Participation in programme areas
Adams, Eileen and Sue Ingham, Changing Places: Children’s participation in environmental planning, The Children Society, London, 1998.
This book shows how children of all ages can participate in the process of change in the world around them. It encourages planners, architects, youth and community workers, teachers and others to consider: what community participation means, how children learn about planning processes and how children’s opinions and views may best be elicited and incorporated into a planning process.
Bartlett, Sheridan, Cities for Children: Children’s rights, poverty and urban management, Earthscan and UNICEF, ISBN 1-85383-470-X, 1999.
This publication is intended to help urban authorities and organizations understand and respond to the rights, needs and concerns of children and adolescents. It looks at the responsibilities that authorities carry and discusses practical measures for meeting these. Written by specialists in the field, this volume is essential reading for all involved in planning for the protection of children in urban environments.
Bartlett, Sheridan, ‘Building Better Cities with Children and Youth’ in Environment and Urbanization, 14 (2) 3-10, IIED, London, 2002.
This brief focuses on older children and youth who face barriers and limited opportunities for constructive engagement in their own communities. Recognizing young people as experts in their own environments, this paper shows how to include children’s needs into practices of local governments.
Bartlett, Sheridan and Roger Hart, Children’s Environmental Rights, Save the Children Sweden, ISBN 91-7321-050-1, Stockholm, 2002.
This document highlights the environmental challenges that affect children in housing, schools and other institutions. It examines the characteristics of homes and neighbourhoods that best support children’s rights.
Chawla, Louise (ed.), Growing Up in an Urbanized World, UNESCO, Paris, 2002.
Written by an interdisciplinary team of child-environment specialists, this publication emphasizes the active role of children and youth in the planning, design and implementation of urban improvements. The book summarizes the results of an eight-nation UNESCO project in low-income neighbourhoods. It explores the impact of urbanization on the lives of young people, children’s perceptions of a good city and the factors that encourage the active participation of children in making their urban environments child-friendly.
Chawla, Louise, ‘Insight, Creativity and Thoughts on the Environment: Integrating children and youth into human development’ in Environment and Urbanization, Vol. 14, IIED, London, 2002.
This paper discusses the benefits of involving children in planning and managing human settlements as they learn the formal skills of democracy and of creating opportunities for young people to contribute their knowledge, energies and perceptions about local environments. It includes suggestions for creating formal channels to include children in schools and community-based programmes.
Driskell, David, Creating Better Cities with Children and Youth: A manual for participation, Earthscan, UNESCO in collaboration with members of the Growing Up in Cities Project, London, 2002.
This is a useful, practical manual on how to conceptualize, structure and facilitate the participation of young people in the community development process. The methods and contents of this manual have been field-tested. The case studies help to demonstrate the methods in action and show how they can be customized.
Hart, Roger A., Children’s Participation: The theory and practice of involving young citizens in community development and environmental care, Earthscan, ISBN 1853833223, London, 1997.
This manual focuses on conceptual issues, processes and methods of involving children in community development projects. It includes case studies from diverse cultures and social classes to demonstrate a range of useful and effective techniques to facilitate children’s participation in projects.
Hart, Roger A., The Children’s Community Participation Handbook: Methods for involving citizens aged four to fourteen in sustainable development of the environment, UNICEF, New York, forthcoming.
Knowles-Yánez, Kimberly, ‘Children’s Participation in Planning Processes’ in Journal of Planning Literature, 20: 3-14, Sage Publications, 2005.
This article reviews different approaches to involving children in local land–use planning processes. Based on this analysis, the paper develops a new approach using components from the studied approaches.
Swart–Kruger, Jill (ed.),Growing up in Canaansland: Children’s recommendations on improving a squatter camp environment, A site report in the international UNESCO-MOST project “Growing Up in Cities”, UNESCO, ISBN 0-7969-1907-0, 2000.
This research report is part of the “Growing up in Cities” project that studies children’s perceptions of resources and risks in their urban environments through participatory research and planning. The report covers participatory research conducted by children to evaluate the living conditions in Canaansland, one of the largest squatter camps in Johannesburg. It illustrates the process and methods of conducting research with children and involving them in advocacy and planning with urban decision makers.
The National Youth Agency, The Active Involvement of Young People in Developing Safer Communities, The National Youth Agency and the Crime Reduction and Social Inclusion Unit of the Government Office of the West Midlands, UK, 2002.
This comprehensive guide sets out the principles and processes required to meaningfully involve young people in the development of safer communities. It highlights a wide range of examples of how youth services and other agencies have involved young people in crime-reduction programmes, to the benefit of young people and their communities.
UNICEF, Building Child Friendly Cities, A framework for action, UNICEF Innocenti Research Centre, Florence, 2004.
This document provides a framework for defining and developing a child-friendly city. It identifies the steps to build a local system of governance committed to fulfilling children’s rights. The framework is intended to facilitate children’s participation in creating living environments that support their healthy development.
Varney, Darcy and Willem van Vliet, ‘Local Environmental Initiatives Oriented to Children and Youth: A review of UN-Habitat best practices,’ in Children, Youth and Environments, 15 (2), Colorado, 2005.
This article presents the results of a study of child- and youth-oriented environmental initiatives from around the world. It reviews how local communities and municipalities are working to create environments that support the rights and priorities of children.
Wurtele, Susan and Jill Ritchie, ‘Healthy Travel, Healthy Environments: Integrating youth and child perspectives into local municipal transportation planning,’ in Children, Youth and Environments, 15 (2), Colorado, 2005.
This article presents the experiences of Active and Safe Routes to School, a national programme to increase active and safe travel by children on the home-to-school journey and thereby to improve health, traffic safety, air quality and community connections. The research project described here involved transportation studies carried out at 10 schools by geography students in cooperation with parents and schools.