Children in Our Cities by Oorja Arora

A study on child-friendly systems with respect to neighbourhood street-scale interventions

FINAL REPORT Submitted on: 2nd December 2020

Dissertation Guide: Prof. Dr. Jaya Kumar Coordinator: Prof. Prabhjot Singh Sugga Word Count: 13000

Oorja Arora A/ 2957/ 2016 5th Year, Section- B

Department of Architecture School of Planning and Architecture, New Delhi

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The research work embodied in this dissertation titled “Children in our Cities” has been carried out by the undersigned as part of the undergraduate Dissertation programme in the Department of Architecture, School of Planning and Architecture, New Delhi, under the supervision of Prof. Dr. Jaya Kumar. The undersigned hereby declares that this is her original work and has not been plagiarized in part or full form from any source.

Oorja Arora A/2957/2016 5th year, Section-B 2nd December, 2020

This dissertation, titled ‘Children in our Cities’ by Oorja Arora (A/2957/2016), was carried out during the Fifth Year, Ninth Semester (2020) B. Arch. Program in the Department of Architecture, under our guidance during September - December 2020. On completion of the report in all aspects and based on the declaration by the candidate above, we provisionally accept this dissertation report and forward the same to the Department of Architecture, School of Planning and Architecture, New Delhi, India.

PROF. DR. JAYA KUMAR (Guide)

PROF. PRABHJOT SINGH SUGGA (Coordinator)

As a child, I remember not being allowed to visit my neighbourhood park without the company of an adult, despite the park being just across the road, and being completely visible from the verandah in my house. This was the common state of all my neighbourhood friends, and we would often gather around in one of our homes when we wanted to play together since the parks were not safe. However, when I shifted to Gurgaon some time back and started living in a gated society, I observed how independent and free young children are here, and how the streets are booming with children’s activities in the evening. These contrasting observations led me to figure out what all does it take for a neighbourhood street to be child friendly, and my curiosity brought me to study this topic for my academic research. I would like to thank my guide, Prof. Dr. Jaya Kumar, whose thorough guidance and support shaped my research. I would like to acknowledge the efforts of my coordinator, Prof. Prabhjot Singh Sugga for his motivation and support, and other coordinators, Prof. Dr. Jaya Kumar, Prof. Arpita Dayal and Prof. Mekhla Parihar, whose valuable insights helped us through the course of our dissertation. I would also like to thank the responders who volunteered to provide me valuable information through my survey. Last, but not the least, I would like to thank my family and friends for their constant moral support and help throughout this semester.

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This study aims to understand the aspects of neighbourhoods and their streets that make them child-friendly in the urban context, from the perspective of architects and urban planners. Child-friendly interventions have become significant components of urban design over time, and the needs, processes and compendiums on child-friendly practices and interventions have gained immense recognition in researches worldwide. However, little importance is given to the exigency in making neighbourhoods child-friendly and incorporating spaces for children on streets, other than parks and playgrounds. The research was conceptualized to understand the various practices that go into making neighbourhood streets child-friendly, and subsequently suggest methods to make cities more inclusive towards the needs of children. A comprehensive literature review was undertaken to establish the needs of children and the requirements of child-friendly neighbourhoods, following which a set of attributes across various domains was developed. Based on these attributes, case studies were studied through secondary sources and analyzed to provide insights into the relative importance of those attributes. An online survey was conducted later, to gather information about the child-friendly aspects of various neighbourhoods across Delhi NCR. The findings have revealed that child-friendliness involves a holistic approach that starts with allocating designated spaces and creating urban interventions to host children’s activities in the neighbourhood, right at the planning and design stage. The physical construct, services and amenities form the base for any intervention and need to be complemented with attractive street elements to create a child-friendly streetscape. These street elements shall include outdoor furniture, play equipment, greens and landscaping, all of which enhance the visual quality of the space. An ideal neighbourhood street shall also have the socio-cultural principles of inclusivity and approachability integrated within, which enhance the public realm, and are essential for the formation of a child-friendly neighbourhood street.

KEYWORDS

Child-friendly, neighbourhoods, streets, urban interventions

.................................................................................................................................. iv ...................................................................................................................................... v ............................................................................................................... vii ......................................................................................................................................... ix ..................................................................................................................... x ............................................................................................................................ xiii ...............................................................................................................................xvi ............................................................................................................xvii International ...................................................................................................................................xvii In Indian Context ...........................................................................................................................xvii

........................................................................................................................ 1 1.1

THE CONCEPT OF CHILD-FRIENDLINESS .......................................................................... 2

1.2

NEED FOR THE STUDY ......................................................................................................... 2

1.3

RESEARCH QUESTION.......................................................................................................... 4

1.4

AIM ......................................................................................................................................... 4

1.5

OBJECTIVES............................................................................................................................ 4

1.6

SCOPE..................................................................................................................................... 4

1.7

LIMITATIONS ......................................................................................................................... 5

1.8

BROAD RESEARCH METHODOLOGY ................................................................................. 6

1.9

SUMMARY ............................................................................................................................. 6 .............................................................................. 7

2.1

UNDERSTANDING THE NEEDS OF CHILDREN .................................................................. 8

2.2

INTRODUCTION TO CHILD-FRIENDLY CITIES (CFCs) ..................................................... 10

2.3

PRACTICES OF A CFC ......................................................................................................... 11

2.4

POLICY FRAMEWORK IN INDIA ........................................................................................ 12

2.5

NATIONWIDE INITIATIVES................................................................................................. 13

2.6

BvLF AND THE SMART CITIES MISSION IN INDIA.......................................................... 15

2.7

NEED FOR SPACES, MORE THAN JUST PARKS ............................................................... 16 ............................................................................................... 19

3.1

DATA COLLECTION METHODS ......................................................................................... 20

3.1.1

Existing Research ........................................................................................................ 20

3.1.2

Global Publications and Existing Guidelines ........................................................... 20

3.1.3

National Policies ......................................................................................................... 20

3.1.4

BvLF and SCM co-authored publications ................................................................ 20

3.1.5

Online Survey .............................................................................................................. 20

3.1.6

Newspaper and Magazine Articles ........................................................................... 20

3.1.7

Unclassified publications ........................................................................................... 20

3.2

RESEARCH FRAMEWORK ................................................................................................... 21

3.3

IDENTIFICATION OF ATTRIBUTES FOR EVALUATING CASE STUDIES .......................... 22

3.4

JUSTIFICATION FOR THE RESEARCH PARADIGM AND METHODOLOGY ................... 26

3.4.1

Secondary Case Studies ............................................................................................. 26

3.4.2

Primary Study .............................................................................................................. 26

3.5

CRITERIA FOR SELECTION OF SECONDARY CASE STUDIES ......................................... 27

3.5.1

‘Play Street’ At King’s Crescent Estate, London ...................................................... 27

3.5.2

Potgieterstraat, Amsterdam ...................................................................................... 27

3.5.3

Alley Gardens, Yangon ............................................................................................... 27

3.5.4

Nayion Ki Talai Chowk, Udaipur ............................................................................... 28

3.6

SUMMARY ........................................................................................................................... 28 ............................................................................................... 29

4.1

‘PLAY STREET’ AT KING’S CRESCENT ESTATE, LONDON ............................................... 30

4.2.1

General Specifications ................................................................................................ 30

4.2.2

Child Friendly Physical Interventions ....................................................................... 30

4.2

POTGIETERSTRAAT, AMSTERDAM ................................................................................... 32

4.3.1

Amsterdam as a child-friendly city ........................................................................... 32

4.3.2

Potgieter Street- The child-friendly street............................................................... 33

4.3

ALLEY GARDENS, YANGON ............................................................................................... 34

4.4.1

The transformation ..................................................................................................... 34

4.4.2 4.4

Impact Evaluation ....................................................................................................... 36

NAYION KI TALAI CHOWK, UDAIPUR .............................................................................. 37

4.5.1

Udaipur as a CFSC ...................................................................................................... 37

4.5.2

Nayion ki Talai Chowk ................................................................................................ 38

4.5.3

Impact of the Intervention......................................................................................... 39 ..................................................................................................................... 41

5.1

ONLINE SURVEY CONDUCTED AMONGST THE RESIDENTS OF DELHI NCR.............. 42

5.2

FINDINGS ............................................................................................................................. 42

5.3

OBSERVATIONS FROM NIRVANA COUNTRY ................................................................. 44 ................................................................................................................................... 46

6.1

OBSERVATIONS .................................................................................................................. 47

6.2.1

General Specifications ................................................................................................ 47

6.2.2

Analysis in the physical domain ................................................................................ 47

6.2.3

Analysis in the domain of services and amenities .................................................. 48

6.2.4

Analysis in the socio-cultural domain ...................................................................... 48

6.2.5

Impact Evaluation ....................................................................................................... 48

6.2

COMMONALITIES BETWEEN PRIMARY AND SECONDARY STUDIES .......................... 49 ................................................................................................................................... 50

7.1

PHYSICAL DOMAIN ............................................................................................................ 51

7.2

SERVICE-ORIENTED DOMAIN ........................................................................................... 51

7.3

SOCIO-CULTURAL DOMAIN ............................................................................................. 52 ........................................................................................................................... 53

.....................................................................................................................xix ............................................................................................................................. xxvii ................................................................................................................. xxviii APPENDIX 1- QUESTIONNAIRE FOR THE SURVEY ................................................................. xxviii

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Figure 2.1 Average walkability of adults in general (same throughout the circle) and ITCs (in inner circle) (GoI, BvLF and BDP., 2019, p. 15) .................................................................................. 8 Figure 2.2 A pop-up set up to engage children and the elderly to seek their participation in community design (Talu, 2020) ....................................................................................................... 12 Figure 2.3 (left) A child-friendly Zebra Crossing in Udaipur as a part of the Urban 95 mission (Anon., 2019) ....................................................................................................................................... 14 Figure 2.4 (right): The recently completed Skatepark by the Bandra Collective on the carter Road in Bandra (Mumbai) as a dedicated space for children’s activities (Chaudhary, 2020) ... 15 Figure 2.5 The JM Road Street revitalisation in Smart City Pune, a BvLF Partner city. (Oasis Designs, n.d.) ....................................................................................................................................... 16 Figure 2.6 The relation between a child and his immediate surroundings is of the greatest value, be it a neighbourhood, or his society. (Goldfeld et al., 2015, p. 6) .................................. 17 Figure 2.7 (left) The street in a neighbourhood in Panchkula adjoining a park. Source: Author .............................................................................................................................................................. 18 Figure 2.8 (right) The street perpendicular to the first street. Source: Author .......................... 18 Figure 3.1 Research Framework, Source: Author .......................................................................... 21 Figure 4.1 Location of the Play Street in the part of the Site developed in the 1st Phase. Source: (Studio FALAJ, n.d.) ............................................................................................................... 30 Figure 4.2 (left) : Furniture for children that has been scaled and comprises of a variety of landscape elements. Source: (Studio FALAJ, n.d.) .......................................................................... 31 Figure 4.3 (right): A layer of green buffer zone that segregates the children’s zone from other spaces. Source: (Studio FALAJ, n.d.) ....................................................................................... 31 Figure 4.4 The entrance to the Play Street, with an opening loop sized just for the height of a child. Source: (Murray, 2020).......................................................................................................... 31 Figure 4.5 (left) : Lamp posts in the courtyard, some of which have been specifically scaled down for children and their response Source: (Ronald, 2020) ..................................................... 32 Figure 4.6 (right): A combination of street elements amidst a muddy soft scape allow children to interact with them the way they like. Source: (Ronald, 2020) ................................... 32 Figure 4.7 Location of Potgieterstraat in the city of Amsterdam. Source: (Palone, 2014, p. 168) ....................................................................................................................................................... 32

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Figure 4.8 A conceptual site plan showing the variety of spaces in the street. Source: (Palone, 2014, p. 169) ......................................................................................................................... 33 Figure 4.9 A girl playing with a whispering tube provided in the playground in the street. ((Runge, 2018) ..................................................................................................................................... 33 Figure 4.10 A group of children playing and drawing on the rubber mounds ((Landezine, 2012)..................................................................................................................................................... 33 Figure 4.11 A child enjoying the water sprayer play installation in the street. ((Runge, 2018) .............................................................................................................................................................. 34 Figure 4.12 A group of children engaging in group play in the open part of the street. ((Landezine, 2012)............................................................................................................................... 34 Figure 4.13 A plan showing the alleys lying between road networks, and the one and only park located in the area. Source: (Roell, 2020) ............................................................................... 35 Figure 4.14 Transformed streets after the revitalisation. Source: (Downing, 2019) ................. 35 Figure 4.15 (left) The Alleys now provide spaces for children to play and hang out together. ((Zon Pann Pwint, 2018) ..................................................................................................................... 36 Figure 4.16 (right) The Alleys with toddler-scaled elements. (Myanmar International TV, 2020)..................................................................................................................................................... 36 Figure 4.17 (left) The Alleys now provide spaces for children to play and hang out together. (Anon., 2019) ....................................................................................................................................... 36 Figure 4.18 (right) The Alleys with toddler-scaled elements. ((Downing, 2019) ....................... 37 Figure 4.19 (left): Proposed redevelopment plan of the Anganwadi in Ward Number 3. (BvLF, MC and I.C.L.E.I., 2020c, p. 12) ........................................................................................................... 37 Figure 4.20 (right): Development Plan of Meera Park in Ward in Ward Number 53. (BvLF, MC and I.C.L.E.I., 2020b, p. 8) ................................................................................................................... 37 Figure 4.21 Plan of the city of Udaipur and its selected wards for the ABD model in the Smart Cities Mission (right), and the plan of ward number 13 with the site for the intervention marked in red. Source: Author, Plans: (BvLF, MC and I.C.L.E.I., 2020a) .................. 38 Figure 4.22 The Chowk and its activity mapping, before (left) and after (right) the intervention. (BvLF, MC and I.C.L.E.I., 2020a) ................................................................................... 39 Figure 5.1 (left): Presence of street lights permits children to play without the requirement of adult supervision post-sunset, even when it gets dark. Source: Author ..................................... 44 Figure 5.2 (right): Presence of levels and landscape components provide interactive spaces to children, and realise their ‘favourite’ spaces where they can connect with the outdoor. Source: Author .................................................................................................................................... 44

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Figure 5.3 (left): A combination of shaded and open to sky spaces with landscaping and level play to provide a variety of spaces to children and their caregivers. Source: Author ...... 45 Figure 5.4 (right): Presence of dustbins with provision for segregation at regular intervals, which helps provide a hygienic and clean environment to children and their caregivers. Source: Author .................................................................................................................................... 45

Table 1.1 A tabulation of the research objectives, research methods and tentative research outcomes, Source: Author ................................................................................................................... 6 Table 2.1 Tabulation of Children’s age groups and their terminology, mobility, walking speed and accessibility. Source: Author; Data: (Askew, 2019, p. 28) (GoI, BvLF and BDP., 2019, p. 15) 9 Table 3.1 A comprehensive tabulation of child-friendly attributes, to be used for the assessment of neighbourhoods in both the secondary case studies and the questionnaire development for the online survey. Source: Author ...................................................................... 25 Table 4.1 Some photographs from the site before and after the intervention. Source: Author, Graphics: (BvLF, MC and I.C.L.E.I., 2020a)......................................................................................... 40 Table 5.1 Physical infrastructure and amenities provided in neighbourhoods that contribute in making the neighbourhood child-friendly- figures are based on survey conducted amongst 90 residents of Delhi NCR, Source: Author ..................................................................... 43 Table 6.1 Tabulation of attributes identified from case studies. Source: Author ...................... 48

