Young children have a unique perspective of the world, one that should be considered when designing urban spaces and cities, authors of a new report urge.
Released today, Pre-schoolers and their cities challenges the assumption that children aged 3-5 cannot meaningfully engage with urban environments.
The report shows their connections to urban life extend far beyond kindergartens and playgrounds, reaching into a mix of social, cultural and natural environments.
Associate Professor Christina Ergler
Lead author Associate Professor Christina Ergler, of the University of Otago – Ōtākou Whakaihu Waka School of Geography, says children are thoughtful, considered and think beyond their own needs.
"Seeing the city through their eyes shifts perspectives – the height, the detail and their open and curious engagement with the cities in their entirety."
The report is based on a study involving 76 children aged three to five years from different socio-economic backgrounds in Dunedin and Wellington.
They were asked to share their experiences growing up in their city, photograph places they visited regularly, and design their ideal city.
"Through photographs and conversations, children shared how everyday experiences – from family routines to encounters with public art or a small pebble on the ground – shape their understanding of the world," Associate Professor Ergler says.
Seemingly ordinary spaces emerged as sites of joy, discovery and learning that help children make sense of urban life.
"Outdoor spaces, for instance, were not just places to play. Children engaged with them through care, curiosity and respect – they saw them as living environments where they learn about themselves, their communities and the world around them."
When designing their ideal city, children went beyond simple drawings.
Their designs revealed systems, structures and ideas that reflected empathy, planning and purpose, showing that even the youngest citizens can think deeply about how cities work and how they might be improved.
Children prioritised making their cities well-connected with roads and different transport options, safe with essential services like police stations, and fun with playgrounds and parks.
When designing her city, Rosie from Wellington says:
"I also need roads – curved and straight ones so that cars can go through. The roads go to the zoo and then carparks so that the cars can park. The curved road so people can turn into the carpark...Cars go on roads, motorbikes and bikes. Little cars and big cars. There are other spots for cars to park."
Kauri from Dunedin shows great awareness of his needs and others, as well as a strong connection to nature. He says:
"Big houses. I need houses. I need six. My toys live in my houses. I have a shower, bath, cup, toys, laptop, washing machine, toilet, and a towel. […] I need trees so everyone can breathe because how can they breathe if not, they will die […] I like flowers. Mum likes flowers […] I see fish in the water."
Associate Professor Ergler says in sharing their ideas, the children offered clear perspectives on what makes a city welcoming, meaningful and alive.
"Their voices remind us that young children are not just passive and dependent users of urban environments; they are active participants in shaping them."
The study is the first to view cities through the eyes of young children across different cities and socio-economic backgrounds.
"Our findings make it clear that creating spaces where people can connect, move around easily and enjoy social and environmental justice is essential for cities to be vibrant and liveable for everyone.
"When we bring young children's experiences and ideas into every part of the city planning and decision-making, our cities become more inclusive, safer and better prepared for the future.
"Simply put, their insights matter too much to be ignored."
