Volume 4 Issue 1 - December 31, 2010
A review of literature on school design suggested there is a gulf between children and designers. Children’s voices are perhaps the most important and need to be given full consideration; however there are difficult challenges for academics and practitioners and policy makers in determining which methods are appropriate for listening to their views and ensuring their effective participation. Drawing on the findings of this study, this paper aims to provide guidance for involvement of children in the school design process for the 21st century. A number of research methods were used and the views of pupils (aged 5-7) in two infant schools in England were gathered. Visual methods proved especially effective qualitative methods for small scale research with children of 5-7 years, although the children aged 6-7 years also showed the capacity to write a brief record of their views. This paper presents a number of children’s voices and reveals that children are capable of articulating their views about their school environment.
The ‘Stranger Danger’ Issue in Japanese Neighbourhoods: Children’s Perceptions, Experiences and Drawings
This article studies the issue of stranger danger in neighbourhoods based on children’s perceptions, experiences and drawings. The finding confirms that stranger danger might be a less problem for children in Japan. Nonetheless, it was revealed that some strangers are still trying to approach children who walk alone in neighbourhoods. To many, stranger danger is depicted as a non-familiar male person who concealed their identity with sunglasses, mask, hat and dark clothes. It was found that children who had no actual stranger danger experience are more likely to draw strangers with a weapon. Regardless of their depiction that might bring a concern to the guardians, children in this study had shown us that a good stranger safety skills and safe territory knowledge can keep children safe from stranger danger threat.