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International UN: United Nations UNDP: United Nations Development Program SDGs: Sustainable Development Goals UNICEF: United Nations International Children's Emergency Fund CRC: Convention on the Rights of the Child CFCs: Child Friendly Cities CFCI: Child Friendly Cities Initiative ITCN: Infant, Toddler, Caregiver-friendly Neighbourhood ITC: Infant, Toddler and Caregivers BvLF: Bernard van Leer Foundation GDP: Gross Domestic Product

In Indian Context SCM: Smart Cities Mission CFSC: Child Friendly Smart Cities NIUA: National Institute of Urban Affairs ITDP: Institute for Transportation and Development Policy GoI: Government of India MoHUA: Ministry of Housing and Urban Affairs MoUD: Ministry of Urban Development RWAs: Resident Welfare Associations URDPFI: Urban and Regional Developmental Plans Formulation and Implementation NCR: National Capital Region

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1.1 THE CONCEPT OF CHILD-FRIENDLINESS The UNICEF defines a ‘Child” as a person under the age of 18 years. In 1989, the UN General Assembly and the UNICEF adopted the Convention on the Rights of the Child (CRC) to take children’s relationships with their communities and their municipalities to an all-new level. (Elshater, 2018, p. 434) The Convention came into force on 2nd September 1990 and mentions about their specific needs for protection of children and their requirements for healthy development. (Elshater, 2018, p. 434) (UNICEF, n.d., 2018, p. 8) The UNICEF launched the Child-Friendly Cities Initiative (CFCI) in collaboration with the UNHabitat on 23rd August 1996 and believes that ‘the wellbeing of children is the ultimate indicator of a healthy habitat, a democratic society and of good governance.’ (UNICEF, n.d.) It defines a CFC as ‘a city, town, community or any system of local governance committed to fulfilling child rights as articulated in the Convention on the Rights of the Child’. (Thivant, 2018, p. 10) The 11th SDG under the 2030 Agenda for Sustainable Development (2015) by the UN, that came into force in 2016, talks about Sustainable Communities and Cities in general, and in its 7th target, mentions about the target of providing ‘universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities’ to be met by 2030. (UNDP, n.d.) The CFCI also conforms to the same. (Thivant, 2018, p. 47)

1.2 NEED FOR THE STUDY The UNICEF organised a Summit for the CFCI in 2019, after which 45 countries from across the world came together to participate in the initiative, contending via interventions at municipal, town or city levels. The list doesn’t include India. (UNICEF, n.d.) As per the Census of India 2011, there are 158.8 million children in India, out of which 26% reside in urban areas. (BvLF and NIUA, 2014, p. 8) As per a report published by the NIUA (2017), India has the world’s third-largest percentage of population of children (0-18 years) at 37.6%, which makes it one of the youngest nations in the world. ((NIUA, 2017, p. 18) This demands for an extra set of provisions for children, owing to their specific needs and requirements. The situation in Indian cities has slowly become worrisome as the urban environment is no more safe for adults, let alone children. (ITDP, 2020) Children are a distinct demographic group, have specific needs and face certain challenges in society. Babies and toddlers especially, experience the world at a much smaller scale and have limited walkability, are more susceptible to diseases and often need to go childcare or baby care clinics for the same. (BvLF, 2018, p. 7) At a young age (0-12), children have limited mobility, are mostly accompanied by their caregivers, and travel a limited distance to and fro their home, which makes them experience the world at a much smaller scale than adults.

Dissertation 2020

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(BvLF, 2018) They mostly roam about within their neighbourhoods till a substantial 12-15 years of age and need safe and quality spaces for their play and related activities. Therefore, it is imperative to consider children and their needs while planning and designing of cities and urban spaces. The neighbourhood scale, thus, has been identified as the as the fundamental scale for focus on child-friendly interventions.

Figure 1.1 Barriers faced by children, and the issues that need to be catered while designing CFCs. (Krysiak, 2017, p. 15)

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1.3 RESEARCH QUESTION

What essentially constitutes a child-friendly city? How as architects and planners, can we design a child friendly city, with emphasis on neighbourhood level streets and roads?

1.4 AIM To understand the components of a child-friendly city at the neighbourhood level and the contribution of architects in designing child-friendly neighbourhoods and streets.

1.5 OBJECTIVES 1. To critically examine the literature on child-friendly cities to identify the parameters that make it child friendly. 2. To critically evaluate the policies existing for children worldwide and understand the provisions they have with respect to the child-friendly design parameters (as identified above). 3. To analyse the provisions that child-friendly standards have in various urban design guidelines across Indian Cities. 4. To evaluate the processes that go into the design and maintenance of a neighbourhood street, that is child-friendly. 5. Based on the above findings, developing broad principles that make a city more childfriendly.

1.6 SCOPE 1. In this dissertation, the domain of the study shall be limited to the scope of contribution of an architect, at the neighbourhood-street scale level. 2. The in-depth analysis of policies and provisions shall be done primarily in the Indian Context, with special focus on cities that have been developed as a part of the Smart Cities Mission, and the aid of examples that have chosen for their child-friendly interventions, independent of their location. (pan Indian and abroad). 3. The focus on studying spaces for children takes into account children in the age bracket of 0-12 years old, as in India children till the age of 12 require special provisions and adult supervision.

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1.7 LIMITATIONS 1. The period of study from September- November has given the author a time of only three months, making on-site data collection and related studies unviable. 2. Owing to the pandemic and related safety issues, the author has been restricted to research through secondary sources of information. 3. The primary sources of information have been limited to online surveys and questionnaires etc. 4. The drawbacks of the online mode of research had an impact on data collection process from surveys; it not only limited the information the author could gather but also hampered the process of validating the collected information.

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1.8 BROAD RESEARCH METHODOLOGY A co-relation between objectives and proposed research methodology has been tabulated below: S.No.

OBJECTIVE

RESEARCH INSTRUMENT METHOD

To critically examine the literature on child-friendly cities to identify the parameters that make it child friendly.

Literature review of Research Papers, Journal Articles, Reports, Newspaper and Magazine articles, previous dissertations/ PhDs.



To critically evaluate the policies existing for children worldwide and understand the provisions they have with respect to the child-friendly design parameters (as identified above).

Literature review of reports by international organizations, NGOs, private firms etc.,



To analyse the provisions that child-friendly standards have in various urban design guidelines across Indian Cities.

Analysis of existing policy framework in India, amendments, collaborations, etc. done on the basis of literature review



To evaluate the processes that go into the design and maintenance of a neighbourhood street, that is child-friendly.

Literature review and its justification by secondary case studies, surveys, questionnaires, pilot studies etc., and usage of the collected data to identify parameters for analysis



Based on the above findings, developing broad principles that make a city more childfriendly.

Derivation of inferences and analysis from the above data, conclusion



TENTATIVE OUTCOMES



Helps to identify the domain of study Can help figuring out the relations and gaps between available data Helps to form a base about existing child-friendly practices worldwide Identification of various forms and scales of interventions

Current situation of childfriendliness in Indian cities Identification of need and scope for changes

To draw a link between identified parameters To use identified parameters to analyze case studies

Usage of data gathered from case studies to arrive to a set of child-friendly parameters

Table 1.1 A tabulation of the research objectives, research methods and tentative research outcomes, Source: Author

1.9 SUMMARY Having identified the research question and corresponding objectives, the author has identified a tentative course of action for evaluating available literature and synthesizing data in an order to identify the gaps in the research. The author would like to build on a base for finding data to bridge the gap and would conduct pilot studies or secondary case studies to do the same. This shall shape the research in due course of time, and help the author identify the required tools to focus in the set direction.

This chapter shall delve deeper into the ideas of child-friendliness in terms of concepts and their execution, in forms which are both temporary and permanent. The author shall start by explaining the needs of children, and correlating them to the spaces they use, hereby exploring the child-friendly interventions in many cities, physical or tactical. Further down, the author would cover the setup in the Indian context, concerning child-friendly policies, initiatives and the existing gap in the literature which needs to be addressed.

2.1 UNDERSTANDING THE NEEDS OF CHILDREN Childhood is marked by dependence on others and fast acquisition of cultural categories, while adolescence is described as that period between childhood and maturity when one develops sexual maturity and is gradually preparing for full social responsibility. ((Eriksen, 2001, p. 136) The WHO (2007) gives out a detailed classification of the terminology of children within the broad category of 0-18 years of age, as mentioned below:    

0- 30 days old – Neonate Up to 2 years old- Infant 2-6 years old- Toddler/ Young Child 6-12 years old- Child



12-18 years old- Adolescents. (WHO, 2007, p. 4)

Table 2.1 shows the individual requirements of each of these groups, and Figure 2.1 Average

walkability of adults in general (same throughout the circle) and ITCs (in inner circle) (GoI, BvLF and BDP., 2019, p. 15) Figure 2.1 shows a comparative diagram of their walkability and mobility

within the neighbourhood. As shown, ITC groups have lesser walkability than independent adults. Children thus need playing areas in proximity to their houses, to be able to get access to independent mobility. However, the urban space available to them, where they live and play, decides how much independent their mobility is, and how much their caregivers still need to supervise them distantly.

Figure 2.1 Average walkability of adults in general (same throughout the circle) and ITCs (in inner circle) (GoI, BvLF and BDP., 2019, p. 15)

Dissertation 2020

S.No.

Age group 0-30 days old Upto 2 years old

WHO Terminology Neonate

Infant

SPA, New Delhi, India

Mobility

Walking Speed

Are made to avoid

In a stroller, with a

Cannot walk

caregiver Mostly in a stroller, rarely walk holding the hands of a caregiver Walk by themselves in the presence of a caregiver, and toddlers hold hands, known as

2-6 years old

Toddler/ Young Child

Accessibility

travel until absolutely necessary,

30-40 metres/ min while in a stroller

20-30 metres/min from 2-3 years,

assisted walking

Nursery school, healthcare centre, day

Older infants get more

care, playground, neighbourhood park

interested in the public realm, hence their speeds

15-20 metres/ min from 3-6 years

become lesser

6-12 years old

Child

Walk by themselves in the presence of a

Primary school,

caregiver, may or may not hold hands.

healthcare centre, neighbourhood park,

After 9, the learn to

50-60 metres/ min

cycle, and can roam without the company of

community gardens etc.

a caregiver, however in supervision 5

12-18 years old

Adolescents

Can freely roam about, can run, cycle and play; may or may not be supervised by caregiver

bus stop, local market, community centre,

75-85 metres/ min

Beyond the scope of the study

Table 2.1 Tabulation of Children’s age groups and their terminology, mobility, walking speed and accessibility. Source: Author; Data: (Askew, 2019, p. 28) (GoI, BvLF and BDP., 2019, p. 15)

Children in the age group 0–6 constitute 11.45 per cent of the total urban population, as per the Census of India 2011. (BvLF and NIUA, 2014, p. 8) The limited walking speed and capability of young children addresses the need for play areas and play-accessible areas within their immediate surroundings. It also emphasises on limited walkability of the ITC together and thus the need for self-sustainable mixed use neighbourhoods, where in the caregiver could visit the grocery booth, the playground or the market in vicinity, all through a connected pedestrian street. (GoI, BvLF and BDP., 2019)

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SPA, New Delhi, India

A survey conducted within 135 children (8 to 14 years) and their caregivers in Lower-Middle Income group Families in the sub-urban areas of Southern California in 2010, known as Neighbourhood Environment Walkability Survey (NEWS), indicated a few statistics with respect to park usage amongst children and their families. (Dunton et al., 2014, p. 1) They compared this data by the data they themselves gathered on parks located within these areas by a GIS mapping. The statistics as per the GIS showed that 54% (73) families had access to one park within a 500 metre radius, or a 10 minutes walking distance from home, and 11% (8) families had access to a park within 20 minutes walking distance from their home. (Dunton et al., 2014, p. 5) While the families having the park at 20 minutes walking distance from their homes didn’t use the park at all, 27% (20) out of the 73 families that had a park in 10 minutes walking distance, used the park for less than 5 minutes daily, and 16% (12) used it in between 5-15 minutes daily. (Dunton et al., 2014, p. 5) The researchers suggested that that the introduction of small pocket parks on a single vacant building lot or on small, irregular pieces of land within existing neighbourhoods to increase park proximity to children’s homes may promote greater park use. (Dunton et al., 2014, p. 6) A similar research was conducted within 1304 Australian Adolescents in 2006 regarding the use of parks and beach spaces. The researchers observed that planning neighbourhoods to reduce barriers to access and interventions to overcome seasonal variations in behaviour may improve participation levels towards proximate supporting environments. (Edwards et al., 2014) The limited usage of parks by children despite having them within 500 metres homes, sheds a light on the necessity of a healthy and safe environment between the parks and the homes itself, the roles of the connecting streets and their character in the usage of those parks.

2.2 INTRODUCTION TO CHILD-FRIENDLY CITIES (CFCs) Children have dynamic stages of growth and development, during which, they undergo several changes in their physical, mental, social, emotional and spiritual health. They have special needs, and for a city to be child-friendly, it needs to cater to the child’s different stages of development. (ARUP, 2017, p. 16) When in their early years, children experience the world at a small scale, and are often accompanied by their care givers, but as they grow, they feel the need for independent mobility, and freedom, which for them is safe, and secure. To sum up, the concepts of child-friendly cities include ‘everyday freedoms and children’s infrastructure’, which further include a wide set of parameters as explained further in the study. (ARUP, 2017, p. 8) Zooming in to the aspect of urban planning and design as a contributor to child-friendly or child-responsive cities, interventions could be at multiple scales, starting from building level, neighbourhood level, city level and going all the way to multi-level with the gradual shift from project to policy analysis respectively. (Askew, 2019, p. 51) Focussing on the neighbourhood level, one can talk about community spaces, streets, roads and the intersections of the streets as opportunities for children-centric design and identify scopes for development at the most basic urban level.

