1. The changing geographies of children’s lives Commuting children Otago University Researchers Claire Freeman, Planning-Geography Robin Quigg,Planning-Geography Jan Jopson, Geography Eva Vass, Dept Education Matt Broad, Dept Education

2. Changing lives: Key themes Large overall activity space Large overall activity space Shrinking independent activity space- decreasing spatial understanding and social disconnection Shrinking independent activity space- decreasing spatial understanding and social disconnection Pressure Pressure Social isolation Social isolation Intense focus on safety and health issues (obesogenic environments) Intense focus on safety and health issues (obesogenic environments)

3. The right to be out and about Photographer Caroline Robinson

4. The public realm matters

5. Changes over time Where have all the children gone?

6. Colin Ward

9. Risk- how risky is society?

10. Open Neighbourhoods Community character

14. Closed neighbourhoods

15. Anbrico Place New Lynn

17. Some reactions to a perceived more ‘dangerous’ environment

18. Formalisation of ‘normal’ activities

19. Separation

20. Risk aversion

21. Realistic compromise is possible

22. Dunedin research Aim = Map children’s everyday lives understand how children relate to the city and their neighbourhood 2008 Added Aim= to understand children’s connection to the place they live

23. The research 71 children in 5 schools 71 children in 5 schools age 9-11 age 9-11 Schools: 1 decile 2 - 1 decile 3 - 1 decile 5 - 1 decile 9 - 1 decile10 Schools: 1 decile 2 - 1 decile 3 - 1 decile 5 - 1 decile 9 - 1 decile10 Geography: 2 city, 2 separate settlements, 1 hill suburb Geography: 2 city, 2 separate settlements, 1 hill suburb How: How: –Children’s city/ neighbourhood maps –Children’s interviews –Parent interviews –Teacher interviews –GIS mapping 91 children in 6 schools 91 children in 6 schools age 9-11 age 9-11 Schools: 2 decile 2 - 1 decile 5 - 1 decile 8 - 2 decile 9 Geography: 3 city, 2 hill suburb, 1 rural (2 commuter schools) Schools: 2 decile 2 - 1 decile 5 - 1 decile 8 - 2 decile 9 Geography: 3 city, 2 hill suburb, 1 rural (2 commuter schools) How: How: –Children’s city/ neighbourhood maps –Children’s interviews –Teacher interviews –GIS mapping –Air photo mapping

24. Research asked about School attended and why School attended and why Travel patterns school and elsewhere Travel patterns school and elsewhere Activities-where and travel Activities-where and travel People- Friends, relatives, carers where and travel People- Friends, relatives, carers where and travel Neighbourhood likes and dislikes Neighbourhood likes and dislikes Neighbourhood safety, connections Neighbourhood safety, connections Neighbourhood social and physical connection Neighbourhood social and physical connection

25. Dominant mode of transport

26. Child journeys Child journeys driven Child journeys independent

27. Independent journeys

28. Accompanied journeys

29. Activities

30. Activities access type detail Activities - independent Activities - accompanied

31. Friends independent Friends accompanied Friends access type detail

32. Social connections LEGEND

33. Results Extensive travel around city Extensive travel around city Complex lives and travel patterns Complex lives and travel patterns Limited independence Limited independence Most freedom in the outer suburbs Most freedom in the outer suburbs Children and their activities are significant traffic generators Children and their activities are significant traffic generators Children’s lives severely impacted on by traffic Children’s lives severely impacted on by traffic Peak oil provides opportunity to reclaim many important parts of children’s lives Peak oil provides opportunity to reclaim many important parts of children’s lives

34. Conclusion If children’s freedom and independence matter, hard decisions may be needed but is society ready? If children’s freedom and independence matter, hard decisions may be needed but is society ready? Recognise children as complex, effective and significant users of the city Recognise children as complex, effective and significant users of the city Children’s well-being and ability to grow being stifled- one of key causes is traffic Children’s well-being and ability to grow being stifled- one of key causes is traffic Children’s lives demonstrate unsustainably high energy consumption levels Children’s lives demonstrate unsustainably high energy consumption levels