James, S. (1990) Is there a 'place' for children in geography? Area 22, 378-83
Quote (p.379)
"Land use and facilities which involve children are often different to those used by adults. hence children's 'places' form a context for behaviour which is fundamentally different from the context of adult behaviour. Even when children share the same settings as adults, such as the home or public space, parks and shopping centres, what they expect and what they are expected to do there is likely to differ, and thus we see variations in ways in which children and adults experience the same environment. For example, in parks the children use the space for play; physical and emotional exploration and development of various kinds; whilst for the adults who accompany the children the space may perform a social function, a place to meet and talk to other parents and child-minders.
"The establishment and distribution of land uses of central importance to children are politically and economically determined, but children remain largely outside the decision-making systems…"
"…children may find nothing that is attractive to them in the school playground although the school and its surroundings are one of the few places which are actually designedspecirfically for them. And yet, there is ample evidence that many children's activities do not take place in these specialised settings, with many children making use of derelict land or simply playing in the street rather than the immaculate purpose-built playground."
"Attention is increasingly focussed on people (usually women) with children…"
adults physically stronger
more experienced
more autonomous (freedom of use of motor transport etc, access to wider range of transport)
children's territory is more specified, homogenous and restricted.
children less able to escape (may lead to emotional problems, and frustrated desire to escape and be free?)
children's environments are "protected" and "managed", kept separate
bond between women and children can be seen as a bond of shared oppression.
"…this oppression is intertwined and mutually reinforcing in such complex ways that it is difficult to talk about the liberation of women without also including children."
children's interpretations of spaces differ from those of adults (Hugh Matthews' work)
different frames of reference
different goals (frames of interpretation in a pragmatist way of thinking)
"An immediate implication for a geography of children is that, while it may be necessary, it is not sufficient to examine adults' and children's geographical behavioour patternsand perceptions of spcae, find that they differ, and document the differences. We must also uunderstand how these differences come about. We must incorporate the fact that adult actions mediate the relationship between children and the environment in many circumstances, and vice versa. Furthermore, adults are ultimately responsible for forming the environments which influence both children's and adults' positions in the social and power structures…"
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< *Some notes from /Is there a 'place' for children in geography?/ by Sarah James*
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> =Some notes from Sarah James=
Added: 5a6,22
> "...children may find nothing that is attractive to them in the school playground although the school and its surroundings are one of the few places which are actually designedspecirfically for them. And yet, there is ample evidence that many children's activities do not take place in these specialised settings, with many children making use of derelict land or simply playing in the street rather than the immaculate purpose-built playground."
> "Attention is increasingly focussed on people (usually women) /with/ children..."
> ===Issues in spatial behaviour (behaviour and territory):===
> adults physically stronger
> more experienced
> more autonomous (freedom of use of motor transport etc, access to wider range of transport)
> children's territory is more specified, homogenous and restricted.
> children less able to escape (may lead to emotional problems, and frustrated desire to escape and be free?)
> children's environments are "protected" and "managed", kept separate
> bond between women and children can be seen as a bond of shared oppression.
> "...this oppression is intertwined and mutually reinforcing in such complex ways that it is difficult to talk about the liberation of women without also including children."
> ===Environmental cognition / interpretations of places===
> children's interpretations of spaces differ from those of adults (Hugh Matthews' work)
> different frames of reference
> different goals (frames of interpretation in a pragmatist way of thinking)
> ===Possible approaches to the geographical study of children===
> "An immediate implication for a geography of children is that, while it may be necessary, it is not sufficient to examine adults' and children's geographical behavioour patternsand perceptions of spcae, find that they differ, and document the differences. We must also uunderstand how these differences come about. We must incorporate the fact that adult actions mediate the relationship between children and the environment in many circumstances, and vice versa. Furthermore, adults are ultimately responsible for forming the environments which influence both children's and adults' positions in the social and power structures..."
Changed: 1c1
< =Some notes from /Is there a 'place' for children in geography?/ by Sarah James=
to
> =Some notes from Sarah James=