asia-Pacific’s Children 2008 report states that
midway along the process the Asia-pacific region has made
some substantial progress in many countries in our region
while some are still struggling to make large inroads
towards meeting the MDG’s before 2015.
UNICEF describes children who are living and or working
on streets as children in especially difficult circumstances
and notes that they are particularly at risk from a number of
environmental hazards including traffic accidents,
pollutants and noise. Research has shown that children in
industrial or high traffic areas if exposed to long periods of
high levels of air pollution end up with drastically reduced
lung function (WHO 1992).
Children’s choices
When parents are asked to reflect on their childhoods, they
usually remember having far more freedom than their own
children have today (Cadzow, 2004). A generation ago,
children were far more likely to be able to play
independently in their own neighbourhood. Children from
middle-class families in developed nations in the Asia
Pacific region have less time available to play outside
because they are often engaged in more indoor and
adult-organised activities such as sport, music, homework
or tutoring. Children are also more likely to be driven to
these activities, partly because of the distances involved,
and partly because of the increased fear of traffic and
War or civil unrest has stalled the progress of many nations
to begin to address the basic needs of children. The
Afghanistan Independent Human Rights Commission
(AIHRC) estimated that of the 26.6 million people living in
the country around 13.9 (or half) of the population was
under the age of 18. A research report released on a project
involving interviewing 2,250 Afghan children revealed that
9
and other “lifestyle” diseases (Lewis and Ker, 2005). The
extra traffic created by ferrying children to school, to sport,
to music lessons, parks or to their friends’ houses also
contributes to higher levels of air pollution, including
“in-car pollution” which is usually much higher than levels
at the side of the road (Rank et al., 2001; International
Center for Technology Assessment, 2000). Children are
more susceptible to this “in car pollution” and other
pollution because they breathe more air per unit of body
weight than adults (O'Brien, 2003). Most of time when
given a choice children prefer modes of transport that are
inherently child friendly and sustainable like walking,
cycling or taking public transport. Such modes of transport
allow children to experience the enjoyment and stimulation
of interacting with place – with people and with nature.
They also build their risk management skills, become street
wise and are less likely to develop stress and anxiety when
dealing with new or diverse situations when in their
environment. This building of resilience is an important
part of what it means to be human, especially in a world
where the physical and social environment is increasing
becoming more complex.
‘stranger’ danger. There are also many other reasons for
the loss of children’s freedom beyond the trend to
‘over-occupy’ and ‘over-organise’ children’s lives (Honore,
2004; Stanley et al., 2005) which is a very western
phenomena. The possibilities for children’s loss of freedom
include the erosion and pollution of natural or wild spaces;
the loss of parks and playgrounds because of the increasing
need of land for housing or industry; increased car traffic
and poor quality public transport; and the increased fear of
violence and crime that is being played out in the streets of
our cities or on the screens in our living rooms.
While most parents strive to provide the best possible
upbringing for their children, in many middle-class families
they may collectively be contributing to city environments
that are not child-friendly. This is particularly clear in
regard to children’s independent mobility, which is
dependent on walking, cycling and public transport, all of
which are more sustainable modes than car-based transport.
Could the choice to protect children by chauffeuring them
around actually be putting them more at risk?
In many minority cities the advantages conferred on
individual children by the increased use of private motor
vehicles are outweighed by the collective negative impact
of these same vehicles on children and the environment.
Also this increase in the reliance on private motor vehicles
has decreased the viability of child-friendly transport:
walking, cycling and public transport. For instance in
Australia the most prevalent increase in pedestrian
accidents for children is while children are getting out or
into cars or crossing the road when trying to leave or arrive
at school. So is the contradiction of parents trying to keep
children safe and yet collectively they are creating an
unsafe situation at the school drop off zone and putting their
children more at risk. These three modes of transport
children can use independently, yet adults use of them does
not detract from their viability for children. Indeed, the
more adults who use the streets as pedestrians or cyclists,
the more supportive streets become for children. The
presence of people provides the passive or natural
surveillance that makes cities feel safer (Jacobs, 1972).
Many parents also talk about the changing lifestyles of
children since the advent of technology. Children who now
have access to computers and other media and purported to
be spending large amounts of their leisure time engaged in
these very sedentary activities. Again, this is a very middle
class and privileged phenomenon, with the very opportunity
to leisure time interacting with technology being based on
the assumption you have access to basic infrastructure
(electricity) and the technical equipment. But for those
privileged few the concern over children’s use of
technology is very real.
Contrasting with the well
documented assumption that children want to spend time on
their computers, our research with over 1000 children in
both urban and rural cities in Australia has revealed that the
desire by children to engage with technology is quite low
compared to other activities such as playing at the park,
playing with friends, interacting with nature and animals.
Richard Louv (2005) in his infamous book Last Child In the
Woods discussing these issues in great detail and notes that
while we still continue to place children playing and
exposure to nature as ‘leisure’ instead of ‘health’ then
parents will continue to make decisions based on what they
believe is the best time spent for children. Little do they
know that these choices are actually disadvantaging their
children and could be contributing to the increased
likelihood of them developing an emotional and
psychological condition. Palmer (2007) extends this idea
and adds that outdoor play has a real contribution to make if
we are to keep our children safe: “Screen based activities
don’t prepare children for the real-life risk assessments
humans beings make on a day-to-day basis - judging speed
and distance when crossing the road or driving a car, for
instance or assessing how far to trust other people with their
own safety. Without the preparation of play and other
independent activities involving relatively ‘safe’ risks, some
children may eventually become excessively reckless and
others excessively timid”
Beyond issues of survival parents of young children are
primarily concerned about three main risks when
considering the choice of freedoms for their children:
‘stranger danger’, traffic danger and injury while playing or
getting to a play activity. However, the individualistic
response of parents who protect their own children from
these dangers by driving them everywhere has the
unintended effect of exposing children to a new set of risks,
which may be far more damaging in the long term.
Children who are driven everywhere can miss out on
regular exercise, important for optimal physical
development, which they once got from walking or cycling
to school, to their friends or to the local park. Medical
experts describe increased levels of obesity as epidemic in
Australia and many Industrialised nations around the world
(Waters and Baur, 2003; Stubbs and and Lee, 2004). Lack
of exercise and obesity are also linked to Type II diabetes
10
parents and carers when making decisions about children’s
movement in the environment. The culture of fear that is
now pervading our society has been influenced by a number
of interlinked changes in our perception about safety and
risk. Firstly, the advent of large terrorists acts which have
been widely viewed by people across the world has made
the world feel like a more dangerous and unsafe place. The
fact that when we travel now we must go through multiple
security checks, schools and shopping malls have metal
detectors – all of these activities contribute to a feeling that
the world is a much more unsafe place then it was 10 years
ago. For parents particularly the incidence or reporting of
child abductions locally or around the world (ie Maddie in
Portugal), the media beating up predatory paedophiles
living close or criminal activity has contributed to a
heightened sense of fear of children being abducted. Sadly,
these fears around safety have led to a growing perception
amongst parents that to let your children outside to play or
walk to school is irresponsible or bad parenting. For those
parents who might try to swim against the tide and continue
to let their children have some freedoms can be labelled as
neglectful or uncaring. Unfortunately, even in Japan this
is growing trend, during my last visit I spoke to a number
of mothers who told me they were feeling the pressure not
to let their children out on the streets to socialise, play or
visit parks alone or with peers. or Gone are the days of the
parenting technique of my generation aptly named by social
commentator and author Tim Gill as “benign neglect”.
So why if our research has shown that when given a choice
children would prefer to be outside playing why are they
spending most of their free time on the computer or
watching television? This is where it becomes a question
of safety and access rather than choice.
Children’s safety
Children’s independent mobility, their freedom to explore
their own neighbourhood or city without an adult, is lowest
in Australian cities compared to many other countries, and
will worsen, if car travel continues to rise. Many Australian
children have less freedom to explore their city than
children in nations with higher levels of absolute poverty.
For example, in Braybrook (suburban Melbourne), where
young people are seen as a problem and hence discouraged
and often removed by police from the streets, they are less
able to participate in community life than the disadvantaged
young people of the very low income Boca-Baraccas area in
Buenos Aires or Bangalore, India (Chawla, 2002a). In
contrast in Japan there is a strong culture of children’s
independent mobility and very young children walk to and
from school, use public transport and can access parks and
playgrounds close to their homes on a regular basis.
According to the UNICEF well-being report card 7 the
safety of children as recorded by incidence of accidents or
injury incurred by children is low- revealing that
independence doesn't equate danger and harm. Other rich
countries with a culture of children’s independence such as
Sweden, Netherlands, Italy, Spain also show the annual
number of deaths from injury are also rare. By having this
freedom to move around from a young age these children in
Japan, India and Argentina and other rich nations are
developing important life skills. Their capacity to ‘read’ the
environment, assess and manage risk means they are more
likely to make safe choices about where they go, how they
move around their neighbourhoods safely and to assess the
potential for dangerous situations to arise and respond in
ways to ensure they don't come to harm. They become in
what my day was called “streetwise”. Being streetwise is
an important skill at a time when streets are become more
congested and the environment more complex.
Louv (2006) notes this culture of fear can be very harmful
to children’s sense of connection to the world. What does it
mean for instance when even walking outside your front
garden gate is viewed by young children as life threatening?
How could this contribute to their feelings of anxiety and
stress? The following statements are taken by a recent
study where we asked 4-8 year olds if they were allowed
outside their front garden gate. Ninety children answered
they weren’t allowed with fifty saying they were. This was
not a surprising result considering their young age - what
was surprising through was their repose as to why they
couldn’t (Malone 2008):
You might get lost or kidnapped- Sara age 4
Traffic, cars hit you- Max age 5
I am too little - Richard age 4
My dad says unsafe, cars - Michelle age 5
Mum is scared I may get hurt- Hayley age 6
May get lost, kidnapped, killed, all those
things- Darah age 6
I would like to go outside my garden but I
might get killed- Sally age 6
If you walk the streets of many majority world countries
you are likely to encounter many streetwise children.
