下面是小编为大家整理的城市规划如何重新构想公共空间以支持儿童和家庭,供大家参考。
Contents
Introduction
3
Addressing
educational
equity
through
play
and
placemaking
5
How
cities
can
scale
playful
learning
8
Commit
to
and
coordinate
efforts
10
Leverage
and
learn
from
national
groups
11
Partner
and
engage
for
impact
13
Simplify
(and
spread)
the
message
14
Clear
the
way
16
Conclusion
17
Endnotes
18
Acknowledgements
20
About
21
Introduction
he
C OVID- 19
pandemic
has
affect ed almos t
e v ery
aspect
of
daily
lif e ,
but
pr esents
an
added
bur den
on
childr en and
f amilies.
Closur es of
schools
and
child car e
f acilities
ha v e
had
dr ama tic
impacts on
the
liv es of
childr en
and
put
a
s tr ain
on
caregiv ers
t o
meet
childr en’ s
de v elopmental needs
a t
home .
This
in
c ombina tion
with ec onomic
ins tability
and
social
isola tion
is
a r ecipe
f or
t o xic
s tr es s,
which
can
ha v e
long- t erm
nega tiv e
eff ects
on
br ain
de v elopment and
health.
T hese
cascading
eff ects
of
the
pandemic
ar e
widespr ead,
but
ar e dispr oportiona t ely
affecting
f amilies
living in
c ommunities
challenged
by
decades
of
discrimina tion
and
disin v es tment—and ar e
v ery
likely
t o
widen
already
e xis ting educa tional
equity
gaps
in
w orrisome
w a y s.
Prior
t o
the
onset
of
the
pandemic,
childr en typically
spent
only
about
20
per cent
of their
w aking
hours
in
the
classr oom.
E v en
so , polic ymak ers
and
educa tional
leaders
ha v e in v es t ed
mos t
of
their
time
and
r esour c es on
t op-do wn
r eforms
t o
improv e
ac c es s
t o and
quality
of
f ormal
learning
spac es ( e . g., classr oom
ins truction).
If
such
eff orts— though
vital— w er e
t oo
narr o w
pr e viously , C OVID- 19
mak es it
e v en
mor e
appar ent
tha t childr en
need
a
wider
r ange
of
enriching learning
opportunities,
including
in
the
plac es the y
go
e v ery
da y .
This
is
particularly
true
f or
childr en
in
under-r esour c ed
c ommunities, who
ma y
ha v e
limit ed
ac c es s
t o
music lessons,
summer
camps,
childr en’ s
museums, and
other
educa tional
activities
and en vir onments
outside
of
school.
Given
wha t w e
kno w
about
the
importanc e
of
health y
and
positiv e
child-caregiv er
int er actions
f or child
de v elopment
and
the
long-t erm
eff ects of
quality
early
learning
e xperienc es on ec onomic
mobility ,
this
puts
these
childr en a t
a
significant
disadvantage
r ela tiv e
t o
their higher
income
peers.
As
cities
and
r egions
look
t o
“build
back bett er ”
in
the
w ak e
of
C OVID- 19 ,
it
is imper a tiv e
tha t
the y
c onsider
a
f ar
mor e holis tic
appr oach
t o
child
de v elopment tha t
addr esses the
inequities
in
our
current s y s t ems.
This
means
supporting
ne w
and cr ea tiv e
w a y s
t o
f os t er
and
sus tain
learning be y ond
the
classr oom,
including
in
public
spac es wher e
childr en
spend
time
w aiting— lik e
bus
s t ops
or
laundroma ts—or
go
on
a r egular
basis
t o
pur chase
f ood
and
other es sentials.
One
inno v a tiv e
appr oach
t o bringing
educa tion
int o
the
public
r ealm
is
thr ough
playful
learning—child-dir ect ed activities
tha t
oft en
include
learning
goals initia t ed
or
designed
by
an
adult.
This
paper
is
int ended
t o
help
bett er
e xplain the
pr oc es s
of
designing,
implementing, and
maintaining
pla yful
learning
pr ogr ams and
ins tallations
tha t
enc our age
the de v elopment
of
critical
skills
and
child- caregiv er
c onnections
f or
all
childr en, but especially
those
living
in
under-served neighborhoods.
It
begins
by
describing Pla yfu l
L earnin g
Landscapes
(PLL) — an
initia tiv e
tha t
uniquely
marries
the
scienc e
of learning
with
urban
design
and
plac emaking t o
support
adult-child
int er action
and neighborhood
engagement
in
plac es wher e childr en
and
f amilies
r egularly
spend
time .
T
“
The
paper
then
summariz es k e y
tak ea w a y s fr om
14
int ervie w s
with
na tional
nonpr ofit or ganiza tions
and
city
and
community leaders
who
champion
pla yful
appr oaches
t o building
mor e
child-friendly
cities;
it
outlines fiv e
s t eps
cities
can
tak e
t o
adopt
and
scale pla yful
learning
in
their
c ommunities.
T hese include:
• Coordinating
within
and
across city agencies
t o
support
the
design
and int egr a tion
of
pla yful
learning
eff orts
int o ne w
and
e xis ting
pr ogr ams
and
pr ojects;
• Collaborating
with
national organizations ,
man y
of
which
ar e
already deeply
engaged
with
local
philanthropic, civic,
and
neighborhood
gr oups
t o support
pla yful
learning;
• Meaningfully
engaging
with
the community
t o
unders tand
their
needs
and pr ef erenc es,
f os t er
neighborhood
trus t and
c ohesion,
and
ensur e
local
buy -in;
• Sharing
information
in
a
clear
and concise
way
using
a
variety
of
v enues
and f orma ts;
and
• Streamlining
and
simplifying
processes t o
mor e
seamles sly
embed
pla yful
learning in
urban
planning
and
design
decisions.