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The Bernard van Leer Foundation (BvLF) has partnered with cities around the world, and has collaborated with various multi-disciplinary specialists, including architects and planners who’ve redesigned some of the spaces in their cities to make them child friendly. (BvLF, 2020) The City at Eye Level, is a publication about a group of urbanists, including architects, educationists, working in collaboration with the BvLF and has conducted workshops and other programmes around the world to develop systems to realise what changes would children themselves like to bring in their favourite parts of the city. (STIPO, 2019) Child in the City is another foundation dedicated to providing child-friendly spaces in cities. (City, 2020) It is based in Europe and has been working continuously since 2002. ARUP, another architecture firm based in London, has laid out guidelines and examples for the formation of child-friendly cities. (ARUP, 2017)

2.3 PRACTICES OF A CFC As cities and multi-national organisations across the world are becoming aware about child friendly cities being the need of the hour, various urbanists, designers, planners, policymakers and managers have come together to contribute help making changes sans scale. As important it is to integrate functional civic systems right at the planning level for a healthy and sustainable city, it is as important to realise that not all cities and nations have the budgetary allocations and necessary infrastructure to rebuild or re-plan cities from this point of view. While a lot of cities have the option to work under agreements with such organisations and redevelop urban areas, a lot of them do not. It is thus, imperative to come up with alternative options for urban practices that can help all the stakeholders as much as possible. Firstly, by community outreach and engagement, reaching out to the underdeveloped areas and involving locals to seek their opinions on their needs and possible ways to redevelop could be an effective and cost-friendly initiative. Also, since children primarily are the target groups, they could be involved in such discussions too. This practice of participatory design not only brings all stakeholders together, it also helps negotiate and create awareness for a sustainable and happy society. For instance, the crew and team of The City at Eye Level conducted workshops in the cities of Thessaloniki (Greece) and Stockholm (Sweden) and engaged with parents and their children through drawing games, photographs, voting sessions etc. as a part of their try-out sessions for researching more about the needs of children and their spaces. (STIPO, 2019, p. 30) As shown in Figure 2.2, some of these childfriendly workshops brought forward ideas on how children perceive their spaces, and what would be their dream play space. Another such practice could be making temporary arrangements in permanent spaces to try out the suitability of each of these. Tactical urbanism, or tactile interventions, as they are known, can be used to recover the value of underutilised space and turn it into livelier spaces instead, which are required and can contribute to the safety and security. (Hanson and

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Abdulsamad, 2018) Also known as ‘DIY Urban Design’, it can help use conflict of opinions as a resource, and help remake the city by the process of micro-transforming, co-managing, and taking care of one’s neighbourhood by temporary, but interesting, cost-efficient and easily installable solutions. (Talu, 2020)

Figure 2.2 A pop-up set up to engage children and the elderly to seek their participation in community design (Talu, 2020)

2.4 POLICY FRAMEWORK IN INDIA The Government of India recognised children as a ‘supremely important asset’ and drafted the National Policy for Children in 1974, the 2013 amendment of which recognises children as persons below 18 years of age, with special needs and ‘multi-dimensional vulnerabilities’ and proposes long-term, multi-sectoral, sustainable and integrated development for children. (NIUA, 2017, p. 17) The National Policy for Children (2013) lists down the various rights of Children, as mentioned in the National Charter for Children (2005) and the provisions the State Governments ‘shall’ make to create holistic environments for Children. (GoI, 2004, 2013) However, it doesn’t emphasise on these provisions being mandatory, and the sheer ‘optional’ approach to Child-Friendly developments lets us designers, easily get away despite designing inclusive environments. It is, therefore important to realise the urgent need for this inclusivity and come out with substantial thinking models that can work in the Indian context, where architects and planners can contribute to child-friendly design guidelines and suggest newer operational activities in already designed cities. As per the 2014 URDPFI Guidelines for urban development in India, Group-P is recognised as the Recreational Use Zone, which comprises of Playgrounds and Stadiums (P1), Public Open Spaces (P2), and Multi-Open Spaces (P3) and has a set of permitted, restricted and

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prohibited activities like other Groups in the Guidelines. (GoI, 2015, p. 388) It also proposes a fixed set of guidelines for the design of schools, health centres, orphanages, and other childcentric spaces in the city, but doesn’t speak about the interface between them. It is important to realise that schools as child-centric spaces are not enough for children, because they cannot learn the social skills and values in school, for it is an authoritarian and not a democratic setting. (Gray, 2013) It fosters competition and not co-operation, and yet we as a society push for more schooling, more adult direction of children, and less opportunity for free play. (Gray, 2013) Children, also have a different way of looking at the world, and easily get attracted to lucrative assets without the ability to make judgements. They would often run and cross the road on seeing a park on the opposite side without realising the danger of incoming high-speed traffic that might just knock them away. As Jan Gehl describes, “Both in areas with single-family houses and in apartment house surroundings, children tend

to play more on the streets, in parking areas, and near the entrances of dwellings than in the play areas designed for that purpose but located in backyards of single-family houses or on the sunny side of multi-story buildings, where there are neither traffic nor people to look at.” (Gehl, 2011, p. 25) The provisions of children-specific open-urban spaces get limited to the spaces mentioned in Group-P, and as designers, we often fail to think of child-friendly spaces across the city other than these ‘grouped’ spaces. The distance between the child’s house and the nearest playground plays an as important role as the playground itself, and that can be a contributing factor in how the child and his caregiver perceive the playground. Similarly, within the urban neighbourhood, the layout of houses, the abutting streets, the setting of the playground within the neighbourhood can be envisaged as the components that could shape the child-friendly aspects of the neighbourhood. Cities do not need playgrounds as long as the whole city is a playground in itself. (Feldtkeller, 1985)

2.5 NATIONWIDE INITIATIVES The Bernard van Leer Foundation (BvLF), a Dutch non-profit organisation named after its architect-founder, recently developed the Urban95 programme, which evolved from their recent work in India. India was made a special focus for the programme (which is mostly based in developing countries), owing to its recent ‘100 Smart Cities’ mission. They’ve partnered with the National Institute of Urban Affairs (NIUA) and for the time being, have recognised four cities in India- Bhubaneshwar, Pune, Udaipur and Vishakhapatnam, as an official part of their programme. The Government of India has recently invited proposals from ‘smart cities’ across the country for the Urban95 mission, with 95 being 95 cm., the eyelevel of a three-year-old. (Venkatraman, 2020) Apart from the Government and its collaborations, various other organisations have taken the matter into their hands and are working for children’s spaces. Raahgiri day, an initiative to reclaim the city’s streets from vehicles and promote pedestrian and sustainable mobility

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options, takes place every Sunday in Gurgaon. (HT Correspondent, 2019) The first event took place on November 17, 2013 in Gurgaon and on July 13, 2014 in Connaught Place. It invites adults and children to walk, skate, run and engage in leisurely activities such as Zumba, aerobics, and come together as a community and celebrate life. Mobile Crèches, an organisation that came up in the 1970s, currently works for the advocacy and spaces for children in Mumbai, Pune and Delhi. Their work in Delhi comprises interventions for young children at the construction sites and slum settlements of the NCR. (MC, 2019) Action for Children’s Environments, abbreviated as ACE, is a registered charitable trust founded by Dr, Sudeshna Chatterjee in 2011 and works for knowledge building, programming and advocacy for children. (ACE, 2020) Similarly, aProCh (a Protagonist in every Child), an Ahmedabad based organisation, works on a range of initiatives from celebrating parks, to reclaiming street space for recreational activities. (aProCh, 2020) It was founded in 2007 by Kiran Bir Sethi, principle of Riverside School, Ahmedabad. (aProCh, 2020)

Figure 2.3 A child-friendly Zebra Crossing in Udaipur as a part of the Urban 95 mission (Anon., 2019)

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Figure 2.4 : The recently completed Skatepark by the Bandra Collective on the carter Road in Bandra (Mumbai) as a dedicated space for children’s activities (Chaudhary, 2020)

2.6 BvLF AND THE SMART CITIES MISSION IN INDIA The Smart Cities Mission was launched by the Government of India on 25th June 2015, ‘to promote sustainable and inclusive cities that provide core infrastructure and give a decent quality of life to its citizens, a clean and sustainable environment and application of ‘Smart Solutions’, as its core objective. (Mission, n.d.) These elements are worked on, on two levels or by two strategies, namely, Area-Based Development (ABD) and Pan-City Development. The Bernard van Leer Foundation works with the Area-Based Development Model of the Mission, which involves the retrofitting approach for one or more neighbourhoods by adopting smart initiatives. (Mission, GoI and BvLF, 2019a, p. 54) The policy work in India for the collaboration between the BvLF and the Smart Cities Mission works with respect to set terminology by the name of ITC that is Infants, Toddlers, and Caregivers. (Mission, GoI and BvLF, 2019a, p. 72) The concept of the Child-Friendly Cities has been reviewed and redefined as ITCN that is Infants, Toddlers, Caregiver-friendly Neighbourhoods, where two people at a time are being considered, a child above five years in age, and his/her caregiver, mostly women in the Indian Context. (Mission, GoI and BvLF, 2019a, p. 72) Some of the previous and existing ITC Welfare Policies and Guidelines to have existed in India are the national Policy for Children, National Plan of Action for Children (2016), Mid Day Meal, Kishor Shakti Yojana, etc. at the National Level, and Masterplans (MPDs), the URDPFI guidelines, Building Bye Laws, etc. at the State and Zonal Levels. (Mission, GoI and BvLF, 2019b, p. 10)

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The ITCN Capacity Building Framework Document under the BvLF earmarks four needs and six challenges, based on which, it lists down five objectives for the ITCNs, which should be Inclusive, Accessible, Safe and Secure, Green and Balanced and Playful (GoI, BvLF and BDP., 2019, p. 72)

Figure 2.5 The JM Road Street revitalisation in Smart City Pune, a BvLF Partner city. (Oasis Designs, n.d.)

2.7 NEED FOR SPACES, MORE THAN JUST PARKS By establishing the facts mentioned above, it is fair to say that children deserve more than just parks and day care areas, and the spaces designed for them need to be thought of in a wider domain, not just limited to schools and health-care centres. Children may or may not have access to parks within a 500-metre radius, but the usability of the park is surely affected by how child-friendly the space right outside their home is. As they are limited to travel between their homes, healthcare centres and schools at this age, the streets around these areas should be designed keeping them in mind too. Children, care for the formal open spaces around them, be it parks, gardens, or other aesthetically pleasing environments. (Chatterjee, 2006, p. 2) But at the same time, they relate themselves more to the informal open spaces, as they can freely express themselves and seek out, for them being on a more personal scale. (Chatterjee, 2006, p. 2)

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Figure 2.6 The relation between a child and his immediate surroundings is of the greatest value, be it a neighbourhood, or his society. (Goldfeld et al., 2015, p. 6)

Figure 2.7 and Figure 2.8 give an insight into the quality of streets right outside a neighbourhood park in Panchkula, Haryana, and point out to the insufficiency of the street as a child-friendly space in the neighbourhood. This is the case for a majority of neighbourhoods in India. Therefore, emphasis needs to be given to the neighbourhood streets, which in a generic attempt can be looked at through pedestrianizing and deincentivising commercial vehicles in specific areas, along with the emphasising on broader sidewalks and child-friendly landscape elements. (Baldwin, 2020)

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Figure 2.7 (left) The street in a neighbourhood in Panchkula adjoining a park. Source: Author Figure 2.8 (right) The street perpendicular to the first street. Source: Author

The understandings from the literature studied, have been translated into a table of attributes (Table 3.1) listed out in section 3.3 . This table comprises of attributes identified from across various domains that make up a child-friendly street, and these attributes shall be further used for the analysis of the case studies in the subsequent sections.

This chapter shall provide an insight into the research methods adopted by the author with respect to the literature analyzed and the gaps identified. The author shall explain about the various tools that form a part of these methods, with thorough reasoning and probable forms of explanation, such as tables, diagrams, mapping techniques etc.

3.1 DATA COLLECTION METHODS The data collection methods used during the research have been mostly Internet-based, barring the primary study, for which the author shall mostly collect data by selfdocumentation. These methods have been classified as shown below: 3.1.1 Existing Research 

Existing journals from various research databases



Thesis, dissertations, PhDs of students/ scholars



Journal Articles, Conference Reports, Research Papers authored by multidisciplinary professionals.

3.1.2 Global Publications and Existing Guidelines 

Publications by intergovernmental organisations such as the UN, UNICEF, European Union etc.



Publications by international organisations working for children, such as BvLF, Child in the City, Cities for Play, Save the Children etc.

3.1.3 National Policies 

Policy documents of the National Child Policy, the Gazette of India etc.



Documents and publications concerning the Smart Cities Mission



Documents by Ministries such as MoHUA, MoUD, MoH etc.



Guidelines such as the URDPFI guidelines

3.1.4 BvLF and SCM co-authored publications Publications co-authored by various stakeholders of the CFSC project, including NIUA, SCM, MoHUA, BDP., etc. 3.1.5 Online Survey An online survey designed on the Google Forms platform and circulated amongst the residents of Delhi NCR via emails and social media websites 3.1.6 Newspaper and Magazine Articles 

Articles sourced from various newspapers such as Hindustan Times, the Times of India etc. from their websites for temporal mapping and related studies



Articles sourced from various online magazines such as ArchDaily, Aeon, Architectural Review etc.

3.1.7 Unclassified publications Data from various other sources such as blogs, anecdotes and reviews, books by acclaimed authors, all of which have been accessed through the internet.

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3.2 RESEARCH FRAMEWORK

Figure 3.1 Research Framework, Source: Author

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3.3 IDENTIFICATION OF ATTRIBUTES FOR EVALUATING CASE STUDIES The attributes that have been mentioned about in the Research Framework and the Research Methodology, have been enlisted here. The author has identified these attributes from the literature review and has made a comprehensive list in a tabulated format, linking the activities of children, the spaces required for them and their characteristics/ requirements. The age groups mentioned on the left of the table have been identified according to the age groups mentioned in Table 2.1, their specific needs and walkability. The table also lists down some added attributes that have been considered keeping in mind the caregivers, who are mostly women, in the Indian Context, and are more vulnerable to becoming victims in unexpected criminal activities as a special section of our society.

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PARAMETERS FOR ASSESSMENT OF NEIGHBOURHOODS [IDENTIFIED FROM THE LITERATURE REVIEW (CHAPTER 2)] Age group

Spaces required for those activities

Various types of elements required for those spaces or their characteristics

Crawling of toddlers, walking and pedestrian movement of children and their caregivers

Spaces right outside the house, generally the pavements that connect the house to the road

Company of the caregiver, and his/ her supporting activities

Spaces for sitting, walking, standing/ observing, social interactions etc. with provisions for seaters, benches etc.

Needs, character traits and the activities of children

Parameters identified

Citations

A minimum of 1.8 metre wide pavement should be provided with 150mm kerb on either sides of a 9m or a 12m wide road

Doorstep Play

(Bhonsle and Adane, 2016) (GoI, BvLF and BDP., 2019, p. 36) (Muhammad and Abdullah, 2004)

Spaces that are near to children’s play areas, and allow for the caregiver and the child’s co-existence

Adult supervision

(BvLF, 2018) (Feldman, 2015)

Physical Domain

0-2 years old 2-6 years old

6-9 years old 9-12 years old

Children’s freedom to move without adult accompaniment, and indirect company of the caregiver, and his/ her supporting activities

Spaces for sitting, walking, standing/ observing, social interactions etc. with provisions for surveillance, distant monitoring etc.