Children who are often engaged in activities to support their
families, whether it is delivering or selling goods on the
streets, shopping in the local markets or performing other
domestic chores. Keeping children out of neighbourhoods
actually simplifies adults lives – whether it is planners,
parents or local councils workers worrying about children’s
safety means time, effort and resources: “The
conceptualisation of children in transport and planning as ‘a
problem’ has resulted in an urban environment which is
extremely hostile to their needs and aspirations, As
problems, children are tidied away behind railing, in parks,
in gardens and – best of all – indoors” (David and Jones
1997).
In Australia these children live in a very safe, low crime
neighbourhood in fact the odds of a child being abducted
and hurt through stranger danger in Australia is 1: 4 million,
the lowest it has been in any previous decade with all crime
rates in Australia steadily falling.
Children’s Indicators
Research on children in cities throughout the world shows
that despite diversity of place, children value similar
Children’s safety is normally of paramount concern for
11
for children is equally as important, as is the value and
respect we give to children to be active participants and
decision makers in the designing process.
qualities in urban environments (Malone, 2001; UNICEF,
1997). One significant outcome of the UNESCO Growing
Up in Cities (GUIC) research was a set of indicators of
quality of life by children and for children (Chawla, 2002a).
GUIC uses the participation principles of the Convention on
the Rights of the Child to emphasise that cities should be
evaluated not for children but by children themselves.
What and how a city can proclaim itself as ‘child friendly’
has come under a lot of criticism and it is for this reason
that UNICEF internationally through the Innocenti
Research Centre (IRC) in partnership with Childwatch
International and the Children’s Environment Research
Group (CERG) at the City university of New York has
embarked on a research process to address limitations in
how cities may be evaluating their status as child friendly.
They believe that there has been:
“…a fundamental
weakness in the application of the CFC approach in most
cities due to a limited degree of critical reflection on the
various dimensions of the initiative and the absence of tools
for the participatory assessment and monitoring of child
friendliness”
(UNICEF 2008b: 2).
The overall,
long-term, goal of the new research project is to raise the
quality of child friendly community and city programs by
providing resources that will enable communities and
municipal governments to better assess the degree to which
they are fulfilling children's rights and to look self-critically
at the governance structures and processes that are designed
to support families and their children. A set of assessment
tools is currently being finalised and trialed in two countries,
including one in our own region namely, the Philippines.
The self-assessment tools will be designed using a
participatory research methodology to ensure they are
suitable for use by city officials, community and children,
including the capacity for the data to be analysed and
comprehended at a practical local level.
1. The list of positive socio-physical indicators for urban
environments identified by children in cities includes:
provision of basic needs, social integration, safety and free
movement, peer gathering places and safe green spaces.
The negative indicators include: social exclusion, violence
and crime, heavy traffic, lack of gathering places, boredom
and political powerlessness (Chawla, 2002b). For children a
child friendly city supports social integration, where they
feel welcome and are valued as part of a caring community.
In contrast places that provoke feelings of alienation,
marginalisation, or being invisible or harassed, are deemed
negative or places which are not child friendly (Malone and
Hasluck, 2002; Hart, 1995). Places valued by children
provide protection from crime, violence, pollution and
traffic danger and locales where they are able to meet
friends. In such spaces children are able to freely explore
and extend their range of movement as they mature.
2. While the UNICEF Child Friendly cities initiative has
provided a list of child friendly characteristics and the list of
children’s rights relevant to the child friendly movement as
part of the CFC framework – most cities will design
indicators that suit and or evolve through their consultations
with children and community. The Child Friendly London
Strategy for instance has a set of eleven indicators that are
based on the Convention on the Rights of the Child and
seven key goals to achieve these indicators. In the City of
Bendigo, Australia’s first UNICEF CFC they based their
CFC strategy on the following key understandings:
Children are respected and valued like adults; Children are
asked their ideas and opinions; Children’s ideas and
opinions are seriously considered by adults; Making
children feel safe in their community; and Taking care of
the environment for children now and in the future.
Conclusion
If we wish to design sustainable, safe, child-friendly cities
in the Asia pacific, then we must stop making large sections
of our cities ‘out of bounds’ and ‘unsafe’ to children. If
we wish to promote a shift towards safe and child friendly
cities, our starting point should be to develop policies that
will give back cities to our children. This cultural
revolution - to turn back from the path we are taking and
start providing children with choices about what they want
for their lives - can occur only when their marginalised and
diverse voices are listened to and celebrated.
In our recent work with children in Brimbank the children
designed a set of eights positive indicators of child friendly
city and three negative indicators. These indicators included
a place to be active and play sport, relax play and be
indoors, be creative, be with people, with animals and with
nature, a place to eat and shop and a colourful beautiful
place. The three negative indicators included dangerous,
dull and dirty places. These indicators then became the
tool for auditing the child friendliness of services and
facilities identified in the city as places for children and a
children’s map and children’s guide of the city was
produced with them. It is clear from the GUIC study and the
work that has been conducted with children by many
countries around our region as part of their CFC program
that safety, freedom of access and choice and opportunity
all go hand in hand when designing a child friendly city.
The quality of the environments and facilities we provide
When parents focus on giving their offspring the best
chance to succeed in life, they often put them “on the fast
track in everything – school, sports, art and music” (Honore,
2004, 216). When children have “no time to be slow”, they
have no time to “relax, play on their own, or let their
imaginations wander” (Honore, 2004, 218) then they are
more likely to develop psychological disorders such
depression, ADHD and learning difficulties. The irony is
that for all of the difficulties living in many majority
countries may present for our children in terms of poverty
and all of its long-term health and social mobility
implications, it is often in these countries that we still see
children playing in the public domain. Children who are
engaging with their world and building the types of
knowledge’s and skills that will hold them in good stead to
12
child and work with local officials and their community to
make the changes needed to ensure their world is a child
friendly place.
cope with the ever changing and unpredictable world of the
future. When given a choice and listened to, children do
chose activities that will inherently benefit their health,
psychological well-being and allow them to build the
resilience and confidence to deal with risk and make safe
choices.
References
Cadzow, J. (2004) The bubble-wrap generation, Sydney
Morning Herald Good Weekend Magazine,
January 17, p. 18-21.
Chawla, L. (2002a) Growing Up In an Urbanising World,
London: Earthscan/UNESCO.
Chawla, L. (2002b) Toward better cities for children and
youth, in: L. Chawla (Ed.) Growing Up In an
Urbanising World, pp. 119-242, London,
Earthscan/UNESCO.
Davis, A. and Jones, L. (1997) Whose neighbourhood?
whose quality of life? Developing a new agenda
for children's health in urban settings, Health
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Hart, R. (1995) Children as the makers of a new geography,
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der Straaten and I. Tom (Eds.) Building Identities:
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Honore, C. (2004) In Praise of Slow: How a worldwide
movement is challenging the cult of speed,
London: Orion.
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Lewis, P. and Ker, S. (2005) The relationship between
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Louv, R. (2005) Last Child In The Woods, New York:
Algonquin Books.
Malone, K. (1999) Growing Up In Cities as a model of
participatory planning and 'place-making' with
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Malone, K. (2001) Editorial: Children, Youth and
Sustainable Cities, Local Environment, 6,(1), pp.
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Malone, K. and Hasluck, L. (1998) Geographies of
exclusion: Young people's perceptions and use of
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Malone, K. and Hasluck, L. (2002) Australian youth:
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Malone, K (2008) How Child- Friendly is My
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O'Brien, C. (2003) Transportation that's actually good for
the soul, National Center for Bicycling and
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In addressing the substantial needs of our most vulnerable
children in least developed nations in the region the
emphasis must be on strengthening the data collection and
monitoring which reaches the marginalised populations.
The UNICEF (2008: 55) report states:
Too often, national averages conceal the
adverse health conditions disproportionately
experienced by the poor, and a lack of
reliable statistical data disaggregated by
geography and socio-economic groups
makes analysis of the Asia-Pacific region
difficult.
The Child Friendly cities initiative has an important role to
play here in the development of this data. The principles of
UNICEF’s Child-Friendly Cities initiative emphasises
through worldwide partnerships, to support mayors and
municipal councils to encourage communities, families and
especially children to participate in the evaluation of the
quality of their environments and how it does or does not
address the key principles from the Convention on
Children’s Rights and the MDG’s.
The Child Friendly Asia Pacific network believes there is a
relationship between sustainable development, the
millennium development goals and children's lives which is
not just about adults acting on behalf of children but is
about recognising the capacity for children and youth to be
authentic participants in the planning, development and
implementation processes (Malone, 1999). We believe
active citizenship and environmental responsibility is
learned through experience; children must be given a voice
in their communities so they will be able to participate fully
in a civil society (Malone and Hasluck, 1998).
It is important for our future to continue to coordinate and
work together to support interested cities from across the
breadth of our diverse region to design processes for
evaluation
and
ongoing
monitoring
using
the
self-assessment tools currently being designed by UNICEF
and its partners. Only then will some form of generic
registration or accreditation process will be possible across
the region.
The situation of children around the world is of critical
concern, for those of us who live and work in the
Asia-Pacific region our task is great. Designing child
friendly cities for all the children of the region will demand
substantial time, energy and resources. It will mean moving
beyond our own nation boundaries to view the region as
interconnected and interdependent. It will be for each of us
personally to realise that even if one child sleeps rough, sick,
fearful or hungry we have a responsibility to listen to that
13
environmental learning:
an exploration of
children's use of school grounds, Children's
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Tranter, P. and Malone, K. (2008) 'Out of Bounds': Insights
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UNICEF (1997) Children's Rights and Habitat: Working
Towards Child-Friendly cities, Florence: UNICEF
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UNICEF (2007) An Overview of Child Well-being in Rich
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UNICEF (2008a) The State of Asia-Pacific's Children 2008,
New York: UNICEF.
