Tools and Lifehacks for Participatory Design of Public Spaces with Children 5-16 as Co-Authors

Abstract

The paper explore the transformative potential of children's empowerment in shaping public environments, including schoolyards. It provides insights why participatory practices are essential and can the methods of participatory design with children in learning environment be implemented in urban placemaking. The authors share practical methodologies that engage young children to harness their ideas to enhance public spaces. Architects, educators, psychologists and placemakers present the model of participatory design with children as co-authors based on theoretical framework of Vygotsky’s theory, the "ladder of participation" of Roger Hart, and International Association for Public Participation (IAP2) model. They highlight unique challenges and opportunities, the crucial conditions for participation, techniques for interpreting children's wishes and assessing their involvement in decision-making processes, practical tools to support children's self-expression and active participation. The data is ten contextually relevant projects with kids, fostering a strong sense of identity and community. The outcomes, illustrating how these practices transform physical spaces and rejuvenate relationships within the school, promoting collaborative and project-based learning, and in public spaces for kids and their families.