Urban planning and design play a central role in determining the quality of the built environment and how families with children can access and use public space. However, there remains an ongoing need to clarify the role in supporting children's involvement in planning. This paper carries out a systematic literature review of 30 publications between 1990-2017 to address and review the current state-of-the-art on participatory approaches within urban planning to create child-focused urban environments, Through the review, this paper aims to conceptualize existing approaches of involving children from different age groups, methods used, and the role ascribed to children in planning.
Empirical research provides evidence that, in neighborhoods with higher walkability, individuals make more walking trips. However, it is not clear what the exact nature is of the relationships between neighborhood walkability and walking trips, since a higher walking frequency can be explained in different ways. This study examined whether the extra walking trips in better walkable neighborhoods are related primarily to trip generation, destination choice, or transport mode choice and whether this is the same for different age groups. A neighborhood fixed effects regression analysis was conducted in a first step to obtain a walkability measure for each neighborhood in the Netherlands including systematic as well as unobserved effects. Subsequently, the estimated fixed effects were used as walkability data for a path analysis based on a causal model to test the hypotheses stated. The results of the path analysis show direct relationships of neighborhood walkability with trip generation, destination choice, and transport mode choice, after controlling for the mutual relationships between the activity and trip variables. Comparing different age groups (i.e., children, adults, and elderly), the differences found mostly concerned the relationship between neighborhood walkability and trip generation. We concluded therefore that conditions for walkability are not the same for all age groups.
In order to construct a shared body of knowledge, research involving the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) needs a commonly-accepted conceptual framework. By means of a thematic literature review, we collected the main aspects of the PSLE and PLE, their definitions and their relations as identified by earlier research. These findings led to a conceptual framework that structures the dimension of the PSLE into the sub-dimensions of personal development, relationships, and system maintenance and change, and the dimension of the PLE into the sub-dimensions of naturalness, individualisation, and stimulation. For each of these sub-dimensions, the framework distinguishes an intended, implemented and attained representation. A conceptual PSLE-PLE Relationship (PPR) model enables relations to be visualised. The review confirms that PSLE and PLE are interrelated in interactions between different sub-dimensions and their representations. However, evidence regarding these relationships is still weak because of the limited number of studies and their methodological limitations.
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