UNICEF (2008b) The Child Friendly Cities Research
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WHO (1992) Our Planet, Our Health, Report of the World
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is Damaging our Children and What We Can Do
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Tranter, P. J. and Malone, K. (2004) Geographies of
Dr. Karen Malone
Professor, University
Australia
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16
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Session I Asia Pacific CFC Regional Network Meeting : Children’s
participation theory and practice in child friendly settings: Creating strategies to sustain child friendly
cities programs.þEnglishÿ
Ā%ÆÀéë%u!ªÔ Children’s participation theory and practice in child friendly settings: Creating strategies to sustain child
friendly cities programs.
Coordinator
Dr. Karen Malone
Dr. Mari Yoshinaga
The first four articles are describing the practical strategies adopted in the cities as Chandigarh, Auburn, Hong Kong and Indonesia
(comparing with Japanese case). The other articles are introducing the case studies of children’s participation conducted in Sweden, China
and Japan.
1. Children and the City: Child-Friendly ChandigarhĀCherie Enns & Michelle Hoogland (Univ. of the Fraser Valley, Canada)
2. Children’s right to feel safe in Auburn: A city wide sustainable child safety strategyĀGerard Moon (Children’s Services Coordinator,
Auburn City Council, Australia)
3. Urban environment and children development: A Hong Kong perspectiveĀLI, Ling Hin (Dept. of Real Estate and Construction, The
Univ. of Hong Kong, China)
4. Indonesia develops CFC and a case study of Matsudo city, Japan.ĀUsman Basuni Last (Chief of Div. of Data and Policy Analysis of
Social Problems, Indonesia) & Riela Provi Drianda (Indonesia. Graduate School of Horticulture, Chiba Univ., Japan)
5. Listening to children: local government respecting children’s rights to citizenship.ĀJo Smale (Manager Family & Children’s Services,
Australiaÿ
6. The user perspective in playground management: Possibilities for user involvement at the operational levelĀJansson Maerit (Dept. of
Landscape Management, Design and Construction, Swedish Univ. of Agricultural Sciences, Sweden)
7. The study on urban children ’s spatial image of housing estate in BeijingĀYao Shen (China. Graduate school of Horticulture, Chiba
Univ., Japan)
8. The progress of children’s participation in Japan: the cases of community learning and discussion from the aspects of children’s daily life
ĀKumi Tashiro (Miyagi Univ. Japan), Mari Yoshinaga (Showa Pharmaceutical Univ.), Ichiro Omiya, Yoshika Takeda & Isami
Kinoshita (Graduate school of Horticulture, Chiba Univ., Japan)
(Translated by Mari Yoshinaga)
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Preparation assisted by Dr. Kumi Tashiro (Miyagi University)
17
Session I Asia Pacific CFC Regional Network Meeting : Children’s
participation theory and practice in child friendly settings: Creating strategies to sustain child friendly
cities programs.English
schedule (23 April 13:00-17:00)
Part I: Theory, Practice and Strategies
13:00-13:10
13:10-13:20
13:20-13:40
13:40-14:00
Karen’s speech for the beginning of the conference
Children and the City: Child-Friendly Chandigarh
Cherie Enns & Michelle Hoogland (Univ. of the Fraser Valley, Canada)
Children's right to feel safe in Auburn: A city wide sustainable child safety strategy
Gerard Moon (Children's Services Coordinator, Auburn City Council, Australia)
Urban environment and children development: A Hong Kong perspective
LI, Ling Hin (Dept. of Real Estate and Construction, The Univ. of Hong Kong, China)
Break
14:30-15:00
15:00-15:20
Indonesia develops CFC and a case study of Matsudo city, Japan.
Usman Basuni Last (Chief of Div. of Data and Policy Analysis of Social Problems, Indonesia) &
Riela Provi Drianda (Indonesia. Graduate School of Horticulture, Chiba Univ., Japan)
Listening to children: local government respecting children's rights to citizenship.
Jo Smale (Manager Family & Children's Services, Australia
Break
Part II: Case studies
15:30-15:45
15:45-16:00
16:00-16:15
The user perspective in playground management: Possibilities for user involvement at the
operational levelJansson Maerit (Dept. of Landscape Management, Design and Construction,
Swedish Univ. of Agricultural Sciences, Sweden)
Study on the nature of children's playing space in housing complex in China: By the case study of
Beijing and HuNan ProvinceYao Shen (China. Graduate school of Horticulture, Chiba Univ.,
Japan)
The progress of children's participation in Japan: the cases of community learning and discussion
from the aspects of children's daily lifeKumi Tashiro (Miyagi Univ. Japan), Mari Yoshinaga
(Showa Pharmaceutical Univ.), Ichiro Omiya, Yoshika Takeda & Isami Kinoshita (Graduate school
of Horticulture, Chiba Univ., Japan)
Discussion
18
Children and the City: Child-Friendly Chandigarh
Cherie Enns, MCIP, PhD (cand.)
University of the Fraser valley
Michelle Hoogland BA
University of the Fraser Valley
Key words:
Children, Child Friendly Cities, Children’s Rights, Urban Development, India
On February 13, 2008 the University of the Fraser Valley (UFV), in conjunction with the Punjab University (PU) of
Chandigarh, hosted a Child Friendly Cities conference. The goal of the conference was to raise awareness of the Child
Friendly Cities concept in Chandigarh, and with the potential of moving forward, to create the necessary next steps to ensure
that Chandigarh is able to create and implement a Child Friendly Cities plan, and put that plan into action. The rights and
goals of a Child Friendly City endeavour must be developed and initiated at the local level where children benefit the most,
and can participate in the planning process. This involvement and participation are in concert with the children’s ideas and
aspirations. The local and national government must work to ensure active partnerships with agencies such as NGOs, media,
and city planners. Therefore, the key player includes the community and the young people, the local/self government, and
service providers. The goal of the follow-up meeting was to bring together key participants from the original Child Friendly
conference to both discuss emergent ideas and explore concrete action plans for implementing Child Friendly projects in
Chandigarh. Recommendations for steps forward in the Child Friendly plan for Chandigarh created as a result of the meeting,
and were sent to the Chandigarh Administration and Municipal Corporation for further action. The conference and follow-up
meeting, are excellent examples of a community embracing the Child Friendly concept, and making significant steps forward
to implementing a plan in the community.
Children’s right to feel safe in Auburn, A city wide sustainable child safety strategy
Gerard Moon
Children’s Services Coordinator,
Auburn City Council
Key words:
Child Protection, Protective Behaviors, Children’s Rights, Children’s Play
The city of Auburn is situated centrally to the wide urban sprawl of Sydney. Auburn has one of the highest birth rates in NSW
as well as accommodating a high number of newly arrived refugees.
During the past year there have been two reported incidences of attempted child abduction within the Auburn Local
Government area. These attempts were widely discussed by the community leading to a great loss in the confidence of
Auburn being a safe place for children.
As part of Auburn Councils efforts to being a friendlier city for its youngest citizens we have developed programs which
address child safety on three levels.
1. the provision of free child Protection training to all children and family workers in the Auburn
Local Government Area
2. The provision of free parenting course that address issues around behavior guidance.
3. Provision of protective behaviors programs which provide children with coping mechanisms
when confronted with safety issues.
The future of this strategy will include a child focused safety audit, in which Council we will engage children in documenting
places in our city they feel safe, those they feel unsafe and that children believe can be done to address their safety concerns.
The paper will outline the creation of the strategy, its implementation and future directions in our endeavor to make Auburn
City a friendly place for children.
19
Urban Environment and Children Development – a Hong Kong Perspective
LI, Ling Hin, B.Sc., Ph.D., MRICS, MHKIS, RPS(GP)
Associate Professor
Department of Real Estate and Construction
Hong Kong, China
Key words:
Environment, Land Use, Children’s Development
Studies around the world have shown that there is a significant correlation between young children’s development and the
neighbourhood environment in which they are brought up. While the neighbourhood environment is a master set of a vast
number of interdependent and intermingled variables, one particular factor, the urban land use environment, sometimes tends
to be overlooked. In fact, all other neighbourhood variables work inside the framework of land use settings as all human
activities take place on and above land and certainly within some form of physical structure. This paper attempts to provide
some insights into this particular aspect through a qualitative analysis. A major youth survey was carried out, and the views
of young people on two major aspects of land use settings are collated. In the micro-system, how much they enjoy the urban
environment is examined through an urban experience analysis. In the macro level, their views on how the physical
environment affects them are tallied. This study found that land use environment in the neighbourhood does impose
important effects on young people, and they do recognise this. However, young people seem to be unable to capitalize the
benefits of “routine activities” due to various reasons, and the management of public space is a major reason. In general,
there is inadequate government effort in trying to stimulate young people’s interest in contributing to the debate of urban land
use policy, making most young children rather indifferent on a number of socio-economic land use issues.
The Policy of Developing Child Friendly City in Indonesia
Usman Basuni
Chief Division of Data and Policy Analysis of Social Problems of the Children,
Indonesia
The policy of Indonesia to develop CFC is to implement international commitments and national regulations on child
protection. Internationally there is the UN CRC resolution #24/25; the Agenda 21 chapter 25; the Second Habitat Conference
on World Fit for Children. Nationally there is 1945 Constitution Chapter 28; Law number. 23/2002 on child protection.
The initiative to develop CFC is started in 2007 by establishing 5 selected cities as a pilot project and then it was extended to
be 15 cities out of 486 cities wide nation. At the beginning the CFC was fully supported by central government but slowly it
hands over to the stake holders in the municipality. In the future the CFC model will be replicated in to other municipalities.
The objectives of developing CFC is; integrating political will; transforming the UN CRC into development definition,
strategy, and intervention; developing a child friendly environment policy; mobilizing all resources within the cities;
strengthening family ability to care children.
To cover all of these objective, CFC define as a local good governance systems that integrate commitments and resources to
fulfill sustainability and holistic child protection by applying child right mainstreaming strategy.
The CFC is developed by using the CRC principles such as: Non discriminative; The best interest for children; Every child
has the right to live, survive, and develop maximally; Listen to children’s view and respect them.
Some indicators of CFC is the availability of public services that child friendly e.g. CF school, CF hospital, CF city parks,
Children Forum etc.