Spaces that are near to children’s play areas, but not so near as children at this age require independent mobility

Independent Mobility

(Shaw et al., 2015, p. 69)

Inquisitiveness and curiosity to explore new elements by touch and feel; Tendency to touch and establish contact with any street element, even a manhole or drain cover

Clean and hygienic spaces, sanitation of elements exposed to children and careful segregation of elements that can be hazardous; cleanliness also required for visual satisfaction

Maintenance of dustbins and effective waste disposal systems placed away from toddlers; neat and clean sewage systems to allow creation of clean and playable streets

Variety in physical elements

Attraction to colourful, active, lively elements on streets that spark a sense of attraction and willingness to access them

Tactile, pop-up or temporary set-ups with provisions to allow theme-based coloured streetscapes

Colourful and attractive streetscapes that allow children to move, sit or interact with them while they play

Colours in street elements

Delicate and sensitive body systems; are growing actively but need more care than adults

Spaces that are pollution and contamination free; control on honking of vehicles and measures to keep air quality in control

Inability or lack of judgement to perceive high traffic and its fatal effects, get scared of bigger vehicles and their engine sounds, are more sensitive to pollution caused by vehicle exhausts

Segregation of children’s’ spaces from vehicular traffic roads and presence of buffer spaces to provide maximum possible isolation

Speed limit on the movement of vehicles where segregation isn’t possible, presence of speed breakers at regular intervals

Vehicle-free Environments

0-2 years old 2-6 years old 6-9 years old

Informal play and its tendency to happen spontaneously, a factor of shyness when asked to play in large parks and playgrounds; Easy, informal play spaces which are near to the child’s home, also known as ‘corner store’ play spaces or ‘tot lots’

Reclaimed spaces from streets, parking lots, parklets to serve as small play spaces, especially on the streets which do not have playgrounds nearby (play shed/ toddler walkshed)

A civic space that works as a playground; within a 200m distance preferably

Walkable Urbanism

0-2 years old 2-6 years old 6-9 years old

Dependency on strollers, tricycle strollers and other forms of accessories that aid movement that is controlled by the caregiver

Levelled/ paved sidewalks/ footpaths with sufficient width to allow free movement

0-2 years old 2-6 years old

0-2 years old 2-6 years old 6-9 years old 0-2 years old 2-6 years old 6-9 years old 9-12 years old 0-2 years old 2-6 years old 6-9 years old 9-12 years old

(ARUP, 2017, p. 12) (Brown et al., 2019) (Kyttä et al., 2015) (Forman, 2017, p. 11) (Malone, 2011)

Clean and pollution-free Environments

(Feldman, 2015) (Bhonsle and Adane, 2016) (Gehl, 2018, p. 5) (KABOOM!, n.d.) (Forman, 2017, p. 4) (Malone, 2011) (Rahman, 2019) (Gehl, 2011) (Laker, 2018) (Talu, 2020) (ARUP, 2017, p. 13) (Gehl, 2018, p. 7) (Luke et al., 2020) (GDCI and NACTO, 2020, p. 71) (Laker, 2018) (Forman, 2017, p. 8) (Luke et al., 2020) (Bhonsle and Adane, 2016) (GoI, BvLF and BDP., 2019) (Feldman, 2015) (Gehl, 2018, p. 6) (Luke et al., 2020)

(Benfield, 2014) (Dunton et al., 2014) (Edwards et al., 2014) Dependent and limited mobility

(Bhonsle and Adane, 2016) (BvLF, 2018)

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6-9 years old 9-12 years old

0-2 years old 2-6 years old

6-9 years old 9-12 years old 0-2 years old 2-6 years old 6-9 years old 9-12 years old 0-2 years old 2-6 years old 6-9 years old II.

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Cycling, skating, skateboarding, and other forms of accessories that aid movement Small children’s ability to find random objects around tem interesting, be able to develop playful instincts, the act of being able to express their emotions while not totally focussing on achieving any goal or end-product Interactive play, and the interest to socialise, play and learn new skills while indulging in team-games, group-play and practicing sports such as kabaddi, cricket, football, icewater, hide and seek etc. Individual and personal scale of a neighbourhood-scale intervention makes it more personal and lively than an intervention shared across neighbourhoods. Informal areas outside healthcare centres or schools for children to spill out

Sidewalks, footpaths along the edges of roads, parks etc. that are free from level differences for long stretches and are free of undulations, bumps, cracks, pits, etc. Spaces with a variety in street elements, preferably with a combination of greens, furniture, seaters, pop-ups, colours etc. Provision of at least 1 large park/ playground in the neighbourhood, such that it is in vicinity to the residents homes and can be approached on foot -

Hard paved spaces which are preferably smooth and levelled, wide enough to allow turning, and continuous for long stretches to allow convenient movement Spaces for allowing various groups of children to play together, and their proximity to sitting areas for caregivers, which are preferably soft-paved (like grass) to avoid injuries when children fall -

Dedicated ‘pedestrian-only’ spaces in immediate vicinity of primary schools, pars etc. for children to spill out and play

Spaces that allow them to carry out their interaction beyond the formal confines of their dedicated spaces, without any risks

Choice of individual navigation

(Bhonsle and Adane, 2016) (Muhammad and Abdullah, 2004)

Unstructured play

(Laker, 2018) (Dhar and Thakre, 2020) (Malone, 2011)

Team Sports

(GoI, BvLF and BDP., 2019) (Muhammad and Abdullah, 2004) (Messiah, 2017)

Physical Accessibility

(GoI et al., 2020) (Brown et al., 2019) (Forman, 2017, p. 4)

Children’s dedicated corners

(BvLF, 2018) (GDCI and NACTO, 2020)

Services and Amenities

0-2 years old 2-6 years old 6-9 years old 9-12 years old

Proximity to greenery, as green spaces help develop a sense of belongingness amongst children. Access to greenery, and natural mud; to be able to feel getting ‘dirty’, without the risk of getting ill

2-6 years old 6-9 years old

Small and tiny; have a height way lesser than humans, perceive less openness than adults due to their limited range of sight, which indirectly affects their development

0-2 years old 2-6 years old 6-9 years old 9-12 years old 2-6 years old 6-9 years old 9-12 years old

Quantity and quality of civic infrastructure provided, and its role in creating an environment that caregivers perceive child friendly or unfriendly, and allow children to use the streets accordingly Play outdoors for long stretches in the evenings after attending school till the afternoon, especially in the summers when the weather becomes cooler after the sun sets (which also makes it dark)

Landscape elements that allow for interaction, and not merely decoration

Spaces that are open and not surrounded by bulky barriers, or parking lots and cars, and have elements scaled down according to the height of toddlers Integrated services and amenities such as concealed drains, landscaped sidewalks, welllevelled roads with speed breakers, clean surroundings etc. Spaces that are well-lit at all times of the day, to avoid the risk of criminal activities and sufficient visibility to allow safe-play amongst children

Proximity of children’s spaces to green spaces, Interesting landscape elements with provisions to sit, stand, walk, play and relax

Nature Interactivity

Toddler-scaled street elements

Sufficiency of civic amenities

Provision of adequate lighting and street lights that allow for freedom to play despite getting dark; lighting to aid in perception of safety

Street-lighting

(Feldman, 2015) (Krysiak, 2018) (Muhammad and Abdullah, 2004) (GoI et al., 2020) (Innocenti Digest, 2002, p. 19) (Broberg, Kyttä and Fagerholm, 2013) (Gehl, 2018, p. 6) (Laker, 2018) (Luke et al., 2020) (Malone, 2011) (Radaelli et al., 2011) (BvLF, 2018) (Feldman, 2015) (Luke et al., 2020) (Askew, 2019) (ARUP, 2017) (Innocenti Digest, 2002, p. 19) (Askew, 2019) (ARUP, 2017)

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Socio-cultural Domain

0-2 years old 2-6 years old 6-9 years old 9-12 years old

Spaces that have provisions for various generations to use them together to allow family-time to be spent together

All of children’s spaces- for them and their caregiver

Family friendly

(Efroymson, Thanh Tha and Thu Ha, 2009) (Laker, 2018)

Sociability and interactivity

(Gehl, 2011) (Feldman, 2015) (Whyte, 1980) (Muhammad and Abdullah, 2004) (Forman, 2017, p. 4) (Laker, 2018) (Luke et al., 2020) (Malone, 2011) (Thivant, 2018)

2-6 years old 6-9 years old 9-12 years old

Sociability; spaces that spark curious interactions, observations and learning amongst children, and allow for information exchange amongst caregivers

All of children’s spaces- for them and their caregiver

0-2 years old 2-6 years old 6-9 years old 9-12 years old

Protection from strangers, and social crimes, provision for surveillance while allowing the child to play in an unhindered environment

All of children’s spaces- for them and their caregiver

Provisions for guarding/ gating/ barricading to physically protect children’s spaces, or presence of guards/ cameras or equivalent protection norms

Safety and Security

(Bhonsle and Adane, 2016) (GoI et al., 2020) (Innocenti Digest, 2002, p. 22)

All of children’s spaces- for them and their caregiver

Community Interaction

(Gehl, 2018, p. 8) (KABOOM!, n.d.)

Play with Identity

(Chatterjee, 2006) (Bhonsle and Adane, 2016) (GoI et al., 2020)

2-6 years old 6-9 years old 9-12 years old 0-2 years old 2-6 years old 6-9 years old 9-12 years old

A neighbourhood culture that allows for healthy interaction amongst the residents- especially children and their caregivers, which encourages children to step out of their houses, interact and develop social skills Children, especially young children, their perception of the outside world, and their ability to recognise or establish a connect with their favourite spaces through particular street elements

All of children’s spaces- for them and their caregiver

Children’s public spaces not limited to children of any particular class (economic or social)

All of children’s spaces- for them and their caregiver

Inclusivity and Social Accessibility

(Askew, 2019) (GoI et al., 2020) (Innocenti Digest, 2002, p. 22) (Brown et al., 2019) (KABOOM!, n.d.)

Allowing children to be determinants in assessing the childfriendly measures in the neighbourhoods, seeking their involvement when proposing newer developments to understand their needs and their incorporation

All of children’s spaces- for them and their caregiver

Children’s participation

(Talu, 2020) (Gehl, 2018, p. 4) (KABOOM!, n.d.)

Table 3.1 A comprehensive tabulation of child-friendly attributes, to be used for the assessment of neighbourhoods in both the secondary case studies and the questionnaire development for the online survey. Source: Author

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3.4 JUSTIFICATION FOR THE RESEARCH PARADIGM AND METHODOLOGY The author started on the research for children and their inclusivity in the design of cities but identified through various literature about certain gaps, which had not been previously addressed in the literature the author read. She was, through her literature, able to identify a comprehensive list of attributes that would make a neighbourhood child-friendly, and has tabulated them below, in Table 3.1. These attributes shall help her in the analysis of her four case studies, with examples from India and abroad, and subsequently be used to prepare a questionnaire which would be used for her survey conducted online, as a part of her primary study. The author shall establish the broad parameters of child-friendliness in neighbourhood streets through in-depth analysis of the case studies, and then arrive at outcomes or findings which shall help her conclude the research subsequently.

3.4.1 Secondary Case Studies For her secondary case study, the author has chosen four examples from around the world, with one in India, and three abroad. The International examples have been chosen from both developing and developed nations, to provide an insight into the child-friendly approaches adopted in both kinds of nations. The Indian example has been chosen from the Smart Cities Mission- BvLF Partnership (CFSC), to provide an insight into the working methodology of this system and its relevance in terms of being a model for other Indian cities in the future.

3.4.2 Primary Study As a part of her primary study, the author prepared a questionnaire, based on which residents from various neighbourhoods and societies were surveyed online, and the answers were tabulated with a set of physical constructs the neighbourhoods have to offer. The questions for the survey were based on the table of attributes that the author identified from her literature review, and had an overlap in terms of some of the attributes. The author decided to conduct the survey amongst the residents of Delhi NCR as the NCR can be seen as a geographically large region that knits up multiple towns, cities and villages together and houses people from diverse backgrounds together. Furthermore, she has selected one of the societies, named Nirvana Country, in Sector-50 Gurgaon, for a more detailed study, owing to the positive feedbacks she received for the society by its residents in terms of its childfriendliness.

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3.5 CRITERIA FOR SELECTION OF SECONDARY CASE STUDIES The four case studies chosen for the research arise from diverse backgrounds that the author kept in mind during the selection. The case studies shall exhibit various approaches towards the design of child-friendly neighbourhood streets and provide with a versatile and unbiased understanding of the translation of the attributes in the real picture.

3.5.1 ‘Play Street’ At King’s Crescent Estate, London The King’s Crescent Estate at Hackney, London, is a redeveloped and redesigned neighbourhood which provides majorly affordable housing, and housing for social and lowincome groups. This highlights the need for providing child-friendly spaces as basic human righteous provisions for those who cannot afford fancy recreation spaces. The street, which has a consolidated set of child-friendly elements, along with the courtyards, which have scattered child-friendly elements, provide the residents with a wide variety of spaces dedicated to the well-being of the children. The provisions incorporate spaces for all the generations, thus thriving as a family friendly neighbourhood.

3.5.2 Potgieterstraat, Amsterdam The Potgieterstraat, or the Potgieter Street in Amsterdam, is another child-friendly neighbourhood street that has provisions for play spaces and other children’s activities, such as cycling and strolling. The City of Amsterdam, overall, is considered to be one of the most pedestrian-friendly and child-friendly cities in the world, and this street is just an example of their child-friendly approach.

3.5.3 Alley Gardens, Yangon The revitalisation of the Back Alleys in the city of Yangon, Myanmar, to develop the aesthetic and family-friendly Alley Gardens is an example to show that every small street in a neighbourhood has the potential to be a child-friendly street, with the combined efforts of various stakeholders. It sets an example in terms of how a city in a low-income group country, with residents who do not have enough awareness about the need to make their public spaces usable, rises above odds and barriers. It talks of an intervention that not only the residents enjoy, but also draws visitors from different parts of the globe, owing to its aesthetics. It can be a source of inspiration for the Indian context, and hence has been chosen as one of the case studies for the research.

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3.5.4 Nayion Ki Talai Chowk, Udaipur Udaipur is one of the four BvLF Partner cities in India, along with the likes of Bhubaneshwar, Pune and Vishakhapatnam. While Bhubaneshwar and Pune have relatively progressed more in terms of achieving their Smart City and Urban95 goals, the City of Udaipur is catching up alongside. However, it has been selected by the author has a case study as it has interventions that have taken place on the neighbourhood scale, and comprise of interventions on streets, and not just parks. The author shall use this case study to also provide an insight into the working methodology of the partnership between BvLF and Smart Cities Mission India, and its potential to be a model or source of inspiration for other cities in the country.

3.6 SUMMARY This chapter helped the author to formally express the methods adopted in the course of research, establish their needs and their linkages to arrive to the required outcomes. The author was able to categorically breakdown the methods and the sources of data collection, all of which have helped her further in the study.

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4.1 ‘PLAY STREET’ AT KING’S CRESCENT ESTATE, LONDON 4.2.1 General Specifications The King’s Crescent Estate is a neighbourhood in the Borough of Hackney, London. The project, designed by Karakusevic Carson Architects and Henley Halebrown, is an urban regeneration project that sought to redevelop and redesign the old and existing King’s Crescent estate Housing, without demolishing the existing structures. The first phase of the project that was aimed to provide 3000 homes in total, in period of five years over two phases, recently got completed in 2017. (RIBA, n.d.) Muf Architecture/Art and Studio Falaj took over the landscaping for the project, and designed it keeping inter-generational needs in mind. The Play Street, as it is called, got completed in 2018 and is a dedicated space for children living in the Estate. (muf architecture/art, n.d.)

Figure 4.1 Location of the Play Street in the part of the Site developed in the 1st Phase. Source: (Studio FALAJ, n.d.)