As
cities
plan
f or
wha t
will
be
a
dr a wn
out and
uncertain
r ec ov ery
pr oc es s,
w e
hope the y
can
use
this
guidanc e
t o
engage c ommunities
ar ound
a
mor e
e xpansiv e
vision f or
ho w
and
wher e
learning
tak es plac e—and t o
build
s tr onger ,
mor e
r esilient
c ommunities in
the
decades
t o
c ome .
Through
fun,
interactive
installations co-created
in
spaces that
families
frequent, Playful
Learning
Landscapes
encourages the
development
of
critical
skills and connections.
P
Addressing
educational
equity
through
play
and placemaking
LL
off ers
a
scalable ,
sus tainable appr oach
f or
embedding
pla yful learning
int o
the
public
r ealm.
T hrough fun,
int er activ e
ins tallations
c o-cr ea t ed
in
spac es tha t
f amilies
fr equent,
PLL enc our ages
the
de v elopment
of
critical
skills and
c onnections.
While
PLL
can
benefit
all childr en, e videnc e
indica t es tha t
tar geting activities
in
c ommunities
wher e
f amilies
ha v e
les s
ac c es s
t o
e xtr acurricular
learning spac es and
enrichment
activities
could
help childr en
fr om
these
ar eas ent er
and
engage in
f ormal
schooling
on
a
mor e
le v el
pla ying field,
setting
a
positiv e
tr aject ory
f or
la t er
lif e out c omes.
PLL
uniquely
blends
the
scienc e
of
learning with
plac emaking,
which
Pr oject
f or
P ublic Spac es defines
as “ a
c ollabor a tiv e
pr oc es s
by
which
w e
can
shape
our
public
r ealm in
or der
t o
maximiz e
shar ed
v alue . ”
PLL e xpands
upon
multiple
other
eff orts
and initia tiv es aimed
a t
cr ea ting
mor e
child
friendly
cities.
F or
e x ample ,
on
a
global
le v el, the
Bernar d
v an
L eer
F ounda tion
launched Urban9 5—no w
in
Tel
A viv ,
Bogota,
Lima,
and Is tanbul— which
e xplor es ho w
t o
mak e
cities saf er
and
mor e
s timula ting
f or
the
y ounges t r esidents
and
their
f amilies.
UNICE F ,
t oo ,
is
de v ot ed
t o
changing
cities
with
its
Child Friendly
Cities
Initia tiv e .
In
the
United
S ta t es, the
nonpr ofit
K aBOOM!
has
decades
of e xperienc e
building
saf e ,
community -f ocused pla y
spac es.
And
T oo
Small
t o
F ail, an initia tiv e
of
the
Clinton
F oundation,
partners with
community -based
or ganiza tions
and busines ses t o
pr omot e
the
importanc e
of early
br ain
and
childhood
de v elopment.
F amily
R ead,
Pla y ,
&
L earn
spac es in
laundroma ts.
Phot o
cr edit:
Clinton
F oundation.
Wha t
mak es PLL
unique
is
a
critical
la y er of
pla yful
learning — a
spectrum
of
child- dir ect ed
pla y
methods
tha t
include
fr ee pla y
(no
dir ect
adult
in volv ement),
guided
pla y
( support ed
by
adults
t o w ar d
a
learning goal),
and
games
(rule-based
activities
with
learning
goals )
informed
by
the
la t es t findings
in
de v elopmental
scienc e .
In
guided pla y —the
f ocus
of
int er actions
in
PLL —an adult
helps
s tructur e
the
activity ,
which
is cent er ed
ar ound
a
learning
goal
( e . g., an
art pr oject
t o
learn
about
shapes).
But
childr en maintain
c ontr ol
ov er
their
learning.
Guided pla y
affor ds
childr en
the
opportunity
t o
learn tr aditional
skills
lik e
ma th,
lit er ac y ,
and
spa tial skills,
but
also
pr omot es cr ea tivity ,
pr oblem- solving,
c ollabor a tion,
and
e xplor a tion.
F or
e x ample ,
PLL ’ s
Urban
T hinkscape ins talla tion— which
tr ansf ormed
an abandoned
lot
ne xt
t o
a
bus
s t op
in
W es t Philadelphia
int o
an
int er activ e
pla y
spac e— includes
f our
activities
and
s tructur es tha t target
specific
ar eas of
learning
such
as spa tial
skills,
language
de v elopment,
and e xecutiv e
function.
In
one
of
those
activities, Jumping
Feet,
a
series
of
s t ones
with
either one
shoe
or
tw o
enc our ages
childr en
t o jump
f ollowing
a
pa tt ern.
Signage
pr ompts childr en
t o
put
one
f oot
wher e
the y
see
tw o and
vic e
v ersa. This
twis t
on
hopsc ot ch
is
an e x ample
of
pla yful
learning
because
it
helps childr en
de v elop
their
ability
t o
v ary
their jumping
each
time
the y
pla y
the
game .
While childr en
see
the
activity
as fun
and
engaging, the
int entionality
behind
the
design
is
the
k e y component
f or
pr omoting
learning
thr ough pla y .
A
cor e
element
of
PLL
in volv es c o-cr ea tion with
a
r ange
of
s tak eholders
including par ents
and
caregiv ers
in
the
community , along
with
community
leaders
and
neighborhood
busines ses c o-designing, de v eloping,
maintaining,
and
in
some
cases
e v en
e v alua ...
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