20
Neighborhood Support on Children’s Outdoor Play:
A Case Study of Matsudo City, Japan.
Riela Provi Drianda
Graduate School of Horticulture, Chiba University, Japan
Key words:
Children’s Independent mobility, Children’s Safety, Matsudo, Neighborhood, Outdoor Play
With today’s situation in where most of children’s environment had become urbanized, many children face the restriction to
play outside just by themselves. The car invasion to neighborhood’s streets and the presence of stranger danger around
children’s play spaces are some of the reasons why parents restricted children’s independent mobility. This paper presents
how Japanese society copes with the traffic and stranger danger problems in the neighborhood so that children can enjoy their
outdoor play. The study area in this paper is Matsudo City, one of typical suburban residential area of megalopolis Tokyo
located in the north west of Chiba Prefecture which was previously a post town during the Edo Period (1603-1867).
Listening to children: local government respecting children’s rights to citizenship.
Jo Smale
Manager Family & Children’s Services
Australia
Key words:
Children’s Rights, Citizenship, Local Government
This presentation will examine how the City of Port Phillip, an inner city local government authority in Australia, through the
implementation of their Municipal Early Years Plan (MEYP), is developing strategies to challenge the traditional images of
children and to recognise and respect children as citizens. The City of Port Phillip’s MEYP theorises the child as a social
actor who has valid and important understandings of the world and that this knowledge can and should inform adult worlds.
Young children are rarely recognised as having equal opportunities to voice their views and ideas in an adult driven world,
particularly children living in poverty, with a disability and/or from diverse cultural backgrounds who are often excluded
from the hierarchy of citizenship. This presentation will explore how a municipality, with assistance from the University of
Melbourne’s Centre for Equity and Innovation in Early Childhood, is developing powerful practical, theoretical and political
support for children to be honoured as citizens and listening to what children need to make their community safe and
respectful for them and others. The City of Port Phillip’s adult driven view of the world has been challenged by ethically and
genuinely engaging with children on an ongoing basis across all areas of local government; culminating in the development
of a Children’s Plan (a plan developed with children for children)
This presentation will invite participants to critically reflect on:
•
Embedding the concept of ‘children as citizens’ as an whole of organisation responsibility
•
Developing strategies, tools and protocols that support children’s participation in civic life as an ongoing
commitment
•
Hierarchies of citizenship that silence young children’s voices in policy and decison making.
21
The user perspective in playground management: Possibilities for user involvement at the operational level
Jansson Maerit
Dept. of Landscape Management, Design and Construction,
Swedish Univ. of Agricultural Sciences, Sweden
Introduction
The management of public outdoor playgrounds can be considered within a model containing three interconnecting parts:
playgrounds (as physical resources), users (e.g. children, parents and preschools) and managers (the organization providing
playgrounds for users) (Persson, 2005). Furthermore, the management organization for public playgrounds in municipalities
or similar can consist of three levels of activity: political (decision-making, policy-making), tactical (planning, design and
management) and operational (construction, upkeep and maintenance) (Randrup & Persson, 2009). Playgrounds are often
described as boring, static, isolated and of little use to children (Moore, 1989; Hart, 2002; Woolley, 2008). Less static
alternatives such as the adventure playgroundare popular among children, but are unfortunately rare (Naylor, 1985). Planners,
designersand managers of public open spaces generally continue to provide traditional public playgrounds in conventional
ways. Participatory methods of different types have been promoted and developed as a way of e.g. improve environments to
better suit the needs and preferences of children, educate children and support the creation of a democratic society (Hart,
1992; Kinoshita, 2007). User participation can be important on many levels of management of public open spaces, but is
often focused on planning and design issues at the tactical activity level.
This paper explores playground management with particular emphasis on the operational level and examines the particular
possibilities available for user participation. Examples from three different case studies are used here to identify problems and
possibilities for user participation at the operational level.
Methods
Empirical data were taken from a total of three case studies, all conducted in Sweden. Two of these case studies were of small
towns with around ten municipal playgrounds each, and focused mainly on playground use, but also on maintenance and
upkeep. The methods included interviews with park workers (operational level managers), group interviews with a total of
141 school children aged 6-11 and a questionnaire survey directed at preschool groups in each town and parents of preschool
children. The third case study was an interesting case of a municipal playground management organization where users had
been involved when revising the entire municipal provision of about 100 playground units. The study included interviews
with seven employees within the tactical and operational levels of the organization about their work, with particular focus on
their relationships with users.
Findings
Different perspectives on playgrounds and their use emerged among the individual users and user groups in the two towns
studied, and also between park workers and users. Children expressed a desire for activities, things “to do” in or around the
playground setting and also a desire to affect and change the playground and its equipment, to use it in different ways than
intended and to manipulate it. The park workers understood the need for activities, but did not associate this with the changes
children had made to playgrounds, something they regarded as damage or vandalism.
In the municipal organization studied, the participation with users encompassed several levels of activity in planning, design
and, in some cases, construction. Parents and children often participated together, but the construction process appeared to
have involved parents rather than children. In the participatory design process, some managers were surprised that most ideas
from users were still rather conventional. They also felt that the very positive process and communication they had initiated
with users was difficult to maintain after the work had been completed.
Discussion
For children, playgrounds appear to be valued like other places: for their possibilities to offer activities. Children prefer to
find and modify ‘their own’ places (Hart, 1979; Moore, 1986; Kylin, 2003). However, adult understanding of children’s wish
to affect their play environments is limited. The operational level of playground management appears to match the activity
preferences of children remarkably well, since what children like to do in the playground setting is similar to the work park
workers do there. The activities on the operational level accurately match the perspectives of playground users, particularly
children, and thus combining the knowledge of children and park workers might be particularly fruitful. Involving users at an
operational level of playground management can be a way to bridge the gap between them, to make playgrounds more
meaningful for children and to highlight other aspects of the play environment than through participation in design and
planning. When a participatory process is more or less divorced from children when reaching the operational level, valuable
opportunities are being wasted.
22
The study on urban children’s spatial image for housing estate in Beijing
Yao Shen
Field of Landscape Planning, Graduate school of Horticulture,
Chiba University, Japan
Key words:
Favorite Places, Nasty Places, Urbanization, Spatial Image, Housing Estate
With initiation of the policy of reform and opening-up in the 70s of last century, the rapid urbanization has begun in China,
especially in Beijing in the recent years to prepare for the Olympic Games. Therefore, the Chinese children's living
environment also has undergone tremendous changes. Chinese Children accounted for one-sixth of the world, whether The
rapid urbanization is friendly to Chinese children? How children acknowledge the new urban space or those under
construction? What needs to be improved for housing estate planning in order to facilitate the development of child's
behavior? This article tries to answer those questions from the view of children
s spatial images as follows. Take Beijing
"Century City" residential area as investigation place, and the children aged 9-10 living as object. Through individual
interview, and collecting the children's own hand-painted map about their spatial image about housing estate, such as favorite
places, nasty places, ideal playground, the feeling of the place is changing. Finally get qualitative evaluations about the
child-friendly questions in China, to guide the housing estate planning in future urbanization.
The progress of children’s participation in Japan: the cases of community learning and discussion from the aspects of
children’s daily life
Kumi Tashiro
Miyagi Univ. Japan
Mari Yoshinaga
Showa Pharmaceutical Univ.
Ichiro Omiya
Yoshika Takeda & Isami Kinoshita
Graduate school of Horticulture, Chiba Univ., Japan
Key words:
GUIC, Design of the Park, Children’s Experience, Daily Life, Community
In Japan, the activity of GUIC has been known well since the workshop held in 2005 by Dr. Karen Malone. Before this the
group making the fourth generation play map and supporting kids’ participating project to design of community park named
‘Tanuki no Pon Po” in Mishuku, Setagaya, Tokyo recognized as GUIC Japan in 2004. These activities were the first ones as
GUIC in Japan. The first aim of the presentation is to show the process of our activities, development of our networks
extending generations and the current issues that we face through the group activities. The fourth generation play map
completed in March 2009 include various classical and novel plays including a play that let a member of a board of education
hesitated to hand the map among the children because of the name of the play. The adult should recognize the plays of the
children are the reflection of the present situation of the society. The second aims is to indicate some case studies developed
in Tokyo and Sendai with discussing the practical problems from the viewpoint of the importance of children’s experience in
their daily lives. The authors point out the importance of program in elementary school curriculum as a strategy to overcome
the busy schedule of the children. Finally, we try to suggest a few methods how to conjoint the issues occurred in children’s
daily lives and the participation programs in order to create a new sense of value among children though their fruitful
experience in the community.
23
Ãðã^¿Sð û2 !+#,ä~ì(í$ß*
Part 2 Session 2 C2: Seminar for local governments or groups, “How to promote a child friendly city
–to participate and declare a membership in the network of Child-Friendly Cities”. (English-Japanese
simultaneous translation)
ùÚµSL9C=M Ð¯TLNPOL~«Äç
0úìkÝÖí
Session 2: Seminar for persons and officers responsible to realize child-friendly environment in local governments or groups,
“How to participate and declare a membership in the network of Child-Friendly Cities”.
(English-Japanese simultaneous translation)
Ü
^¿S 2 %%(")ÑoÞF>9?AJ5HD$!+#Z(#$¸
±o$}æ l3Í0$]T¼ë½ v!+$ÔÓ"!v!+$hº$ß*
P#{x\"¹s/"!$³t$]T¼"PV3Îo$v!+$Ì10¶°$Ï
3 .".$¡¾S3"+$#0ª $oÞAJ5HD3*0l30
hÍøv!+#Zä~$%©$ 9 $ga./Â0
ïîv!+$hºø v!+$Ô3Î".®yàÀ#c20-#Á¥¼hc3X
ðîv!+#Z±¼¢É)øv!+$§_3âw0-#±`¼"¢É) Ê3Yè0
ñîä~\T#v!+$§_3Yè0Å ø v!+$§_ V#qv!+#Zä~$ØÈ"Ë
jÕº ÒdÕº3y*z0
òîv!+$§_$ãå(%Ù¨¦øv!+$|¡3ÔpÐ¯T$N#Z[' 3Y
è0Ê¼RÉ)3¦Ç0 óîv!+&$ê×Wøv!+#ç20±,ÅP¤#zbzNz#v!