4.2.2 Child Friendly Physical Interventions The part of Murrain Road lying between the Northern and Southern Blocks, the Phase 1 and Phase 2 respectively, which is enclosed between the Sim Street and the Green Lanes (to the left of the Clissold Park), has been converted into the Play Street, a dedicated space for children. (As shown in Figure 4.1) This part of the street has playful objects scattered along the laneway, which are a combination of natural and artificial elements. Rocks and logs, hammocks, swings and other child friendly furniture sits along the soft and hardscaping along the laneway. (Krysiak, 2017, p. 28)

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Figure 4.2 (left) : Furniture for children that has been scaled and comprises of a variety of landscape elements. Source: (Studio FALAJ, n.d.) Figure 4.3 (right): A layer of green buffer zone that segregates the children’s zone from other spaces. Source: (Studio FALAJ, n.d.)

The project is envisaged to have a theatrical atmosphere complete with props for imaginative play, surrounded by amenity areas for multiple age groups for intergenerational gatherings. (muf architecture/art, n.d.) The furniture provides for the space to be used and enjoyed well by both, the children and the elderly, and the location of the street right outside the ground floor balconies creates a sense of security and safety. (muf architecture/art, n.d.)

Figure 4.4 The entrance to the Play Street, with an opening loop sized just for the height of a child. Source: (Murray, 2020)

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The street is complemented by the presence of courtyards with a similar design vocabulary, that allow for a relatively more playground-based experience, complete with attractive kids’ furniture including short street lamps. (muf architecture/art, n.d.) (As shown in Figure 4.5)

Figure 4.5 (left) : Lamp posts in the courtyard, some of which have been specifically scaled down for children and their response Source: (Ronald, 2020) Figure 4.6 (right): A combination of street elements amidst a muddy soft scape allow children to interact with them the way they like. Source: (Ronald, 2020)

4.2 POTGIETERSTRAAT, AMSTERDAM 4.3.1 Amsterdam as a child-friendly city As per a study conducted by the UNICEF in 2013, the Netherlands ranks first in terms of the overall well-being in of its children, based on 5 parameters. (UNICEF Office of Research, 2013, p. 4) The capital city of Amsterdam follows the same footsteps, and is one of the most pedestrian and cycle-friendly city in the world.

Figure 4.7 Location of Potgieterstraat in the city of Amsterdam. Source: (Palone, 2014, p. 168)

Potgieterstraat, a street located in inner Amsterdam, forms a part of a 19th century neighbourhood with relatively lesser public green spaces. (GDCI and NACTO, 2020, p. 72) As a part of the larger plan, a 60m long stretch of the street was to be blocked from vehicular

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traffic as an approach to make the street child friendly. (GDCI and NACTO, 2020, p. 72) The street redesign involved the creation of a central playground, surrounded by pedestrian friendly sidewalks on the edge of the buildings, with a cycle track integrated in one of the sidewalks, as shown in Figure 4.8. (GDCI and NACTO, 2020, p. 72)

Figure 4.8 A conceptual site plan showing the variety of spaces in the street. Source: (Palone, 2014, p. 169)

4.3.2 Potgieter Street- The child-friendly street The street, designed by Carve landscape Architects, got completed in 2010, and was conceptualised as an ‘urban stage’ in a busy neighbourhood. (Palone, 2014, p. 167) The intervention is seen as a ‘positive urban beacon for the district’ owing its celebration of a child-friendly street with some of the best and most versatile design ideas possible.

Figure 4.9 A girl playing with a whispering tube provided in the playground in the street. ((Runge, 2018) Figure 4.10 A group of children playing and drawing on the rubber mounds ((Landezine, 2012)

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With a wide variety of elements provided, such as, trampolines for jumping, soft rubber contours for running and drawing, water sprayers for splash features, slides, tunnels and other play equipment, the designers have created diverse spaces for play and engagement. (Palone, 2014, p. 167) Sitting spaces for caregivers and other independent citizens have been provided, which can be also used for reading, socialising, or enjoying casual meals from the cafeterias and kiosks nearby. (Palone, 2014) The project revitalised the street in terms of the spaces and user activities all-together, and has significantly contributed to some of the holistically designed family-friendly spaces in the city.

Figure 4.11 A child enjoying the water sprayer play installation in the street. ((Runge, 2018) Figure 4.12 A group of children engaging in group play in the open part of the street. ((Landezine, 2012)

4.3 ALLEY GARDENS, YANGON 4.4.1 The transformation After gaining independence from the British in 1852, Myanmar’s Yangon was left with a new city plan with wide roads arranged in a grid, and 5 metre wide alleys in the middle of buildings located in those grids. (Roell, 2020)

These alleys with open gutters and

underground sewers were supposed to add on to the existing underground drainage system of those routes, and protect from flooding during disasters. (Roell, 2020) The alleys soon started witnessing residents who came here for relaxation, informal strolls and informal gatherings, which were put on a stop by the government in 1960, who said that gatherings were no more allowed in the alleys. (Roell, 2020) In 1980s, the alleys were officially closed, and soon after they became waste dumps in absence of an effective waste collection system. (Roell, 2020) As shown in Figure 4.13, these alleys constitute a major chunk of the street network and together account for a large percentage of the open space of Downtown Yangon. With just one park located in the middle of a dense urban fabric, known as Mahabandula Garden, the purposing of the alleys as open urban spaces became a need of the hour for the city.

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Figure 4.13 A plan showing the alleys lying between road networks, and the one and only park located in the area. (Roell, 2020)

Among rising concerns, Doh Eain, a Yangon based multi-disciplinary and participatory urban design firm, started experimenting with the ‘trash alleys’ to convert them into gardens in 2016, and by 2017, the Government officially handed them over the project of revamping the alleys. (Htun, 2018) The design approach initially started with incorporating vegetable gardens in the alleys, preserving cultural heritage and upgrading the alleys as open urban spaces, and has evolved comprehensively keeping in mind the needs of multiple user groups.

Figure 4.14 Transformed streets after the revitalisation. (Downing, 2019)

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Figure 4.15 (left) The Alleys now provide spaces for children to play and hang out together. ((Zon Pann Pwint, 2018) Figure 4.16 (right) The Alleys now provide spaces for children to play and hang out together. (Anon., 2019)

For children, the alleys provide for ample playing spaces along with sitting spaces for their caregivers. Children and residents from neighbouring areas specially visit the alleys to play, socialise and interact. (Htun, 2018) The alleys house various swings, play equipment and linear open spaces for children to skate. (Htun, 2018)

Figure 4.17 The Alleys with toddler-scaled elements. (Myanmar International TV, 2020)

4.4.2 Impact Evaluation The revitalised alleys have created a positive impact in the community, and various user groups, including children, their caregivers, and other independent citizens now visit the alleys regularly. Many outdoor cafes and spill outs have now opened up in these alleys, leading to the creation of a new and improved public realm. (Matsushita et al., 2018) It has also made citizens more responsible towards their communities, and improved children’s outdoor participation and independent mobility. (Downing, 2019)

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Figure 4.18 (right) The Alleys with toddler-scaled elements. ((Downing, 2019)

4.4 NAYION KI TALAI CHOWK, UDAIPUR 4.5.1 Udaipur as a CFSC Udaipur is a city in the Indian state of Rajasthan, commonly known as ‘the City of Lakes’, and is one of the four cities in Rajasthan selected under the SCM. The part of the city selected for ABD under the SCM is the Walled City. (MUD, 2016) After BvLF conducted workshops in Udaipur in 2018, and MoU was signed and the initiative Urban 95 was launched in the city in 2019. As a part of the initiative, the multiple stakeholders, comprising the MC of Udaipur, SCM ULBs, BvLF, I.C.L.E.I. (the technical partner), and local people, collectively developed, or have proposed the development/ redevelopment of four child-friendly spaces in the city.

Figure 4.19 (left): Proposed redevelopment plan of the Anganwadi in Ward Number 3. (BvLF, MC and I.C.L.E.I., 2020c, p. 12) Figure 4.20 (right): Development Plan of Meera Park in Ward in Ward Number 53. (BvLF, MC and I.C.L.E.I., 2020b, p. 8)

BvLF had selected various pilot wards in the City (as shown in red blocks in Figure 4.21), and each of these four interventions belong to four different pilot wards. (I.C.L.E.I., 2019) The first intervention was a child-friendly zebra crossing outside the Vidyabhawan School, as illustrated in Figure 2.3, which was completed in 2019. This was followed by two

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interventions, the redesign of the Naiyon ki Talai Chowk and the Meera Park (Figure 4.20), completed in December 2019 and 2020 respectively, and the proposed redevelopment of an Angadwadi in ward number 3. (Figure 4.19)

4.5.2

Nayion ki Talai Chowk

The Naiyon ki Talai Chowk is a street junction in Ward Number 13, lying in the Walled City, with a dense residential fabric, a temple, a school and the residents’ parking as its immediate contexts. (Figure 4.21) It also has a public bathing area, a municipal hand pump, an electric pole in the middle of the triangular open space, surrounded by G+2 buildings on all its sides. (BvLF, MC and I.C.L.E.I., 2020a, p. 7) The chowk, as a result of its inadequate planning, witnessed unorganised vehicular parking, dilapidated construction debris piling up, garbage dumping, and was perceived as a ‘dead’ space by the residents living there. (BvLF, MC and I.C.L.E.I., 2020a, p. 6)

Figure 4.21 Plan of the city of Udaipur and its selected wards for the ABD model in the Smart Cities Mission (right), and the plan of ward number 13 with the site for the intervention marked in red. Source: Author, Plans: (BvLF, MC and I.C.L.E.I., 2020a)

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After understanding the needs of the children, the residents and other target audience, a set of ITCN indicators was prepared, to identify the requirements of the intervention. (BvLF, MC and I.C.L.E.I., 2020a, p. 9) This not only involved children and their caregivers, but also the livelihoods of various small businesses based in the chowk, senior citizens, and temple goers. Various discussions and workshops were conducted to engage the stakeholders, such as teachers, ward councillors, beneficiaries and technical service providers, and all of them contributed in bringing the physical change in the chowk.

Figure 4.22 The Chowk and its activity mapping, before (left) and after (right) the intervention. (BvLF, MC and I.C.L.E.I., 2020a)

4.5.3 Impact of the Intervention The approach towards the intervention was adopted to be sensory- one that would satisfy all the five senses of a human being, and the provisions were made accordingly. Apart from bringing physical changes, such as cleaning, painting and retrofitting existing street furniture, various sensory activities and interactive games for children were introduced (BvLF, MC and I.C.L.E.I., 2020a, p. 20) Newer norms were introduced which allowed the space to function as an organised parking, only in the night, so that the needs and requirements of all the beneficiaries are met. The intervention resulted in the increase in usage of the chowk by 3% more toddlers, and 5% more young children, and a 2% decrease in the presence of caregivers, which can be attributed to lesser requirement of adult supervision and better independent mobility. (BvLF, MC and I.C.L.E.I., 2020a, p. 16) A before-after comparative impact of the intervention can be seen in Table 4.1, with pictures showing a change in usage, activities and perception of the space.

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BEFORE THE INTERVENTION

AFTER THE INTERVENTION

Table 4.1 Some photographs from the site before and after the intervention. Source: Author, Graphics: (BvLF, MC and I.C.L.E.I., 2020a)

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5.1 ONLINE SURVEY CONDUCTED AMONGST THE RESIDENTS OF DELHI NCR Based on the needs of the study, the gaps identified in literature and the understanding of the above mentioned studies, the author identified a set of attributes which she used to analyse her case studies. Based on her inferences, she designed a questionnaire (APPENDIX

1- QUESTIONNAIRE FOR THE SURVEY) which helped her to provide preliminary evidence to her attributes identified above. The survey form was designed with the help of Google forms, and circulated to various residents in Delhi NCR who fit the target audience category and volunteered to provide information.

5.2 FINDINGS Out of the 100 respondents, 30 (30%) belonged to Individual Plotted Housing Colonies or Independent houses, and the remaining (70%) belonged to Gated Societies. While most of the aspects of child-friendliness in the neighbourhood seemed independent of the type of society in which the residents were living, gated societies surely did have a few attributes in common, which the individual plotted societies seemed to miss out. The survey consisted of questions based on the attributes of child-friendly neighbourhoods as mentioned above, and had questions regarding the provision of infrastructure and services and the perception of child-friendliness amongst residents. While perception is totally subjective aspect that can be attributed to the age of the children in one’s family it is also in a big way dependent on the physical constructs of the neighbourhood. The author made another table to document the physical infrastructure and amenities provided in gated and plotted societies. This table comprises of selective questions (8) out of the 22 questions asked in the survey, and the answers to these questions in the form of options selected. The percentage mentioned against each option is the percentage of respondents who chose that option, with the percentage being amongst the residents of a particular type of society (gated or plotted in this case). The results have been tabulated below:

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S.no.

Category

Options available

% of answers among residents of Gated Societies/ RWAs (out of 70 residents)

% of answers among residents of Individual Plotted Housing/ Open Housing Systems (out of 30 residents)

Answers that indicate childfriendliness

Accessibility of the neighbourhood park

72.8% 67.2%

13.3% 86.7%

Restricted

Presence of Child-friendly crossings near the park Presence of child-friendly spaces on streets

Presence of guards on the streets for children’s safety

Provision of lighting to ensure safety after sunset

37.1% 62.9% 61.4% 38.6% 55.7% 44.3% 54.2%

13.3% 86.7% 10% 90% 13.3% 86.7% 46.7%

Yes

Restricted Open (general) Yes No Yes No Yes No Yes No

30%

16.6%

Maybe

15.8%

36.7%

Yes

34.3%

6.7%

Yes

No Yes

65.7% 34.2%

93.4% 76.7%

65.8%

23.3%

Yes No Maybe

50% 20% 30%

3.3% 50.1% 46.6%

6 7

Presence of attractive and colourful street elements The risk of children experiencing crimes in the absence of adults Consideration of the neighbourhood as childfriendly

Yes Yes Yes

Yes

Table 5.1 Physical infrastructure and amenities provided in neighbourhoods that contribute in making the neighbourhood child-friendly- figures are based on survey conducted amongst 90 residents of Delhi NCR, Source: Author

Based on the above table, it can be established that residents’ perception of their neighbourhood as child friendly and the child friendly indicators apply to majority residents in gated societies, but lesser number of residents in plotted societies. This can be attributed to the difference in aspects of physical infrastructure, amenities, norms and maintenance that follow up when a society is gated versus when it is not. While most of the answers indicate that gated societies have more chances of being child-friendly, the author has decided to conduct a more comprehensive study on the aspects that make a gated or a plotted society child-friendly. The author shall undertake two primary case studies to understand these findings in greater detail, as explained above.

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5.3 OBSERVATIONS FROM NIRVANA COUNTRY Nirvana Country, one of the gated societies in Sector 50, Gurgaon, received relatively better feedback in terms of its child-friendly aspects as compared to other societies. A quick documentation and subsequent observations indicate the presence of well-maintained and clean streets, with proper waste and sanitation systems in play.

