Children's Perspectives of Neighbourhood Spaces: Gender-Based Insights From Participatory Mapping and GIS Analysis

Abstract

Although several urban design and planning features, such as community spaces, green infrastructure, and traffic measures that prioritise pedestrians and children, have been identified as important characteristics of child-friendly cities and neighbourhoods, there remains a gap in our understanding regarding the specific elements of children's daily environments that influence their experiences. This study focuses on the everyday activity spaces of children (aged 9-12) living in physically and socially diverse neighbourhoods of low-to-average income in Ankara, Turkey. Drawing on findings from thematic and qualitative GIS-based analyses of 40 participatory map-based focus groups with 217 children, this study aims to understand how neighbourhood design influences children's everyday experiences across different neighbourhood types and genders. By visualising children's perceptions of their neighbourhoods and activity spaces, and thematically analysing their comments related to neighbourhood design features that may facilitate positive and negative experiences, this child-centred study contributes to the limited research on children's experiences of place. Our findings revealed key neighbourhood design features influencing children's experiences and highlighted gender-based differences. While natural settings were valued across settings and genders, boys reported more physical activities in open spaces while girls more frequently emphasised the need for accessible playgrounds and natural settings. Children in urban neighbourhoods frequented streets, parks, and local shops more often, while those in suburban and sprawling areas preferred amenities near their homes. The study demonstrates that children's positive everyday experiences can be supported by modifying the neighbourhood design, providing valuable insights for practitioners and policymakers on developing more child-friendly neighbourhoods.