+&$ê3×W0è1ÊYè10 ôîv!+#ç0OÆøv!+$*#á"Û´ OÆU210Ù£10 3Yè0 õîv!+$rm$y¼»Òøv!+ v!+$§_#$z#f^"E>:IK5 <
M:iéYè10 öîv!+$§_$røuQ,v!+v!+$§_#¬ 3Yè0 ÷îv!+$*$·Ð$²dø v!+4K@8BKv!+$6C;7G=M"!v!+$§_3Xß0
*#²d0 ,·ÂQ§nT30 In this session we will talk about how we can start the CFC and take part in this international network with its concept and
knowhow. As a concrete items, we will talk about how to promote children’s participation, providing play-full and safety
environment, community involvement, etc.
Reference: The 9 Building Blocks of CFC from http://www.childfriendlycities.org/
1. Children's participation: promoting children's active involvement in issues that affect them; listening to their views and
taking them into consideration in decision-making processes
2. A child friendly legal framework: ensuring legislation, regulatory frameworks and procedures which consistently promote
and protect the rights of all children
3. A city-wide Children's Rights Strategy: developing a detailed, comprehensive strategy or agenda for building a Child
Friendly City, based on the Convention
4. A Children's Rights Unit or coordinating mechanism: developing permanent structures in local government to ensure
priority consideration of children's perspective
5. Child impact assessment and evaluation: ensuring that there is a systematic process to assess the impact of law, policy and
practice on children - in advance, during and after implementation
6. A children's budget: ensuring adequate resource commitment and budget analysis for children
7. A regular State of the City's Children Report: ensuring sufficient monitoring and data collection on the state of children and
their rights
8. Making children's rights known: ensuring awareness of children's rights among adults and children
9. Independent advocacy for children: supporting non-governmental organisations and developing independent human rights
institutions - children's ombudspeople or commissioners for children - to promote children's rights.
24
Ń 2 ƅĽƧ ƫ2 %5'6ƆÎƢ2ƣ)ƀ4ö
Part 2 Session 2 C2: Seminar for local governments or groups, “How to promote a child friendly city –to participate and declare a membership in the
network of Child-Friendly Cities”. (English-Japanese simultaneous translation)
1. :;8)2!9)þ½)öƉ
A City Friendly to Children is Friendly to All,
from Japanese Cases
ĀsƢ¢Ş½Á½ÁƐ³ŜÁĹĿĽòë
Isami Kinoshita (Prof. Chiba University)
øā)¿%5);":ģĜ>Śü'&¿%5'2Ƈť&);8)2!
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From the background of children’s situation of Japan today, why “Child Friendly Cities” are so important, the direction of
community design will be shown.
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maintenance and there are many prohibition such as ball
game, loud voice, etc. There was court decision which
indicated that children’s loud voice is noise for the neighbor
so that the children’s favorite fountain was stopped its
running in 2007. There is still child abuse reported
sometimes on the newspaper. Mother each is isolated in the
house with the stress of child care and child is enclosed
with the relationship only to mother. The neighbor
communication of mutual support including child care
seems disappeared into the past nostalgia. Recent research
showed that the attachment to the community of the
children is the lowest in Japan to compare with Korea, USA,
UK and France (Japan Cabinet Office 2009).
1. Introduction
“Ordinance on Children’s Rights will destroy Japan” , it
was written on the weekly magazine(Shincho, No.11,
11.March 2009). If you read it, you can understand the
article was written from neo conservative people from right
wing magazine. There are still conservative parties who
lead CRC Bashing as they did before strongly against to the
municipal gender policies. This is the shameful political
situation in Japan, which is far away from international
common sense. As the international comparison researches
about the consciousness of children and youth had shown
the specific characteristics of Japanese children and youths,
they have less hope for the future, are not satisfied with
school, home and themselves, and feeling isolated, etc.
Not only children, the students in University are mostly
passive without moving subjectively always waiting the
director’s order which phenomenon is called “Shiji machi”.
“Today”s kids are …………” in this way we used to be
saying or hearing, but at first we adults should to rethink
what we have been doing fro children. Especially the
political leaders should take part in, who have been taking
part in the bashing to child’s right and children’s
participation.
4.Child Friendly City
UNICEF CFC is the program to review the governmental
policies from the viewpoint of children. From this process
the city would become friendly not only for children but
also for seniors, disabled, and other all people. To see the
web-site of CFC, there are several reports of good practices.
Canadian NPO Society of Children and Youth (SCY) had
made a concrete checklist of child friendliness of the
community. In Munich there is a system of child
representative who’s central office has the right to organize
comprehensive policies among different sectors of the city
reflecting children’s voices under the deputy mayor. Child
friendly restaurants, child friendly adults were judged by
children. The concept “Play in Munich” was set as a
municipal policy in 2000 for 10 years to be child and family
city. In Schleswig Holstein State in Germany had decided to
give the voting right over 16 years age. In the village
“Schafflund” , after the policy of “Child Friendly Village”
started, the population of the village had increased and
developed new housing estate more child friendly.
_ ^ " The well-being of children is the ultimate
indicator of a healthy habitat, a democratic society and
of good governance”
This was declared at the conference HABITAT II.
UNICEF has reported the result of the research about
children’s well-being in OECD countries (
. Japan had lost some
indexes therefore the integrated indicator of well-being was
not measured but the result about the index “I feel lonely” is
very high (30%) three times more than the second country.
May be if the total score about children’s well-being would
be measured, Japan might be the worst one. Politics of
nation and local municipality should be oriented to the
future generation if the politician should have the
responsibility of good governance.
5.If children act, adults will be involved
Children’s participation is the most important principle for
Child Friendly City. There is a critic in Japan like “even for
adults there is not enough citizen participation, then for
children there is nothing to do”. However the adults are
gradually involved, if children make an action to do
something by themselves for community. If there were
conflicts between the groups of the community, they would
stop the conflict facing with children, as saying it might be
shame of adults to conflict each other in front of children. I
have such experiences sometimes when I worked for three
generations’ maps in Setagaya ward about 30 years ago and
for exploring tour with children in Kogane district in
Matsudo city from 10 years ago. Especially it looks magic
that children bring warmness and fun to melt down the
conflicts and connect different generations from children,
youths to adults and seniors. As proverb says, children is a
bond. Anyway we need provide more opportunities for
children to raise their abilities subjectively concerning their
environment to be improved by themselves. Comprehensive
learning of school program or some kind of program from
community side could be used to promote children’s
participation. For it also skilful facilitator or play workers
will play an important role for coordinating those program
and connecting children and adults, school and community.
`^Child Unfriendly City
A 2nd grade-schooler boy was killed by car traffic which
came into school zone where was controlled by time not to
drive at residential district in Saitama, 2007. Such an illegal
traffic are often seen still and the streets in the residential
area are occupied by car traffic so that it is no more
children’s play space. In Japan, parks are not enough set as
area size per person is the worst in the advanced countries
and the quality of parks is getting worse for children as
attractive play equipments are removed for security
26
® 2 Át¬nÏ Ó2 * +ÂÊ(Ë!¿)
Part 2 Session 2 C2: Seminar “How to promote a child friendly city –to participate and declare a membership in the network of Child-Friendly Cities”.
DC-':
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2. Reflections and Actions for promoting and maintaining Children’s Participation and Child Friendly Cities
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Mr. Raymond Aloysius Lorenzo (Co-Founder, Scientific Director and President ABCittà Cooperative, Milan).
1 CITIES UNFIT FOR CHILDREN
“... Automobile traffic, hidden technology, mobility and
stress of families, the vanishing country side, the weakening
of neighbourhoods and the loss of spaces and opportunities
for free play have stolen the real environment from children.
The city – in these inevitable modern conditions – is no
longer, realistically,manageable by children.”
Paul Goodman Growing up Absurd (New York, 1961)
Raymond Lorenzo, President ABCittà Cooperative
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“To create a neighbourhood which satisfies human needs
we must begin with the needs of children. These create the
basis on which we can construct the 'contact' with other
human beings, with the physical environment, with the
world's lifecycle, with all experiences through which we can
achieve the fullest humanity of individuals and
communities”
Margaret Mead, Neighborhoods and Human Needs, New
York 1966)
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Ð Í STEPS IN A WORLD WIDE PROMOTION OF
CHILD FRIENDLY CITIES
1° UN Habitat Conference (Vancouver, 1976)
UN Convention on the Rights of the Child (NY, 1989)
Mayor’s as Defenders of Children (Dakar, 1992)
UNICEF “Urban Child” Project (Florence,1992)
2° UN Habitat II Conference (Istanbul, 1996)
Child Friendly Cities Secretariat (Florence, 2000)
UN Special Session on Children (New York, 2002)
Regional CFC Networks (Europa, Asia, etc.)
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ÑÍWHAT IS A CHILD FRIENDLY CITY?
WHAT THE EXPERTS SAY?
Influence decisions about their city; express their opinions
on they city they want; participate in community l life; have
access to basic health care, education and shelter; drink safe
water and have access to proper sanitation; are protected
against exploitation, violence and abuse; walk safely in the
streets, on their own; meet friends and play; have green
spaces for plants and animals; live in an unpolluted and
sustainable environment; participate in cultural and social
events; are equal citizens with access to every service,
regardless of ethnic origin, religion, income, gender or
disability
2 Í A BRIEF CRITICAL HISTORY OF CHILDREN’S
PARTICIPATION IN FAVOUR OF CITIES FOR
CHILDREN
SEVEN REALMS
“Romantic” – Children as Planners
“Advocacy” – Planners for Children
“Needs” – Social Science for Children
“Learning” – City as Learning Environment
“Rights” – Children as Citizens
“Institutionalization” – Children as Adults
“Proactive” – Vision of a Restored Childhood
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WHAT THE CHILDREN SAY?