Figure 5.1 (left): Presence of street lights permits children to play without the requirement of adult supervision post-sunset, even when it gets dark. Source: Author Figure 5.2 (right): Presence of levels and landscape components provide interactive spaces to children, and realise their ‘favourite’ spaces where they can connect with the outdoor. Source: Author

The streets have adequate amount of street lights that allow for play and leisurely activities even when it gets dark. The society is considered to be very ‘green’ by the residents, and as visible in the photographs, there are large trees planted all along the parks and the sidewalks that provide shading and create a good visual environment. There are various landscape elements and outdoor street furniture, both shaded and open, to allow various user groups to use these spaces at different times of the day. Most of these spaces have clusters of benches alongside, for caregivers to sit and observe while having their own social interactions. All of these parks are surrounded by levelled sidewalks, for children to cycle/skate without having to do that on the roads. The society is inclusive in terms of children using its streets and parks. Children belonging to the residents living there or the working labour are not discriminated against, and everyone present in the neighbourhood at a particular time can use these open spaces irrespective of their social or cultural background. Various social groups can be noticed using these spaces in the evening, and there is an overall healthy environment in play.

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Figure 5.3 (left): A combination of shaded and open to sky spaces with landscaping and level play to provide a variety of spaces to children and their caregivers. Source: Author Figure 5.4 (right): Presence of dustbins with provision for segregation at regular intervals, which helps provide a hygienic and clean environment to children and their caregivers. Source: Author

The roads have a speed limit of 20kmph and speed breakers at every turn. The society has gates for entry, and only allows residents in. Workers and laborers are required to get passes made, and delivery boys, cabs and autos are only made to enter after cross-checking from the concerned residents. All of these norms have been created to ensure that the society is child and family friendly. As a result, young children, as young as 3-5 years, are sometimes seen without caregivers in their peer groups, and seen indulging in their own forms of play without their parents having to worry about their safety and security.

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This chapter shall comprise the analysis done for the case studies, based on a set of attributes the author identified above. The author shall analyze the data to make tables, diagrams, charts etc. and include comparisons or differences or similar forms of tools to provide an explicit understanding of the case studies chosen above.

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6.1 OBSERVATIONS

ANALYSIS OF SECONDARY CASE STUDIES BASED ON ATTRIBUTES IDENTIFIED FROM LITERATURE REVIEW (as shown in section 3.3)

S.NO

ATTRIBUTES

6.2.1

PLAY STREET, KING’S CRESCENT ESTATE, HACKNEY, LONDON (2018) (based on section 4.1)

POTGIETERSTRAAT, AMSTERDAM (2010) (based on section 4.2)

ALLEY GARDENS, YANGON (2016continuing) (based on section 4.3)

NAYION KI TALAI CHOWK, UDAIPUR SMART CITY (2019) (based on section 4.4)

General Specifications

Size

850 sqm.

1500 sqm.

125 sqm. per alley (total 11 alleys revitalised up till now)

550 sqm.

Type of Intervention

Street redesign

Redevelopment and revitalisation

Tactile intervention

Target Audience

Children and their caregivers

Children, their families and all the members of the neighbourhood, tourists

Children, their families and all the members of the neighbourhood

Yes

Natural elements like rocks and logs, water, vivid outdoor furniture, swings and play equipment Yes, but minimal

Landscaping, rubber plaza with contours, and installed play objects like slides, trampoline, water sprayers, etc. Yes, but minimal

Colours, paints, green elements, traditional Myanmar Crafts, swings and play equipment Yes, and bright

Pedestrian Accessibility

Yes

Connectivity

The street is well connected to other streets of the Estate, as well as major routes in the area via pedestrian and vehicular routes

The street is well connected to other parts of the city via vehicular, pedestrian and cycle routes

The alleys form a part of a large grid, which also comprises of wide roads that connect it to various parts of the city.

The chowk is well connected to nearby areas via vehicular and pedestrian routes

Yes, but separated with a buffer space

6.2.2

INFERENCES

The size should be based on the number of people using the space, and the size, shape, scale and morphology of the street shape the activities and its uses. A street which is open to the general public needs to have additional provisions for children’s safety and security.

Analysis in the physical domain

Provision for Doorstep Play Material Palette Presence of colours

Vehicular presence on the street (traffic and parking) Vehicular presence around the street

Activities and recreational provisions in the street

     

Landscaped children’s streetscape Integration of gardens and lawns Space for skating Interactive street furniture Space for walking/ strolling Sitting and relaxing areas

      

Dedicated 2-way cycling lanes Landscaped children’s mounds Space for skating Spaces and streetscape to allow crawling, bouncing, sliding Space to draw and colour Sitting and relaxing areas/ café Splash and water interactivity

     

Colours, paints, swings and play equipment Yes, and bright

Only parking spaces (for the vehicles belonging to the residents) provided on the periphery of the children’s area, thoroughfare of vehicles not allowed Gardens Children’s playgrounds Space for skating Street art and photo gallery Mini outdoor library Outdoor gym

      

Organised and restricted parking Space for interactive play Space for skating Street art and spinning wheels Functional outdoor sitting Learning/ playful track Space for walking/ strolling

Informal play spaces right outside the house witness maximum user participation. A mix of materials, especially with greens, and a little use of colour, promotes healthy and attractive environments, for both children and their caregivers. Pedestrian accessibility from the users’ homes to the street assists in making it vehicle-free. The neighbourhood and its parts shall be well connected by pedestrian streets to avoid the movement of vehicles within, as much as possible. The segregation of vehicles (traffic and parking spaces) from children’s spaces is the most important component of a child-friendly street While each of the child-friendly streets has different provisions for children, the bigger picture revolves around providing spaces for various types of play, learning and physical activity in holistic developments.

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Spatial provisions for the caregivers

Yes

Refurbished temple steps and raised planters for seating

Infrastructure for team-sports/ group games

Yes

Certain areas in the alleys with no or little barriers

Yes

6.2.3

Analysis in the domain of services and amenities

Presence of green elements on site

Combination of softscapes and hardscapes with various green elements like grass, tree trunks, mud etc.

Preservation of existing trees along with provision of newer ones, newer vegetation planted along the sidewalks

Presence of vegetable/ flower gardens, potted and hanging plants

Presence of a handful of large trees within the fully paved street, painted tree trunks

Presence of toddlerscaled elements

Yes

Improvement in drainage and sanitation facilities, further improvement required

Yes

Sufficiency of civic amenities

Yes

Adequate street lighting

Yes

Notions of safety and security

Location of the space right outside the entrance doors, provision to supervise children from the balconies/ windows above (passive surveillance)

Collective involvement of citizens and various user groups; location provides for movement of passers-by who observe and assist in passive security

Location of the space right outside the entrance doors, provision to supervise children from the balconies/ windows above (passive surveillance)

Yes

Accessible and open to anyone, including tourists

Yes

Yes, through forms and questionnaires

Sought for decisions concerning the nature of the re-designed street, selection of the architect, policies etc.

Yes, through workshops and questionnaires

Increased usage of the street by local residents and an increased sense of ownership perceived

Contribution towards socio-economic growth, cohesive bonding amongst residents, well-being and sustainability

Transformation of the chowk into a lively, vehicle-free and clean space, where children play and adults socialise and supervise

6.2.4

Yes

Greenery helps combat pollution, creates ecological and healthy spaces, and provides creates visually quality required for a holistic development Provides more outdoor opportunities for toddlers and young children Proper quality and quantity of amenities required for outdoor hygiene Creates perception of safety and security, aids outdoor play during dawn/ dusk The provision for adult supervision and surveillance is the most important in the case of younger children, especially when there are no guards or security officials.

Analysis in the socio-cultural domain

Social accessibility/ inclusivity Provision of social/ community spaces Users’ involvement and participation in street redesign

6.2.5

For a child-friendly space to be successful, it should to be able to accommodate the caregivers as well Team sports help in building children’s social circle and are a medium of physical activity

Social spaces help build the citizens’ social life, which makes them happy and healthy in the long run When users have a say in the design of their spaces, they feel attached and are able to contribute more to the maintenance of those spaces

Impact Evaluation

Social contributions by the project

Users’ perceptions and opinions

Spaces provided for family friendly usage and communal courtyards help maintain active community life Since its opening, the space has been frequently used by multiple user groups including children, for picnics, informal gatherings, and more importantly, routine play

The reclamation of street space from Satisfaction in terms of options vehicles to the citizens has led to an available for children to play after improvement in the public realm, school and fulfilment of the need for where in children, their caregivers, and lively open spaces in the precinct, hope other residents like to spend time, be it for other alleys (near their homes) to just sitting or strolling be also transformed in the same way Table 6.1 Tabulation of attributes identified from case studies. Source: Author

Improvement in quality of the space, both visual and spiritual, and helps the users develop a better connect and sense of belongingness in the place

Spaces that bring together children also bring together their caregivers and family members, thus facilitating a social life amongst members of the community.

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6.2 COMMONALITIES BETWEEN PRIMARY AND SECONDARY STUDIES The observations common to the secondary and primary studies point to the most fundamental aspect of a child-friendly street- the segregation of vehicles from children’s spaces, or the entire neighbourhood streets, if possible. This segregation should be primarily done from fast-moving traffic, ideally, and even from parking lots, if possible. Secondly, safety and security through various forms of passive surveillance should be provided, such as the incorporation of CCTV cameras in the neighbourhood’s infrastructure. The movement of security guards throughout the neighbourhood could be a complementary move, for the free and independent mobility of children. Another important aspect of child-friendly cities deals with the sufficiency in terms of quality and quantity of the services and amenities provided to the residents in the neighbourhood. Since small children are highly prone to getting ill and are the least aware of the importance of health and hygiene, it is important to ensure the hygiene of the overall neighbourhood comprehensively. This can be done by ensuring the provision of dustbins at frequent intervals, and a regular waste collection system, accompanied by covered manholes, and a clean sewage system. The sanitation system also needs to take into account the absence of foul smell, and the ability to take in water during rains to avoid stagnancy and flooding. To add on to the services and amenities, it is imperative to ensure the provision of clean and well-structured roads with speed breakers at frequent intervals, to prevent the movement of high traffic. The provision of versatile forms of green spaces and landscaping and toddlerscaled elements are also included in this domain, and together these attributes cover the basics of a child-friendly street.

Dissertation 2020

SPA, New Delhi, India

Dissertation 2020

SPA, New Delhi, India

7.1 PHYSICAL DOMAIN As established in the previous section, (section 6.2), the physical and service-oriented attributes are the most important, when it comes to designing a child-friendly street. One of the major concerns that residents put forward, is the presence of fast-moving traffic on neighbourhood streets, and the primary step towards making it child friendly would be the segregation of traffic from it. Secondly, the presence of greens and landscaping often signifies the key to a healthy environment, and their integration into the spaces is as important. While the services add in to bring functionality to the physical construct, the aspects of aesthetics and attractiveness in a child-friendly street are equally important. These aspects can be catered to with the help of colours which can be brought about through painting, street furniture or attractive landscaping. These aesthetic interventions to the street can be either tactile or permanent, depending upon the suitability of the context. The presence of attractive play equipment not only contributes to the aesthetic of the street but also opens doors to a variety of recreational activities possible.

7.2 SERVICE-ORIENTED DOMAIN The perception of cleanliness, hygiene, and the public health of the environment comes from the presence of a well-maintained sanitary and sewage system, waste disposal and collection system, and running maintenance in the form of pest-control and insect-control spray sessions among others. The presence of large trees contributes in keeping the air quality healthy, and free of pollution. All of these systems contribute in ascertaining that the aesthetics stay in place, and the street not only looks child-friendly but also feels like one. The role of passive security or passive surveillance is also an integral one, as it helps in the creation of an environment that can accommodate the child’s need for independent mobility. A safe and secure environment would help him express himself more freely, without his caregivers having to worry about his needs and deeds.

This can be brought about by

either restricting entry to the dedicated children’s area in the neighbourhood, or by restricting the whole neighbourhood itself (as in the case of gated communities). The latter is a relatively less preferred option as it goes against the fundamentals of inclusivity. Hence, the best option amongst the lot is to not restrict the spaces physically but to provide spaces for caregivers and other residents to sit or stroll along the periphery (passive security).

Dissertation 2020

SPA, New Delhi, India

7.3 SOCIO-CULTURAL DOMAIN The key to a healthy neighbourhood also lies in its social life, wherein various residents get to interact with each other. The provisions for children and their caregivers to interact amongst their user groups can be made through by conducting activities on the street itself, which are open to the general public. An ideal child-friendly street should be inclusive, as all children deserve the right to healthy streets. These streets shall also be able to boost their social lives, help them make friends and develop connections, which will ultimately encourage them to participate and play outdoors regularly in the long run, thus making them physically active and healthy.

Dissertation 2020

SPA, New Delhi, India

This chapter shall be the concluding chapter of the author’s dissertation, wherein a conclusion shall be provided to this research.

Dissertation 2020

SPA, New Delhi, India

A child-friendly city is one, which allows for children’s holistic development. It caters to the needs of children during their different stages of development up to 12 years and ensures that they lead a healthy life. It is a broad term that encompasses various domains, including the physical, socio-cultural, economic, ecological and service-oriented aspects of children’s needs and behaviour in a city. Each of these apply to the different scales that make up a city, beginning from the building scale (architect’s scope), neighbourhood scale (architect and urban designer’s domain) to a multi-level commercial scale (urban designer’s domain) and subsequently the city scale (planner’s domain). Infants, toddlers and young children (0-6 years) spend most of their time in and around their homes, as they require additional care and attention. They mostly depend on spaces right outside their homes for play and physical activity, since their personal spaces can fall short on space required for the same. The route travelled by children between their residences, primary schools, and playgrounds is the one where they are most likely to spend the majority of their time and indulge in informal and spontaneous play. Owing to these considerations, the author had identified the neighbourhood scale as the most important scale to study child-friendly interventions in a city. Neighbourhood streets, that connect a child’s home and his/ her nearest playground, need to be able to provide children with secure, healthy and safe connections for their overall development. Most importantly, they need to be free of vehicles to avoid the chances of accidents, which can occur due to children’s limited ability in making judgements. Presence of vehicles also spoils the space’s quality and contributes to sound and air pollution, which is likely to make them ill, due to their formative ages. Secondly, these streets need to be safe and secure, so that they can provide for children’s independent mobility, and allow them to navigate and discover their surroundings without being at the risk of being exposed to crimes. These streets need to incorporate a variety of physical elements, especially greens and landscaping, to provide for visual quality and qualitative experiences while using the space. They should also provide for sidewalks/ footpaths or other landscape elements, which can help them learn to cycle, skate, jog or run, without being at risk due to vehicular movements. Children easily get attracted to colours and respond to their surroundings by their sense of touch in their initial years. By providing them with attractive streetscape, with versatile play equipment, street furniture, swings and other forms of textural elements, designers can make streets interesting for them. At the same time, these interactive elements need to be clean and tidy, as children are also in the habit of licking, smelling or rubbing their hands on their face to be able to experience things better. For this purpose, streets need to have a general sense of health, hygiene and cleanliness, which shall come from efficient waste disposal, collection and sanitation systems.

