Collecting data

LEARNING

This next portion of research looks at various methods of learning about what constitutes the experience of being a child, namely through documenting lived experiences and through the embodiment of fictional films. This is done to better understand the exact point of entry for the design brief which encompasses ideas about child rights, participatory design and adult-child relationships. This was also done to learn about any existing adult - child tensions or intergenerational disconnects that may exist between childhood and adulthood.

LEARNING FROM EXPERIENCE Lived experience

The UN CRC was globally implemented in 1989 - every child however would have experienced something completely different to each other, irrespective of their geographical location, citizenship status or level of wealth. The methodological approach of a survey is therefore used to document and draw upon real life experiences of children and childhood memories from kids of all ethnicities and backgrounds who were born after 1990. The survey has been designed to include a series of trivial and reflective questions which can help trigger memories of one's childhood; in the hopes of being able to use this database of information to create an ensemble of real life child characters that express certain issues and struggles they were faced with as a child.

The survey was publicly distributed through various social media accounts and reached over 75 responses from more than 15 countries. The responses were then analysed to create a database of childhood characters that were represented through a series of tarot card illustrations as a means of methodological development.

Survey link

Questions asked:

What year were you born in? Where did you spend most of your childhood? In your opinion, at what age do you think one stops being a child? What was your favourite childhood TV show / movie / tune? What was your favourite childhood story? What smell reminds you of your childhood? What was your favourite piece of clothing (as a child)? What language did you mainly speak when growing up? What animal did you want to be when you were a child? Are there any significant events from your childhood that you still remember? If yes, did they impact you in any way? How? If multiple events, please list them all. What were your priorities like as a child? What was your favourite space / room / hangout / building as a child? If you could rebuild the city you grew up in, how would you change it? Were there any particular tensions you remember experiencing when growing up? When you were a child, was there ever something you wanted to do so badly but couldn't because of your age (or because someone told you that you were too young)? Have you ever been envious of some form of freedom another child seem to have had? What was it? What do you miss about your childhood (that has changed, either personally or externally)?

* If you had the chance, would you rather be a child of today (a gen alpha) or retain being a child in your own generation?

An example of a character that was developed was based on one of the survey responses received from Kenya. This person speaks about her experience of understanding inequality as a child whilst growing up in a developing suburb in Nairobi. The response shares her individual experience of growing up as a person of Asian descent in Kenya as well as her individual priorities as a child that focussed on the outdoors and exploring the nature and the biodiversity that the Kenyan forests had to offer, whilst also verbalising the horrifying incidents she experienced first hand during political rallies and adult confrontations.

“In 2008,we had a massive political clash during the Kenyan Elections. All I remember from that crazy period of time was everyone panicking and hundreds of Kenyans dying as many buildings were burned down as a result of the ‘tribal war’ that was instigated by two opposing candidates in the elections. This was when I realised how horrible and unfair the spectrum of inequality was within my own country. All the people who had money fled to other countries like Australia and the UK for temporary safety whilst the poor struggled and even died in a battle they did not even create. In short, I realised that, as in many other developing country - the poor fight the wars and the rich benefit.”

This tarot card depicts a response from India. The survey participant remembers a huge mango tree in his backyard that his grandfather had planted for him and how he loved playing cricket while the leaves blew in the wind.

This response also expresses his frustration against the current levels of pollution that his childhood home experiences.

“I had my own branch in my mango tree. A part of this branch was shaped to make the perfect seat which was forever known as my spot among all of my friends and family"

Analysis of responses

Of the questions asked, the three which were extremely insightful include the question about a specific event that defined a moment of their childhood, a favourite building as well as what they would change about their childhood.

A majority of the responses hinted at very personal and family related answers when it came to specifying an event that was instrumental in their childhood. Examples of which include a death of a family member, achievements in a social context such as winning a medal or a celebration dinner with friends and family, whilst others stated matters of displeasure experienced such as racism or a fight.

With regards to the question about a favourite building or space from their childhood, not a single response mentioned a particular building or monument. Almost every response had a fond memory of a domestic setting such as their grandparent's living room or their backyard.

Inventory of an 80’s living room

Almost 70% of the responses to the final question of what changes they would currently make to their city included a mention of green space and a higher level of independent mobility - particular concerning the reduction of motor vehicles and noise pollution.

The responses were therefore extremely insightful into the complex relationships that exist between the memories of being a child and that of the current perplexity of an adult. Most of the responses referenced nostalgic ideas surrounding their childhood - which have since changed drastically with the development of technology and data.

A bonus question was added to the thank you page which asked if the respondent would prefer their childhood or one in the current generation - and all but one said they would not prefer to be a child of generation Z.

LEARNING FROM FICTION Child behaviour

Where the Wild Things Are Maurice Sendak, 1963

Where Wild Things Are Warner Bros Pictures, 2009

PLOT

"Feeling misunderstood at home and at school, mischievous Max escapes to the land of the Wild Things, majestic -- and sometimes fierce -- creatures. They allow Max to become their leader, and he promises to create a kingdom where everyone will be happy. However, Max soon finds that being king is not easy and that, even being with the Wild Things, there is something missing." 32 REMARKS

"Go and play with your friends" "You're not allowed here, Max!"

Max rebelled when he was denied attention

Stands on a table and yells to prove his point

Immediately befriends creatures in the wild because they listen and respect him as a being

Max becomes king before the trolls and convinces them that he is the kind using fibs - the creatures want to believe that there is a 'king' (a person who is to be responsible for everyone to keep them happy)

"I'm Max" "That's not very much, is it?" (Creatures only listen when they think you have power)

Max hides when he sees an argument take place (tries to make a small, secret door so that he can feel safe)

Resolved an argument using a physical fight between the 'bad guys' and the 'good guys'

"I wish you guys had a mom"

Innocence Lucile Hadžihalilović, 2004

PLOT

"At an unusual private school for girls, new students, including young Iris, show up in coffins. The establishment's teachers, Mademoiselle Eva and Mademoiselle Edith, introduce Iris and her fellow pupils to the school's curriculum, which includes fairy-like dances through a nearby forest. When night falls, the older girls, who are on the threshold of womanhood, are then given mysterious, life-changing lessons." 33 REMARKS

Child's instinct to touch and pick up everything when you walk in a room

Extremely curious - why? where? when?

Fear of punishment drives through their thoughts

Highly dependent on adult's approval

Children do not understand adults or their actions but still see them as role models

Codenames: Kids Next Door Cartoon Network, 2002 - 2008

PLOT

"A mysterious treehouse hidden from adults is the headquarters for five friends known as Kids Next Door. These 10-year-olds take on adults to get out of going to the dentist or summer camp by using "2x4 Technology." They build and design elaborate contraptions using anything they can get their hands on: bubble gum, old wood, and spare tires. Each kid has a specialty and works with the team to win silly battles with adults." 34 REMARKS

Kids forget about their childhood as an agent once they turn a certain age

Adult - child tensions are extremely high

Each episode tackles a different social problem - primarily speaks towards the issues of ageism and adultcentrism