If meeting places are lacking, children remain isolated and
do not have the possibility to grow; frequent interchanges
27
\^NX 1994)
with groups from different realities; to be able to interact
with nature, even in cities. Which means: playing,
climbing, building huts, listening, looking and
understanding; to roam freely throughout the city without
serious risk; to have spaces which are not furnished with the
same old playing structures, but which we can modify and
change;
With lots of natural elements, with many trees, bushes and
with high grass to hide in, with lots of fruit trees, from
which we can pick fruit; a beautiful, colorful school in the
middle of a garden; paths without steps with ramps for
bicycles and wheelchairs; public transport which is
accessible for everyone, smaller buses; we want to be able
to contribute to all decisions that effect us!!!
(from Children’s Manifesto to Win Back our Cities,
Bologna 1994)
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61
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5 ĵ UNDERLYING OBJECTIVES (to achieve CFC
through participation)
- Develop, in children and in communities, a sense of
belonging to one’s everyday environment, understanding
and acquisition of rights and responsibility, assumption of
sustainable attitudes and behaviours.
The creation of political, cultural, technical and
operational conditions / contexts willing and able to
activate and manage participatory initiatives for cities.
- Structural changes in the ways designing, building and
managing cities in the direction of increased social and
environmental sustainability.
- Cultural and lifestyle changes in families and society (e.g.,
the value of city as learning environment, life styles, etc.)
- Changes in working and procedural methods in local
administrations
and
professions
(co-planning,
interdepartmental collaboration, good governance, etc.)
- Render “conventional”, sustainable and continuous
actions and policies in favour of all of the above (in
all fields and overall urban policy)
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1 Win BackCities &T
ĶĵSOME CHARACTERISTICS OF CHILD FRIENDLY
CITIES PARTICIPATORY ACTIONS
- Inspired by great ideals, but taken in little steps …
- Utilise diversified approaches and objectives depending
on context and age group targeted.
- Render visible immediately and achieve feasible short
term results
- Accompanied by competent facilitators for short term (1
year); move towards local autonomy
- Sustainability over time and able to capture the “cascade
28
This is the “heart” of the process. Steps are: investigation,
vision, design, communication, action. From here, emerge
reflections, proposals, assuming responsibility to ‘inject’ in
the technical administrative structure
and in the
community (in all phases). Building consensus and
feasibility. Normally, requires 7 or more sessions.
COMMUNITY
WORKSHOPS
AND
PUBLIC
CONSULTATIONS
Active meetings in which present, discuss, share, re-define
children’s ideas and proposals. Catalyze support of families
and community; identify resources and roles. Create
intergenerational and intercultural collaboration. A “social
conversation” to create enthusiasm and social capital.
Accompany administrative and community processes to
guarantee sustainability.
CFC "("vqOWB@!.°é·s
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öõCHILDREN’S PARTICIPATION: ACTORS WHO
ROTATE AROUND CFC ACTIONS
CFC ·s"
÷ õ ESSENTIAL
COMPONENTS
OF
PARTICIPATORY PROCESS WITH CHILDREN
A
Structure and Actions in a Participatory Process for
CFC
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ze
PROJECT PROMOTING GROUP
composed
of
representat
ives from
local
authority,
from
schools,
and open
to others
from the
communit
y
with
resources
and skills
useful to the development of the Project. Coordinated and
accompanied by our facilitators. This is the operational
node between children’s participation and city policy
making.
TRAINING,
CO-PLANNING
AND
ACCOMPANYMENT.
directed towards teachers, technical officers and community
workers, etc. Objective is to permit the most effective
management of the Children’s Participatory Process
Workshops (school based and non) and communication
between children, Promoting Group, local community and
Administration. (Standard process: 5 meetings)
CHILDREN’S
PARTICIPATORY
PROCESS
WORKSHOPS
øõINSTRUMENTS AND OPPORTUNITIES FOR
CHILDREN’S PARTICIPATION
29
(Resources, directives, norms, etc.)
•New City Plans
•Neighbourhood Rehab
•Environmental Evaluation
•Strategic and Social Plans
•Local Agenda 21.
•Mobility Planning
•Social Housing
•School and Park Plans
•Overall Governance
•Children’s health (obesity ..)
•Financial Crisis??
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2) New City Plan for a Child Friendly City
(Correggio 2007-9)
(NOTA: THIS IS CENTRAL PART OF PRESENTATION.
I WILL UTILISE MANY IMAGES AND PRESENT
EXAMPLES OF ACTIONS AND TECHNIQUES AND
CHILDREN’S WORKS AND WORDS)
,'+ 1)'pþ"2@U0·û{ñ¾
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(´k 1988--1997)
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11 “For green grass and clean waters of our rivers,
for the bright eyes and colourful, happy faces of
our children … I am willing to give up every other
privilege.”
Paul
Goodman, Individuo e Comunità, Milano 1995
11ć
ÎØßà¼¿¸Î
'6T6Tq,É)!4TLV½ò
ĄÎ d*(,Àµ/*&$
-N[VZ8BEOYIndividuo e Comunit?PTH 1995
10. TWO STRONG EXAMPLES OF CHILDREN’S
PARTICIPATION FOR BETTER CITIES
1) Origin and actions of Italian National movement for
child friendly cities.
(various examples 1988 – 1997)
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,'µx°Ó/¤vā.,ê+/
¢,ÞÐZÞZ¢/Ü%/,
to organize children’s meeting, children’s proposal on municipal
policy, etc.
This session shows concrete method for children’s participation,
such as children’s participatory community design workshop, how
PARTICIPATORY DESIGN AND PLANNING WORKSHOPS
30
to allow young citizens to become aware of their responsibilities;
to make accessible for anyone precious skills and knowledge; to
facilitate social interaction and communication between different
generations;to honour the commitments undertaken signing the
“Childhood’s Rights International Convention”; to raise
children’s independence, self-confidence and safeness; to
recuperate the existing; to guarantee freedom of expression, of
opinion and of citizenship;to invest in the future. process;to diversify actions in the course of time;to start up
reliable, clear, unequivocal, independent and non-manipulable
processes;to start democratic processes;to create a permanent
institutional body;to accomplish projects.
(From http://www.abcitta.org/eng/home.html)
KIDS’ CITY COUNCIL
to involve the community in the decision-making process for what
concerns its interests;to realize truly shared projects;to assure
transparency, clarity and substantiality during all the steps of the
Raymond A. Lorenzo.
Born and raised in New
York City. Professional
City
Planner
(MCP,
Harvard University, 1975),
Assistant Professor of
Urban Planning, City
University of NY (1980-4).
Founder, President and
Scientific Director for Training and Development of ABCittà. Past
and / or present member of Scientific Committees (Italian Institute
of Planning, UNICEF, Italian Government Bio Ethics Council) and
Editorial Boards (University of Colorado, City University of New
York) on Child Friendly Cities, Sustainable and Equitable Urban
Development and Citizen Participation. Designer Coordinator of
numerous participatory planning projects for local, regional and
national agencies primarily in Italy, also in Europe and USA.
Provided over 200 Professional Training Courses for Universities
(Naples, Siena, Rome, Florence, Milan, Ancona, Venice, etc.);
Municipalities and Regions (Rome, Milan, Fano, Genoa, Umbria,
Emilia, Lombardia, etc.), Professional Organisations and Unions
(teachers, public officials and administrators, etc.) and NGOs in
fields of participatory planning, new governance, sustainable cities,
children's rights, etc. Numerous books, articles, media interviews
and public speaking engagements on themes and strategies
relating to the fundamental link between community and children’s
participation, social capital and sustainable, liveable and equitable
neighbourhoods and cities. website: www.abcitta.org
S ! K U 8 V T S U 2 . ©zPE[¤ HP
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swebsite: www.abcitta.org
31
ÝēÿÛvē ė2 %2'3
Āč/Ď(û1µ
Part 2 Session 2 C2: Seminar “How to promote a child friendly city –to participate and declare a membership in the network of Child-Friendly Cities”.
ĔĐü+(m(ÀàÏď
Safety Guideline for Playful Environment,
cVefEOB`WčXb>J>WN=W@g_\EOB`W
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Robin Sutcliff (AA Dip, FM, FRSA, Children’s Play Equipment and
Safety, Chairman of the Play Safety Forum ) Co Author Tim Gill
ČčNPOXb>C_?ePJgWN=SMOdgBsóĎ
Ryuta Otsumo (Director of NPO Playground Safety Networ)
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Children need and want to take risks when they play. Play provision aims to respond to these needs and wishes by
offering children stimulating, challenging environments for exploring and developing their abilities. In doing this, play
provision aims to manage the level of risk so that children are not exposed to unacceptable risks of death or serious
injury.
Key moves in the guide: From risk assessment to risk-benefit assessment: Placing risk management where it belongs:
Grounding risk management in service goals: Good risk/ bad risk.
The four levels of risk management:
Step 1. Policy framework
Step 2. Risk-benefit assessment
Step 3. Technical assessment
Step 4. Dynamic risk-benefit assessment
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32
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Natural play by Helle Nebelong
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Summary statement b"
Children need and want to take risks when they play.
Play provision aims to respond to these needs and
wishes by offering children stimulating, challenging
environments for exploring and developing their
abilities. In doing this, play provision aims to manage
the level of risk so that children are not exposed to
unacceptable risks of death or serious injury.
6Cutsyke: one off application
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33
Self build: Dalby, Forestry Commission
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10What is risk-benefit assessment?
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•Benefits Ij
•Risks 7(&
–Expert views UTze
–Local factors to be considered rY! OP
yN
•Risk management options 7(&pi[t
–Do nothing =
–Monitor the situation gc"60*:
–Mitigate or manage the risk 7(&"pi
–Remove the risk 7(&"M
•Precedents and comparisons E?b} •Judgement D\
•Implementation S]
Key moves in the guide
%$. J
•From risk assessment to risk-benefit assessment
7(&#)(58-7(&Ij#)(
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•Placing risk management where it belongs
7(&pi"hQ9hO
•Grounding risk management in service goals
7(&pi"':1(n`H
•Good risk/ bad risk
w7(&X7(&
11Examples of benefits
Ij;?