Dissertation 2020

SPA, New Delhi, India

Apart from these physical and functional needs, children need to be able to develop a social life, which is integral in shaping their interaction and communication skills. It is, therefore, imperative to ensure that their neighbourhoods are socially and culturally diverse, inclusive, and allow all children with equal rights to play/ use these spaces. Neighbourhood streets shall also be socially active, for children to make friends and form peer groups with whom they can participate in team sports and group games. Considering the needs of caregivers is equally essential as the needs of children when designing a child-friendly street. In the Indian context, most of the children do not step out of their homes without their caregivers until the age of 10-12, thus emphasising on the need for more family-friendly streets. To make a street more friendly to the caregivers, ample space shall be provided for their activities, predominantly sitting, strolling or socialising while observing their children. Such spaces can be created by installing versatile forms of street furniture, especially in areas close to where children play. As designers, we must ensure to bring in all these components in place while designing a child-friendly street. An ideal child-friendly street shall contribute in improving the public realm, and help children and their caregivers develop a sense of place-making, belongingness and identity.

Dissertation 2020

SPA, New Delhi, India

ACE (2020) ACE Trust Future Plans . Available at: http://acetrust.net/future-plans/ (Accessed: 12 October 2020). aProCh (2020) :: ‘aProCh ’: Available at: http://aproch.org/Home/innerpage?cname=India&node=INITIATIVES&node1=Parents of the Park# (Accessed: 10 September 2020). ARUP (2017) Cities Alive - Designing for Urban Childhoods. London: ARUP. Askew, J. (2019) Shaping Urbanization for Children: A Handbook on Child - Responsive Urban Planning. UNICEF. Available at: https://www.tandfonline.com/doi/full/10.1080/23748834.2018.1549968 (Accessed: 28 August 2020). Baldwin, E. (2020) ‘10 Actions to Improve Streets for Children’, ArchDaily, 11 August. Available at: https://www.archdaily.com/945350/10-actions-to-improve-streets-for-children (Accessed: 30 September 2020). Benfield, F. K. (2014) ‘Cities Need Nature’, in People Habitat: 25 Ways to Think About Greener, Healthier Cities. Island Press. Available at: https://www.huffpost.com/entry/citiesneed-nature_b_5192844?section=india (Accessed: 26 September 2020). Bhonsle, K. D. and Adane, V. S. (2016) ‘Assessing the Play Provisions for Children in Urban Neighborhoods of India: Case Study Nagpur, Maharashtra’, Buildings, 6(3), p. 57. doi: 10.3390/buildings6030031. Broberg, A., Kyttä, M. and Fagerholm, N. (2013) ‘Child-friendly urban structures: Bullerby revisited’, Journal of Environmental Psychology, 35, pp. 110–120. doi: https://doi.org/10.1016/j.jenvp.2013.06.001. Brown, C. et al. (2019) ‘Special issue: child-friendly cities’, Cities & Health, 3(1–2), pp. 1–7. doi: 10.1080/23748834.2019.1682836. BvLF (2018) Urban 95 Starter Kit. Bernard van Leer Foundation (BvLF). Available at: https://bernardvanleer.org/app/uploads/2018/05/Urban95-Starter-Kit-2.pdf (Accessed: 8 August 2020). BvLF (2020) India, Bernard van Leer Foundation. Available at: https://bernardvanleer.org/country/india/. BvLF, MC, U. and I.C.L.E.I. (2020a) Udaipur-An Urban95 City: Activating an informal public space at Nayion Ki Talai Chowk, Urban95. Available at: http://udaipurmc.org/PDF/Urban95/Tactical2 Nayion Ki Talai Chowk- ActivationU95_01.pdf (Accessed: 1 November 2020).

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BvLF, MC, U. and I.C.L.E.I. (2020b) Udaipur-An Urban95 City: Rejuvenation of Meera Park, Bhatiyani Chohatta, Urban95. Available at: http://udaipurmc.org/PDF/Urban95/Tactical3 Meera Park -RejuvinationU95_01.pdf (Accessed: 10 November 2020). BvLF, MC, U. and I.C.L.E.I. (2020c) Udaipur-An Urban95 City: Transformation of Aanganwadi Centre at Pula (Proposed), Urban95. Available at: http://www.udaipurmc.org/PDF/Urban95/Tactical6 Urban95 Aanganwadi at Pula.pdf (Accessed: 10 November 2020). BvLF and NIUA (2014) Small Children Big Cities: Impact Through Design Intervention. New Delhi. Chatterjee, S. (2006) Children’s Friendship with Place: An Exploration of Environmental Child Friendliness of Children’s Environments in Cities. North Carolina State University. Available at: http://www.lib.ncsu.edu/resolver/1840.16/5206 (Accessed: 6 October 2020). Chaudhary, S. (2020) ‘Mumbai’s New Skatepark Addition Is Reimagining Urban Spaces In The City’, Homegrown, 23 October. Available at: https://homegrown.co.in/article/804858/mumbais-new-skatepark-addition-is-reimaginingurban-spaces-in-the-city (Accessed: 9 November 2020). City, C. in the (2020) ‘Child in the City- About Us’, Child in the City. Available at: https://www.childinthecity.org/about-us/ (Accessed: 1 September 2020). ‘Creative street art marks first Urban95 project in Udaipur’ (2019) Bernard van Leer Foundation. Available at: https://bernardvanleer.org/news/creative-street-art-marks-firsturban95-project-in-udaipur/ (Accessed: 1 September 2020). Dhar, D. and Thakre, M. (2020) ‘No Child’s Play: The Enduring Challenge of Creating ChildFriendly Cities ’, ORF Issue Brief , (415). Available at: https://www.orfonline.org/research/nochilds-play-the-enduring-challenge-of-creating-child-friendly-cities/ (Accessed: 15 November 2020). Downing, J. (2019) ‘Hang on, Yangon! The City Getting a Facelift One Alley at a Time |’, California Magazine, 23 July. Available at: https://alumni.berkeley.edu/californiamagazine/just-in/2019-07-23/hang-yangon-city-getting-facelift-one-alley-time (Accessed: 10 November 2020). Dunton, G. F. et al. (2014) ‘Neighborhood park use by children: use of accelerometry and global positioning systems’, American journal of preventive medicine, 46(2), pp. 136–142. doi: 10.1016/j.amepre.2013.10.009. Edwards, N. J. et al. (2014) ‘The Effect of Proximity on Park and Beach Use and Physical Activity Among Rural Adolescents’, Journal of Physical Activity and Health, 11(5), pp. 977– 984. doi: 10.1123/jpah.2011-0332. Efroymson, D., Thanh Tha, T. T. K. and Thu Ha, P. (2009) Public Spaces: How They Humanize Cities. Dhaka: Healthbridge - WBB Trust.

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Elshater, A. (2018) ‘What can the urban designer do for children? Normative principles of child–friendly communities for responsive third places’, Journal of Urban Design, 23(3), pp. 432–455. doi: 10.1080/13574809.2017.1343086. Eriksen, T. H. (2001) Small Places, Large Issues: An introduction to Social and Cultural Anthropology. 2nd edn. London and Virginia: Pluto Press. Available at: https://toleratedindividuality.files.wordpress.com/2015/02/small-places-large-issues-anintroduction-to-social-and-cultural-anthropology-culture-and-society.pdf (Accessed: 29 September 2020).

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and research on residential street design and its influence on children’s independent outdoor activity. GDCI and NACTO (2020) Designing Streets for Kids. Island Press. Gehl, J. (2011) Life Between Buildings- Using Public Space. Copenhagen: Island Press. Available at: https://www.academia.edu/29430383/jan_Gehl_Life_Between_Buildings (Accessed: 31 August 2020). Gehl, J. (2018) Space to Grow - Ten principles that support happy, healthy families in a playful, friendly city - . Available at: https://bernardvanleer.org/publications-reports/spaceto-grow-ten-principles-that-support-happy-healthy-families-in-a-playful-friendly-city/ (Accessed: 23 November 2020). GoI, M. (2015) URDPFI Guidelines. Town and Country Planning Organisation. Available at: http://mohua.gov.in/upload/uploadfiles/files/URDPFI Guidelines Vol I.pdf (Accessed: 26 September 2020). GoI, M. et al. (2020) Nurturing Neighbourhoods Challenge. GoI, M., BvLF and BDP. (2019) INFANT, TODDLER, CAREGIVER-FRIENDLY NEIGHBOURHOOD: Design Guidelines, Infant, Toddler, Caregiver-Friendly Neighbourhood. Available at: https://smartnet.niua.org/sites/default/files/resources/1-itcn-policy-framework.pdf (Accessed: 15 September 2020).

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GoI, M. of H. R. D. (MHRD) (2004) ‘National Charter for Children, 2003’, in The Gazette of India. Delhi: Controller of Publications, p. 15. Available at: http://egazette.nic.in/WriteReadData/2004/E_36_2011_078.pdf (Accessed: 14 September 2020). GoI, N. I. C. (NIC) (2013) ‘The National Policy for Children, 2013’, in Gazette of India. Delhi: Controller of Publications, p. 6. Available at: https://wcd.nic.in/sites/default/files/npcenglish08072013_0.pdf (Accessed: 14 September 2020). Goldfeld, S. et al. (2015) ‘Neighbourhood Effects Influencing Early Childhood Development: Conceptual Model and Trial Measurement Methodologies from the Kids in Communities Study’, Social Indicators Research, 120(1), pp. 197–212. doi: 10.1007/s11205-014-0578-x. Gray, P. (2013) ‘Children today are suffering a severe deficit of play’, Aeon, 18 September. Available at: https://aeon.co/essays/children-today-are-suffering-a-severe-deficit-of-play (Accessed: 26 September 2020). Hanson, M. and Abdulsamad, M. (2018) ‘From Pop-Up to Permanent: Five lessons in tactical urbanism’, Global Designing Cities Initiative. Available at: https://globaldesigningcities.org/2018/04/18/from-pop-up-to-permanent-five-lessons-intactical-urbanism/ (Accessed: 1 September 2020). HT Correspondent (2019) ‘2 years on, Raahgiri Day is back in Delhi’, Hindustan Times, 23 May. Available at: https://www.hindustantimes.com/delhi-news/2-years-on-raahgiri-day-isback-in-delhi/story-7COABm8xFFyGgwHz4LotMJ.html (Accessed: 12 October 2020). Htun, L. M. (2018) ‘Transforming Urban Wasteland into Gardens, One Alley at a Time’, The Irrawaddy, 29 May. Available at: https://www.irrawaddy.com/culture/arts/transformingurban-wasteland-gardens-one-alley-time.html (Accessed: 10 November 2020). I.C.L.E.I. (2019) ‘Pilot Wards to Showcase Urban95’s ITCN Initiatives in Udaipur | ICLEI South Asia’. Available at: http://southasia.iclei.org/newsdetails/article/pilot-wards-to-showcaseurban95s-itcn-initiatives-in-udaipur.html (Accessed: 22 September 2020). Innocenti Digest (2002) POVERTY AND EXCLUSION AMONG URBAN CHILDREN. Florence, Italy. Available at: www.unicef-icdc.org (Accessed: 15 November 2020). ITDP (2020) Pune’s Vision for Streets Puts Children First, Institute for Transportation and Development Policy (ITDP). Available at: https://www.itdp.org/2020/01/13/punes-vision-forstreets-puts-children-first/ (Accessed: 1 September 2020). KABOOM! (no date) THE PLAY EVERYWHERE PLAYBOOK: Turning spaces into PLAYces. Krysiak, N. (2017) Designing Child-Friendly High Density Neighbourhoods. Sydney: Cities for Play. Available at: https://90ffb89e-d990-4f1a-90f37974ef8ea8c5.filesusr.com/ugd/534edb_5e8553bb853d40228da3083a0ed1eede.pdf (Accessed: 10 October 2020).

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Krysiak, N. (2018) Where do the Children Play? Designing Child Friendly Compact Cities by Cities for Play. Sydney. Available at: https://issuu.com/citiesforplay/docs/child_friendly_cities_natalia_krysiak (Accessed: 10 October 2020). Kyttä, M. et al. (2015) ‘The last free-range children? Children’s independent mobility in Finland in the 1990s and 2010s’, Journal of Transport Geography, 47, pp. 1–12. doi: https://doi.org/10.1016/j.jtrangeo.2015.07.004. Laker, L. (2018) ‘What would the ultimate child-friendly city look like? ’, The Guardian, 28 February. Available at: https://www.theguardian.com/cities/2018/feb/28/child-friendly-cityindoors-playing-healthy-sociable-outdoors (Accessed: 23 November 2020). Landezine (2012) Potgieterstraat by Carve Landscape Architecture, Landezine. Available at: http://landezine.com/index.php/2012/06/potgieterstraat-by-carve-landscape-architecture/ (Accessed: 11 November 2020). Luke, N. et al. (2020) What Makes a Child-Friendly City? Redesigning Safer and Healthier Urban Spaces for Young People , The City Fix. Available at: https://thecityfix.com/blog/whatmakes-a-child-friendly-city-redesigning-safer-and-healthier-urban-spaces-for-youngpeople-nikita-luke-rohit-tak-ariadne-samios-claudia-adriazola-steil/ (Accessed: 27 October 2020). Malone, K. (2011) Dreaming and Designing a Child-Friendly Neighbourhood for Brooks Reach, Dapto. Sydney. Available at: www.unesco.org/most/guic.htm (Accessed: 31 October 2020). Matsushita, T. et al. (2018) ‘Impact Evaluation of Alley Revitalization Project in Yangon and Investigation of Potential as Urban Commons’, in GREAT ASIAN STREETS SYMPOSIUM / PACIFIC RIM COMMUNITY DESIGN NETWORK / STRUCTURES FOR INCLUSION. Singapore, p. 12. Available at: https://www.researchgate.net/publication/331815976_Impact_Evaluation_of_Alley_Revitalizati on_Project_in_Yangon_and_Investigation_of_Potential_as_Urban_Commons (Accessed: 11 November 2020). MC, M. C. (2019) Field Programme/ Mobile Creches. Available at: https://www.mobilecreches.org/field-programme (Accessed: 12 October 2020). Messiah, S. E. (2017) ‘Get your children moving —it may just improve their grades ’, Miami Herald, 14 November. Available at: https://www.miamiherald.com/living/healthfitness/article184599228.html (Accessed: 23 November 2020). Mission, S. C. (no date) ‘Strategy :: SMART CITIES MISSION, Government of India’, Smart Cities Mission. Available at: http://smartcities.gov.in/content/innerpage/strategy.php (Accessed: 15 September 2020). Mission, S. C., GoI, M. and BvLF (2019a) INFANT, TODDLER, CAREGIVER-FRIENDLY NEIGHBOURHOOD: Policy Framework, Infant, Toddler, Caregiver-Friendly Neighbourhood. Available at: https://smartnet.niua.org/sites/default/files/resources/1-itcn-policyframework.pdf (Accessed: 15 September 2020).

