Society views children as the future. They are our continuation, our identity and our pride. Therefore, multiple resources are invested in this population: the imparting of knowledge, skill development, the establishment of education institutions, enrichment activities and more.
We plan for children, care for them and promote them, but they get hardly any say in decisions affecting them in school, the neighborhood and the city. This is a great loss for both children and planning organizations. Children are central agents in community discourse and activity. They are easy to work with as part of the education system. They are open-minded, creative, able to recognize needs and suggest original solutions. The fact that they seek a consensus makes it easier to solve conflicts and achieve resolutions.
This paper will deal with the challenges faced by local authorities responsible for residents’ daily routines, attempting to move the city forward in an atmosphere of dwindling resources and complex challenges, from public health to crime and violence, education and welfare.
This paper will go on to show how the living environment affects children’s everyday lives, and how cities choosing to involve children in urban planning and set education as their central activity have created a leverage for urban rejuvenation.
This is a journey among educational initiatives and child-friendly cities. Some of the cities presented herein chose to teach their children about municipal education in order to prepare them for their adult lives, while others shared planning processes that directly affected their lives. Other initiatives put together children councils acting alongside administration and planning bodies, and still others run education programs towards urban rejuvenation.
Experience teaches us that a city planned for and with children serves all of its citizens better.Click here to download the full article