•Places to play Q
•Space to meet and hang out <Q
•Space to have fun _
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•Support for parents and carers A|9mos"'3
:•A community gathering point OP Q
•A chance to encounter nature vf{! Q
•A place to make friends LQ
•Encourages physical activity J"@~ Q
•Learning how to manage risks developing a sense of
one’s abilities Kpi"RuG"k
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•Catering for the adventurous BV"dQ
9. The 4 levels of risk management
7(&pia
1.Policy framework
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Risk-benefit assessment
7(&Ij#)(58Technical assessment
Zxl#)(58Dynamic risk-benefit assessment
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12Examples of risks
7(&;?
34
•Harm to users
]q
•Harm or offence to others
SRq u¶
•Loss to provider
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13ºWorked examples p´PV
•Different stages in the procurement process ¡©¨#³
•Choices about the type and nature of play features or
equipment
to
be
included ¦b$#¦\4)@ £&ªy
#
•Inclusion of play equipment that does not comply
•Use of fencing i]
with the relevant standard nZh&
•Inclusion of non-prescriptive play features such as
¦\&b#
landscape features, logs, boulders and walls i A
H5NJ/FL:20N@!#²o
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•Use of impact attenuating surfacing (IAS) |c`µ]
J>LM19.G?¾¦\T¯"¦\nZw
Robin Sutcliff, (AA Dip, FM, FRSA, Children’s Play

Equipment and Safety, Chairman of the Play Safety Forum )
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Robin has been involved with
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Sutcliffe Play for over 25
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¤ years and became Managing
Director in the early 1990s.
Since then he has tirelessly
championed the cause of play
in the UK and overseas. He is
currently
Chairman
of
Yorkshire Play and the Play Safety Forum. He is also the
current Vice Chairman of FEPI, the European Play
Association and The Play England Council and is
heavily involved in numerous fund-raising initiatives for
charities and the arts.
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Ryuta Otsubo: Director of Playground Safety Network
established by him in 1996 as a first movement about
playground safety in Japan. He has contributed to
making the guideline about play equipments on city
parks by MLIT(Ministry of Land, Infrastructure,
Transport and Tourism) in 2002 and its revision in
2008. He has been leading the discussion about free
play and safety of children.
35
("( *2 #%&!
Part 2 Session 2 C2: Seminar “How to promote a child friendly city –to participate and declare a membership in the network of Child-Friendly Cities”.
)'$ % &
4. Reports from Japanese Progressive Municipalities.
JIKC:d/3
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The case of Children’s Participatory Community Design in Kawasaki city – Let’s learn with fun!
JIKH
U W j .
Junichi Kimura
Kawasaki City city planning bureau
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-The case where grade-schooler designed pavement in private urban development
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“ City is our friend” as a hand book supporting comprehensive learning at primary school about community
development
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Activity of "Inada child home town group” Support of environmental study
activity by volunteer organization.
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The grade-schooler's participation in community development activity by
citizens of the “Friendship Group of Nikamine Yosui Shukugawara Moat"
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=>2\=5BEpQ_8
Cooperation of university students and the residential group of "Yomiuri Land Co.,
Ltd. project"
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Summary
The aim of children’s participatory community
design.
36
ð 3 ď S1 EVQFAR )8-à ---¨ä*tĕ;
Part ğ Sĝ Children’s Participation --- from the legal framework
The Municipal Ordinance on the Rights of the Child and Promotion of Children’s Participation
¾ c Ě)8-ÇÅôöæí²eāW½ìßě
Akito KITA(Director of General Research Institute on the Convention
on the Rights of the Child /Prof.Waseda Univ.)
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According to recent international comparative
researches, Japanese children's own affirmative senses
value were extremely low numerical. As a cause of
this phenomenon, it is considered that in the aged
society with declining birthrate, adult predominance
promoted then Japanese children would be turned
extremely passive and couldn't express themselves
freely. In this situation, children's participation
hovered around low for long time in Japan.
ġ Participation as the Children's rightĢ
In "The State of the World’s Children 2003",it was
emphasized that adults have to development their
"new abilities" to hear children's voice and support the
children's participation. UNICEF also emphasized that
it is adult’s responsibility. Guarantee of Children's
social participation are related growth, personality
developments, and social contribution, and contribute
to democracy. Especially, it has been confirmed that
the eager to participation are basic human natural
desire for children. Now, it's required that we sincerely
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37
regulation about "Total regulation about child's right"
in Japan, included Koganei, Tokyo, has ratified in
March 2009. It have passed Other 9 years since
Kawasaki, the earliest city ratified it in Japan.
According to a newspaper article(Asahi-Shinbun,
January 1st, 2009), a 9th grader school girl
participated in the regulation making process in
Kawasaki, 9 years ago. She became a mother having
two kids now, and she is also supporting young
generation in Kawasaki, as a support member of
"Kawasaki Children Committee" (the children's
participation system including opinion proposal to
municipal based on the local regulation). It could be
said that it would be important for community design
that how children spend their childhood in the
community. It might be depended on that if they had
any chance to participation to the community. It looks
"The Convention on the Rights of the Children"
making process by children's participation is getting
one solution.
consider about securing the children's participation as
the basic human rights.
<The Convention on the Rights of the Children and
Children’s Participation
As the first step, we should send the messages to the
children that our community and society are thinking
about that children's will and their feelings are very
important and valuable not only to the children, but
also whole society. I'm certain that the establishment
of "The Convention on the Rights of the Children"
will be the message for it.
Japanese society had strengthened severe
punishments principle and the young generation
bashing by children distrust. The big turning point was
called "14 year old problem" (In 1997, a coldhearted
crime has happened that a elementary school kid
killed by a 14 years old boy, Suma, Kobe). After that,
amendment to the Juvenile Law (reduction to 14 years
old of the criminal penalty) had decided. That's also
the cause from which own children's affirmative sense
had taken away. It's our obligation that the
establishment of "The Convention on the Rights of the
Children" to stop this bad tendency then support and
empowerment to the children.
ÿ Regulation for community designĀ
Now, there are 19 cities which had overall
ü In Politics and Political science, "Participation" means
participation that including to planning and decision. There is
a synonymous implication as "the rights of participation",
however, it is used much wider meaning included general
active activities in this article.
(î Ù~æ translated by Kumi Tashiro)
¢Â@G:@N ÁàÙ¤§¾§ô½·7¾§ 7À
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'&/+&/-+#."!*&1"-.&/3&-" /+-+#/%"General
7TBZgt^xlv^zé7¦OURÍÇÈÐq
Research Institute on the Convention on the Rights of the Child. He
_|vsé7¬«¦OUÍÇðÉÞá¥±õúā
has been leading and consulting the movement of establishing the
¯þÅSMû7R¦OUñ¸ò¥¥õ{¦O
Municipal Ordinance on the Rights of the Child, such as Kawasaki city,
URÍ¥¥āÖ6¦OU£p|`óËë¥
Meguro ward, Tkahama city, Nisshin city, etc.
úÑ¬¦OU¾dj|cuz×õû
Panel Discussion with Raymond Lorenzo, Karen Malone, Akito Kita about the legal framework for
child friendly cities, coordinated by Yasuko Tokeshi (Director of Ichikawa Childrenʼs Culture Station)
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38
39
= 4 @S2 .B& 4,
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Part 4 S2 International Symposium Creating Safety and Playful Environments for Children
#!2/!"!35$8(&%-+*',-)
1.64!70
’ # ('H'!(D$#23 76E
Richard H. Schneider (Prof. of the University of Florida)
(%( :8-9>9>)405/A9<*;"&
keywords : violent crime, fear of crime, place-based crime prevention, social action
vantage points to see potential customers (“prospect”) and
places to easily hide (“refuge”). We know too, that
adjacent land uses are important such that pathways to
schools or parks should be reviewed for problematic
abutting residents or uses, such as the homes or treatment
centers for pedophiles.
Situational crime prevention adds space
management and use elements to these physical dimensions.
It stresses that crime results from opportunity that connects
motivated offenders, suitable targets (property or victim) in
time and space, in the absence of capable guardians.
Opportunity is a function of a reasonably rational decision
process that takes in account:
Violent crime directed against children is a global
phenomenon, although there is great variability in rates
between nations and within cities.
Children tend to be
much more vulnerable living in communities and
neighborhoods that experience high levels of social and
physical disorder, including chaotic family relationships,
poor housing conditions, high poverty and income
inequality, significant illegal drug usage, and widespread
availability of weapons, especially handguns. While these
conditions are often found in large cities, communities of all
sizes throughout the world – urban, suburban, rural, wealthy
or of modest income -- face similar challenges of balancing
their children’s security with their need for freedom.
A significant amount of recent research shows that
the balance point is affected by both the reality of crime
(actual incidents) and by the fear of crime. In the United
States, for example, the fear of crime in even some
affluent neighborhoods is so great that parents will not
permit their children to walk or ride their bicycles to school,
to nearby parks, or to friends’ houses. The results are
increasing levels of childhood obesity, diminished physical
functioning and increased risks of cardiovascular disease.
Moreover, the lack of freedom to explore the world
directly through their senses has an impact on children’s
psychological health and cognitive development. Parents
cannot help but transmit their own fears of crime and
violence to their children, whether these are rational or
irrational. But, perception is often reality. In either case then,
children clearly need to be safe in the pathways that carry
them to schools, playgrounds, parks, squares and plazas.
To that end, what are some design and place management
strategies that are used to help
give children (and their parents) the confidence
and freedom to directly engage all their senses as they travel
through the public realm?
Some of these strategies come from place-based
crime prevention theory and practice, and especially from
situational crime prevention. Unlike many traditional
approaches to crime prevention that focus on policing and
punishment, place-based crime prevention considers the
environmental circumstances that makes some places –
ecological niches – more attractive than others to offenders.
