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Movement for Liveable London Street Talks - Tim Gill 7th February 2012
 

Movement for Liveable London Street Talks - Tim Gill 7th February 2012

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February 2012 Street Talks ...

February 2012 Street Talks

Tim Gill, Rethinking Childhood: There's a salmon in my street - The outdoor child as an indicator species for the quality of urban environments

Brought to you by Movement for Liveable London - movementforliveablelondon.com

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    Movement for Liveable London Street Talks - Tim Gill 7th February 2012 Movement for Liveable London Street Talks - Tim Gill 7th February 2012 Presentation Transcript

    • There‟s a salmon in my street!The outdoor child as an indicator species for the quality of urban environments
    • Part 1: Why do children‟severyday freedoms matter? 1
    • Part 1: Why do children‟severyday freedoms matter?Part 2: What has gone wrong,and why? 1 2
    • Part 1: Why do children‟severyday freedoms matter?Part 2: What has gone wrong,and why?Part 3: What do we need to do? 1 2 3
    • Why do children‟severyday freedomsmatter? 1
    • Opportunities for spontaneous play may be the only requirement that young children need to increase their physical activity.William H DietzFormer director, Division of Nutrition and PhysicalActivity, Centers for Disease Control and Prevention
    • International Association for the Study of Obesity (2008)
    • Lord of the Flies, or Cabin Fever?• UK: rise in adolescent mental health problems• Not just family breakdown, social class• “Has something changed about peer group interactions and non-family socialization?”
    • In real life, only from theordinary adults of the citysidewalks do childrenlearn – if they learn it at all- the first fundamental ofsuccessful city life: Peoplemust take a modicum ofpublic responsibility foreach other even if theyhave no ties to each other.
    • This is a lesson nobodylearns by being told. It islearned from theexperience of havingother people without tiesof kinship or closefriendship or formalresponsibility to you takea modicum ofresponsibility for you.
    • It appears thatencouraging orsupporting children towalk to or from schoolprovides them with amore connected anddetailed understandingof their neighbourhood.
    • Part 1: Why do children‟severyday freedoms matter?Part 2: What has gone wrong,and why? 1 2
    • Anxious parents?
    • Screen-addicted children? What do you do most often Play on in your consoles free time?Gill (2011) Dairylea Simple Fun Report
    • What would you like to do more often? Play on our bikes & scootersGill (2011) Dairylea Simple Fun Report
    • UK Dept for Transport (2010)National Road Traffic Survey
    • Hillman et al (1991) One False Move
    • England and Germany 1990 and 2010 Percentage of children allowed to travel home from school independently England and Germany in 1990 and 2010100% 90% 80% 70% 60% England 1990 50% Germany 1990 England 2010 40% Germany 2010 30% 20% 10% 0% 7 8 9 10 11P 10S 11S 12 13 14 15
    • Malone (2007) The Bubble-wrap generation
    • Risk in childhood: „convergence‟
    • Kytta (2004) The extent of children‟s independent mobility and the number ofactualized affordances as criteria for child-friendly environments
    • Kytta (2004) The extent of children‟s independent mobility and the number ofactualized affordances as criteria for child-friendly environments
    • Part 1: Why do children‟severyday freedoms matter?Part 2: What has gonewrong, and why?Part 3: What do we need to do? 1 2 3
    • A visionLiveable neighbourhoods fostering resilient children
    • It has succeeded beyondexpectations in attractingfamilies with children…(approximately 16% of thecurrent population).
    • London EC1: retrofitting liveability
    • Making the casehttp://www.youtube.com/watch?v=U_NV_Hkxvq8
    • www.playingout.net
    • Three policy tools1: the popsicle test
    • 2: The outdoor child as an indicator species
    • 3: A more balanced approach to risk Risk assessment Risk-benefit assessment
    • An opportunity?
    • Why children‟s everydayfreedoms matter 1
    • What has gone wrong and why 1 2
    • What we need to do 1 2 3 www.rethinkingchildhood.com