Preteen use and perception of public space in Utrecht in 1996, 2016 and into the future: Regenerating urban social structures by building on child-friendly spatial characteristics

This thesis explores the possible effects of spatial characteristics on the use andperception public space by pre-teen children. The aim of this thesis was to identify spatial patterns that can be used to create urban public spaces which enhance the ability of children to make (diverse) friends, to explore different urban landscapes, interact with different types of people and situation, and to participate in social life and democratic processes. A short investigation of the general history of children in communal spaces is presented to contextualize the situation of urban children today. This is followed by an evaluation of recurring themes in scientific literature, which shows the diversity of definitions and approaches which are applied today. In order to find possible spatial effects,empirical research was conducted in two neighbourhoods - one urban and one sub-urbanof Utrecht, the Netherlands. A novel mapping method was used. Self-reported neighbourhood maps were drawn by children around the age of 10 during mapping workshops at four primary schools in Utrecht. The validity of the maps was evaluated by comparing them to on-site observations. Statistical analysis indicates that the effects of certain spatial characteristics near a residence are stronger than non-spatial factors such as going to school independently, living in an area where children make up over 20% of the population, of having one or more siblings. Especially the presence of courtyards or large parks is shown to benefit the social life of children in public space. Children who live near a courtyard have one to two neighbourhood more than average, while children who live near a large park have twice the spatial reach as the average child. The results of this thesis may be of interest to municipalities, urban planners and parents in general.Architecture, Urbanism and Building Science