For example, we know that some street-corners are more
attractive than others to drug-dealer since they provide good
'
'
'
'
'
risk (“Will I be seen, caught?”),
reward (“What will I gain from my behavior?”),
effort (“How difficult will it be for me to accomplish
my goal?”)
provocation (“What pushes me over the edge?); and,
shame and guilt (“Are my actions excusable?”).
Some of these elements above (especially “risk”
and “effort”) are subject to environmental design and
management strategies that limit opportunities. For example,
crime prevention through environmental design (CPTED)
suggests that crime opportunity is reduced by territorial
reinforcement, access control, natural surveillance, and
proper maintenance and land management.
In this context, children’s transportation corridors
must be:
' owned by the community,
' protected from inconsistent incursions,
' visible by passersby; and,
physically maintained to proper standards.
But one size does not fit all. For this reason,
physical design interventions must be tailored to the
specific neighborhood, and should be connected with social
action strategies such as Toronto’s Crime Prevention
through Social Development (CPTSD) program. This effort
takes into account the strengths and weaknesses of
neighborhoods, emphasizing that crime is rooted in a
complex mix of social and structural factors that can vary
40
across urban areas.
Such efforts that join physical and social energies are
unfortunately rare. Often, communities focus on social or
physical crime prevention, but not both. The data clearly
show that synergistic action is crucial to developing
interventions that effectively protect children from violent
crime on their journeys across the public realm. The time
to do so is now and the challenge is directly before us.
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Richard H. Schneider is professor of urban and regional
planning at the University of Florida’s College of Design,
Construction and Planning and is a University Research
Foundation Professor.
He is a charter member of the American Planning
Association, a practicing planning consultant and a member
of the American Institute of Certified Planners.
Dr. Schneider is co-author of Florida’s Safe School Design
Guidelines (Florida Department of Education 2003) and
served as a consultant to the United Nations HABITAT
Programme (2005-2007) and is a co-author of UN
HABITAT’s Global Report on Human Settlements 2007,
which has enhancing urban security, including planning
against crime and violence, as its main theme.
His books with Ted Kitchen on Crime Prevention and the
Built Environment (Routledge 2007) and Planning for
Crime Prevention: An International Perspective (translated
by Dr. Kimihiro Hino into Japanese) (Routledge 2002), are
widely used texts.
His most recent paper, Crime, Violence, Public Health and
Urban Life is being published in the New York Academy of
Medicine’s forthcoming text, Urban Health: Global
Perspectives (Jossey Bass).
Dr. Schneider has taught and lectured at the University of
Arizona, at the University of Manchester Institute of
Science and Technology (UK) and at Sheffield Hallam
University (UK).
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L n 1 3 ' * - ”Global Report on Human
Settlements 2007”Z
i_hL Ted Kitchen bFi”Planning for
crime prevention” (2002)wovcgCt
BKx ”Crime Prevention and the Built Environment”
(2007) `^m] “Crime, Violence, Public
Health and Urban Life” 09A:A"HPD+!
%- “Urban Health: Global Perspectives” Jr
42
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Part 4 S2 International Symposium Creating Safety and Playful Environments for Children
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Toshiya YAMAMOTO (Assoc. Prof. Department of
Science and Technology, Meiji University)
7PMP@: &-îÑ )"i Åo iI>E
keywords : Planning of Community Design, Children safe, Community Activity, Neighborhood Safety Map
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Some communities make the neighborhood safety maps for
preventing children from the crime in Japan. These
activities make children prove the crisis management with
checking on danger sites. But, the neighborhood safety
maps are sometimes ignored. And also, the maps give
children mistaken notion that there are many danger sites
around them. While, the more widely the activities of
community resident to keep children safe are spreading
since only their parents and their school’s staffs can’t do it,
the more often the matter appears that they can’t keep the
activities because of resting on particular person.
The problems the community has are not only concern to
crime-prevention
for
children.
Traffic
accidents,
disaster-prevention and poverty of community’s power etc.
are the community’s problems too. So with an eye to these
problems, we are carrying out the practical research project,
the goal of which is to support the activities to keep
children safe with verifying the method adopted in Ichikawa,
Chiba since 4 years ago (we call it “Ichikawa-Method”),
compiling the know-how and broadcasting it to the Internet.
“Ichikawa-method” is the method to prove the
circumstance by the general power of the community. In
this method, the workshops collaborating with
neighborhood community association, PTA, local
merchants' association, city government, and police etc,
make the plan of anticrime activity, and at the same time
improve their community with their own total power.
For example, in Soya school-area, we have made a website
for Soya community. Each association (four neighborhood
community associations, one local merchants’ association,
and PTA) acts on this website. And the neighborhood safety
map for children has been made with junior high school
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Toshiya YAMAMOTO, PhD.
q#;D? Q 6P ĊÃèo÷Q
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43
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Comment : Yukio Oguri, PhC. Prof. Chiba University of
Commerce. He is initiating soft care for safety human
environment rethinking the car dominated society from
political, economical and technological system advocacy.
Associate Professor, Department of Science and
Technology, Meiji University, Japan. Leader of the
Project for the Building Support Systems to Community
Design Planned for Crime Prevention. Writings:
“Community Design for Crime Prevention”, Gyosei, Japan,
2005, et al..
FTXL: ¢Å© Ī96ī
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ã 4 ėS2 ĢGXPHAS t#$3'ē*qģ;:Ó#(Į
Part 4 S2 International Symposium Creating Safety and Playful Environments for Children
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Hiroyuki Imai (Director of Kishoin Children’s Clinic)
CZWZM :eďcºĕ]Õ$3'´Ě#×Ė
keywords :traffic accident, road, moral panic, children’s healthy development and growth
uĞª 2006 ¨&ò_ăĂÄ&7:#'
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An opinion survey in 2006 by the Cabinet Office showed
that up to 74% of citizens were concerned about crime in
which a nearby child was involved, and over 8 out of 10
thought that public security were getting worse than before.
The real statistics, however, shows that annual number of
child victims from murder or murder attempts has been
decreasing. As for children, the mean annual number of
death from homicide on the road is fairly constant, with 5 to
6 children each year. Actually, it is not well known that
about 7 out of 10 children killed from murder in Japan are
by their parent or close relatives.
Although the real risk is extremely low, now the people’s
fear calls for more fear, and fear begets fear! Such a society
was tuned out to be in “moral panic”. Moral panic therefore
requires strengthen of risk management to the child, and
then even affects children’s healthy development and
growth. Children are told, “Do not speak to any stranger.”,
“Do not have anything to do with any foreign people or
44
meeting of this association, a symposium on “Building
community roads fascinating to children while to and from
school” were held. Creating such roads has many benefits
for children’s development and growth. In the symposium,
the conclusion of discussion showed keys as such;
child-friendly streets are essential for childrens
development and growth, such roads are ones that fulfill
children’s need to be free from traffic injuries, to move
independently, to reach independently to the places where
to play, and to play in front of their houses, especially for
the younger children.
In this symposium, I would like to show the positive effects
of the child-friendly roads on building desirable community
where children develop and grow-up.
even a person in trouble.”, and so on. Now, school-aged
children are always guided while to and from school by
“Kodomo Mimamori Tai”, voluntary adults supervision
groups, and therefore the child’s right of independent move
is considerably restricted.
Learning from communications with their neighbors and
their community is indispensable to the healthy
development and growth for children. Give to children not
“Do not”, but “Yes, you can”. Fostering self-esteem and
self-confidence among children really is on what we adults
should put priority. Empowerment to the child is the key to
build true security for children.
Feeling of security is a relatively subjective matter, while
safety has to be indicated objectively. In the 2007 annual
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Comment: Kiyoshi Sato
Born in 1964 and lives in Shinagawa-ku Tokyo.
On May 24th 2003, his oldest daughter Nao of 6 was killed
by large-sized dump truck that was crossing the street on
the green light when she was crossing it on the green light.
Since then, he has been active to eradicate traffic accidents,
to change the criminal law and to support victims of traffic
accidents. He is a member of National Association of
Bereaved Families of Traffic Accident Victims, the
association of reconsider motorized society and Victim
Support Center of Tokyo.
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Hiroyuki IMAI, M.D.
Pediatrician. Director of Kishoin Children’s Clinic. Member
of the Research Group of “Roads for Children and
Community” in this Association. Member of “People
Before Cars”. Board member of the Safe-Kids Network
Japan. Board member of the Japanese Society of Safety
Promotion”.
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Panel Discussion : Creating Safety and Playful Environment
Comment: Mitsuru Senda (Dr., President of ACE, Prof. of Open Air University, Architect)
Discussion with: Richard Schneider, Karen Malone, Hiroyuki Imai, Toshiya Yamamoto
Coordinator : Kimihiro Hino (Building Research Institute, Group for Housing and Urban Study)
CAN<-5/:3LRS2T<-AT7T
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Coordinator of Panel Discussion
Kimihiro Hino, PhD
Research Engineer, Building Research Institute.
He was given Ph.D. in Urban Engineering by University of
Tokyo, Japan in 2003 and is the representative of Study
Group for Safer Cities of CPIJ (The City Planning Institute
of Japan).
He has been promoting “neighborhood safety map” to make
their neighborhoods safe in many parts of Japan. He has
taught and lectured in National Police Academy,
Metropolitan Police Academy and so on.
He joint-translated Dr. Schneider’s Planning for Crime
Prevention: A Transatlantic Perspective”.
45
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The 1st Asia Pacific International Conference on Child-Friendly Cities(UNICEF) and
Proceedings
Growing Up In Cities (UNESCO)
¾Û: 21 4 ¨ 23 §
¹}UU 2009 (iØ)ÛqU
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issued
23rd April, 2009
ACE Annual Conference 2009(Chiba) Executive Committee
Working group of Asia Pacific International Conference on CFC&GUIC
Chiba University (MEXT GP program)
Association for Children’s Environments
Child-Friendly Cities Asia Pacific Regional Network
UNESCO Asia Pacific Growing Up In Cities
JST(Japan Science & Technology Agency) Research Project
The Obayashi Foundation
2009 ÷¨ 2326 §
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46

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