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Mission, S. C., GoI, M. and BvLF (2019b) INFANT, TODDLER, CAREGIVER-FRIENDLY NEIGHBOURHOOD: Policy Workbook, Infant, Toddler, Caregiver-Friendly Neighbourhood. Available at: https://smartnet.niua.org/sites/default/files/resources/2-itcn-policyworkbook.pdf (Accessed: 15 September 2020). MUD, G. (2016) The Smart City Challenge Stage 2: Smart City Proposal Udaipur. New Delhi. Available at: https://smartnet.niua.org/sites/default/files/resources/UdaipurSCP.pdf (Accessed: 27 November 2020). muf architecture/art (no date) King’s Crescent 2018 , muf architecture/art. Available at: http://muf.co.uk/portfolio/kings-crescent-2018/ (Accessed: 1 November 2020). Muhammad, N. M. B. N. and Abdullah, A. (2004) ‘A STUDY TO EVALUATE CHILD-FRIENDLY NEIGHBOURHOODS THROUGH A SET OF CHILDFRIENDLY INDICATORS’, Journal of the Malaysian Institute of Planners (2004) II, (II), pp. 11–34. Available at: https://www.planningmalaysia.org/index.php/pmj/article/view/Article 2-2/38 (Accessed: 10 October 2020). Murray, C. (2020) Mayor of Hackney: ‘Don’t assume that everyone thinks like you’, The Developer. Available at: https://www.thedeveloper.live/podcasts/podcasts/mayor-ofhackney-i-dont-think-theres-a-new-consensus-for-sustainable-transport (Accessed: 1 November 2020).

Myanmar International TV (2020) ‘Community Living: New Alley Garden Opens In Yangon ’, 9 March. Available at: https://www.myanmaritv.com/news/community-living-new-alleygarden-opens-yangon?__cf_chl_jschl_tk__=543d82bd11da8568504a999559dc3c5fcd6c46d51605031031-0-AQGjLNwOLPxIa_xg7unJIYdLhLn1eRcVNpk0WkOGZ1C0NKI5yWdSKOIjkqmSBCvfRwUezSf7ITPer0jNttS7VrT1VQT W4YUVH1tolaK-VXSiNTTLHJaqPkmXL3YKv1pwoSX_9mMk9nDJAQER1h4fsesu5VUpRNHXlF7GrQjJpaKvEJ0U8IZzRpcbN7671Vu BSNoNx_4jqwAbsJnFOGlYWGr142yUwzpSJlTpOVw9Eet5RNxUtpqUHwZTLkCAwwhixwJ2YzwBXpXFB ZFq2b3WmIOUp-1HN8yDL1NzwPkjL8WOGoB1520XabIYkckoDGZAs8Ly03vf1nWrfQynm54c (Accessed: 10 November 2020). NIUA (2017) Compendium of Best Practices of Child Friendly Cities. New Delhi: National Institute of Urban Affairs (NIUA). Oasis Designs (no date) Pune Streets Program, Oasis Designs. Available at: http://oasisdesigns.org/pune.asp (Accessed: 1 December 2020). Palone, A. (2014) Child Friendly Urbanism Handbook . Austin, Texas: University of Texas at Austin School of Architecture. Available at: https://issuu.com/anniepalone/docs/mds2014palone (Accessed: 31 October 2020).

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Radaelli, R. et al. (2011) ‘Designing child-friendly urban environments: a proposal for a method of investigation based on visual simulation’, in Envisioning Architecture. Laboratorio di Simulazione Urbana “Fausto Curti” DIAP, Politecnico di Milano, Milano, Italy, p. 9. Available at: https://www.researchgate.net/publication/266265828_Designing_childfriendly_urban_environments_a_proposal_for_a_method_of_investigation_based_on_visual_si mulation (Accessed: 5 October 2020). Rahman, A. P. (2019) Child Friendly Space: Where fearless hearts thrive and young spirits soar , UNICEF India. Available at: https://www.unicef.org/india/stories/child-friendly-space-wherefearless-hearts-thrive-and-young-spirits-soar (Accessed: 15 November 2020). RIBA (no date) Kings Crescent Estate Phases 1 and 2, RIBA Architecture.com. Available at: https://www.architecture.com/awards-and-competitions-landing-page/awards/riba-regionalawards/riba-london-award-winners/2018/kings-crescent-estate-phases-1-and-2 (Accessed: 10 November 2020). Roell, E. (2020) ‘Yangon’s Alley Garden Project’, in The City at Eye level Asia. STIPO, Team for urban strategy and city development. Available at: https://thecityateyelevel.com/stories/yangons-alley-garden-project/ (Accessed: 10 November 2020). Ronald, L. (2020) King’s Crescent for Muf Architecture/Art - Photographs by Lewis Ronald, plastiques.art. Available at: https://plastiques.art/King-s-Crescent-for-Muf-Architecture-Art (Accessed: 10 November 2020). Runge, K. (2018) Urban play ground at Potgieterstraat Amsterdam by Carve / Netherlands, afilii. Available at: https://afilii.com/en/urban-play-ground-at-potgieterstraat-amsterdam-bycarve-netherlands/ (Accessed: 11 November 2020). Shaw, B. et al. (2015) Children’s Independent Mobility: an international comparison and recommendations for action. Policy Studies Institution. Available at: http://www.psi.org.uk/docs/7350_PSI_Report_CIM_final.pdf (Accessed: 11 September 2020). STIPO (2019) The City at Eye Level for Kids. Edited by R. Danenberg, V. Doumpa, and H. Karssenberg. Rotterdam: STIPO, Team for urban strategy and city development. Available at: http://files/33/eBook_CAEL_Kids_Book_Design_Kidsgecomprimeerd.pdf (Accessed: 1 September 2020). Studio FALAJ (no date) KINGS CRESCENT ESTATE , STUDIO FALAJ. Available at: http://www.studiofalaj.com/portfolio/kings-crescent-estate/ (Accessed: 1 November 2020). Talu, V. (2020) CHILDREN AS TACTICAL URBANISTS, The City at Eye Level. Available at: https://thecityateyelevel.com/stories/children-as-tactical-urbanists/ (Accessed: 28 August 2020). Thivant, L. (2018) Child Friendly Cities and Communities: Handbook, UNICEF. Geneva: UNICEF. Available at: https://s25924.pcdn.co/wp-content/uploads/2018/05/CFCI-handbookNewDigital-May-2018.pdf (Accessed: 28 September 2020).

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UNDP, U. N. (no date) Goal 11 | Department of Economic and Social Affairs. Department of Economic and Social Affairs. Available at: https://sdgs.un.org/goals/goal11 (Accessed: 11 September 2020). UNICEF (no date a) Convention on the Rights of the Child. Available at: https://www.unicef.org/child-rights-convention/convention-text (Accessed: 29 September 2020). UNICEF (no date b) What is the Child Friendly Cities Initiative?, Child Friendly Cities Initiative. Available at: https://childfriendlycities.org/what-is-the-child-friendly-cities-initiative/ (Accessed: 1 September 2020). UNICEF Office of Research (2013) Child Well-being in Rich Countries: A comparative overview, Innocenti Report Card 11. Florence, Italy: UNICEF Office of Research. Available at: https://www.unicef-irc.org/publications/pdf/rc11_eng.pdf. Venkatraman, T. (2020) ‘Centre’s challenge for Indian cities: How would you design your city for a 3-yr-old?’, Hindustan Times, 24 February. Available at: https://www.hindustantimes.com/mumbai-news/centre-s-challenge-for-indian-cities-howwould-you-design-your-city-for-a-3-yr-old/story-ae4bvoEmlPDxo2g2PUcniN.html (Accessed: 1 September 2020). WHO, U. N. (2007) Paediatric Age Categories to be Used in Differentiating Between Listing on a Model Essential Medicines List for Children. Available at: http://archives.who.int/eml/expcom/children/Items/PositionPaperAgeGroups.pdf (Accessed: 29 September 2020). Whyte, W. H. (1980) The Social Life of Small Urban Spaces. New York: Project for Public Spaces. Available at: https://www.academia.edu/38809877/The_social_life_of_the_small_urban_space (Accessed: 31 August 2020). Zon Pann Pwint (2018) ‘Garbage to garden ’, The Myanmar Times, 25 April. Available at: https://www.mmtimes.com/news/garbage-garden.html (Accessed: 10 November 2020).

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Acar, H. (2013) ‘Landscape Design for Children and Their Environments in Urban Context’, in Özyavuz, M. (ed.) Advances in Landscape Architecture. InTech. doi: 10.5772/55751. Anbari, M. and Soltanzadeh, H. (2015) ‘Child-oriented architecture from the perspective of environmental psychology’, European Online Journal of Natural and Social Sciences, 3(3), p. 8. Available at: http://european-science.com/eojnss_proc/article/view/4463/2185. Bishop, K. and Corkery, L. (2017) Designing cities with children and young people: Beyond playgrounds and skate parks, Designing Cities with Children and Young People: Beyond Playgrounds and Skate Parks. Taylor and Francis Inc. doi: 10.4324/9781315710044. Chatterjee, S. (2005) ‘Children’s Friendship with Place: A Conceptual Inquiry1’, Children, Youth and Environments, 15. Available at: https://www.researchgate.net/publication/242097319_Children’s_Friendship_with_Place_A_Co nceptual_Inquiry1 (Accessed: 6 October 2020). Chatterjee, S. (2007) ‘Children’s Role in Humanizing Forced Evictions and Resettlements in Delhi’, Children, Youth and Environments, 17, pp. 198–221. Available at: https://www.researchgate.net/publication/278673732_Children’s_Role_in_Humanizing_Forced _Evictions_and_Resettlements_in_Delhi (Accessed: 6 October 2020). Christian, H. et al. (2017) ‘Relationship between the neighbourhood built environment and early child development’, Health & Place, 48, pp. 90–101. doi: 10.1016/j.healthplace.2017.08.010. Ghasemabad, H. S. and Sharifabad, S. R. (2017) ‘Investigation of the Architectural Aesthetics and Its Impact on the Children in the Psychology of the Child’, Architecture Research, 7(4), pp. 1–9. doi: 10.5923/j.arch.20170704.04. Gill, T. (2019) ‘Widening the bandwidth of child-friendly urban planning in cities’, Cities & Health, 3(1–2), pp. 59–67. doi: 10.1080/23748834.2019.1660126. Khodadad, M. et al. (2018) ‘Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces’, Scienceline Publication Journal of Civil Engineering and Urbanism, 8(1), pp. 6–11. Available at: www.ojceu.ir (Accessed: 25 October 2020). Krishnamurthy, S. et al. (2018) Child-friendly urban design : observations on public space from Eindhoven (NL) and Jerusalem (IL). Eindhoven: Technische Universiteit Eindhoven. Available at: https://research.tue.nl/en/publications/child-friendly-urban-designobservations-on-public-space-from-ein (Accessed: 5 October 2020). Krishnamurthy, S. (2019) ‘Reclaiming spaces: child inclusive urban design’, Cities & Health, 3(1–2), pp. 86–98. doi: 10.1080/23748834.2019.1586327. Vincelot, J. (2019) ‘Urban95: a global initiative linking early childhood development and the urban field’, Cities & Health, 3(1–2), pp. 40–45. doi: 10.1080/23748834.2018.1538178.

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APPENDIX 1- QUESTIONNAIRE FOR THE SURVEY

CHILD- FRIENDLY NEIGHBOURHOODS Hello, I'm Oorja Arora, a fifth-year student of Architecture at the School of Planning and Architecture, Delhi. As a part of my academic research on Child-Friendly Cities, I am conducting an online survey regarding the child-friendly aspects of neighbourhoods. I request you to help me by filling out the form if you're a resident of Delhi NCR, and have children up to 12 years of age in your house. Please fill this form if you're above 18 years in age, or request an elder in your family to do so. I assure you that the data collected will be kept confidential, and used solely for academic purposes. THE NEIGHBOURHOODS IN CHILD-FRIENDLY CITIES This research and this survey focus on children, their spaces and their needs in the neighbourhood. For obtaining accurate findings, I request you to limit your answers to the parks and streets in your neighbourhoods, wherever asked. Please fill the form with respect to your personal experiences with your children/ siblings/ students etc.

Ques 1

Which neighbourhood in Delhi NCR do you live in? (Please provide an address as accurate as possible)

Ans Ques 2

What type of society does your neighbourhood form a part of?

Ans

Gated Society/ RWA Individual Plotted Housing/ Independent Houses (such as HUDA colonies)

Ques 3

What is the age group of the children in your home?

Ans

Up to 2 years old 2-6 years old 6-9 years old 9-12 years old

Ques 4

How far is your neighbourhood park/ playground from your house?

Ans

Up to 200 metres 200-500 metres 500 metres - 1km More than 1 km

Ques 5

In case of a gated Society, is the park included in the physical extents or the 'gates' of your society?

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Yes No

Ques 6

How long does it take your child/ children (and you) to reach the park?

Ans

Up to 5 minutes 5-10 minutes 10-15 minutes 15-20 minutes More than 20 minutes

Ques 7

Can the park be approached by walking or do you need the help of vehicular transport?

Ans

Walking/ cycling friendly street till the park Need the help of vehicular transport

Ques 8

If you answered 'Need the help of vehicular transport', what is the reason behind it?

Ans

Distance is too much The route isn't safe The street towards the park is not walking-friendly

Ques 9

Is this park only accessible to the people in your neighbourhood or any general public?

Ans

Only the people in your neighbourhood Any General public or passers by

Ques 10

Are you comfortable sending your child/ children alone to this park? (aloneabsence of physical presence of an adult)

Ans

Cannot let them play on the street beyond the pavement of the house Can let them out on the street, but not go to the park Can let them go to the park alone

Ques 11

Do any child-friendly crossings connect the neighbourhood park and the other side of the road surrounding it?

Ans

Yes No

Ques 12

Apart from the park, are there any parts of the street outside your house where kids can play/ sit/ stand or walk? (footpaths, sidewalks, roadside platforms, could be anything)

Ans

Yes, anytime Yes, in the day, but not when it gets dark No

Ques 13

Are those parts of the street close to high-speed road traffic?

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Yes No Not traffic, but close to parking spaces

Ques 14

Do these streets or spaces outside the parks comprise any special landscape features or attractive (or colourful) street furniture from children's point of view?

Ans

Yes No

Ques 15

Are the park(s) and its (their) connecting streets well lit, especially after sunset, in a way that it does not hamper the safety and security of the children who're playing during that time?

Ans

Yes No Maybe

Ques 16

Are there any guards patrolling on these streets occasionally for the safety of children?

Ans

Yes No

Ques 17

Do these streets experience the risk of your child getting kidnapped, abducted or harassed, if not in the company of an adult?

Ans

Yes No

Ques 18

Do any of the below-mentioned features (related to physical infrastructure) contribute in making your neighbourhood child-friendly?

Ans

Closed drains and clean sewage system Physical barriers or gates enclosing children's play spaces Dustbins at regular intervals Limits on speed of vehicles Prohibition of honking of vehicles

Ques 19

How would you describe the overall child-friendly aspects of your neighbourhood with respect to sufficient amenities for children, their safety, security and norms for the same?

Ans

Ques 20

Would you describe these streets or that part of your neighbourhood 'childfriendly'?

Ans

Yes

No Maybe

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Ques 21

Do you feel that making the neighbourhoods child-friendly can help in making the city child-friendly in the long run?

Ans

Yes No Maybe

Ques 22

Please provide an insight into any existing child-friendly spaces/ practices of your neighbourhood, from your inferences of the aspects mentioned above. If you have any further suggestions on what is missing and needs to be provided, please feel free to add that too!

Ans THANK YOU I appreciate and acknowledge the time and effort you took out to fill this form. If you observe more of such spaces or practices in your neighbourhood, which clearly indicate how friendly or unfriendly it is towards children, or wish to send any pictures of the same, please feel free to reach me out at oorja2957arch16@spa.ac.in Thank You once again!

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