Children are a target group that we employees rarely meet in dialogue about physical planning. Therefore, the department for Sustainable Urban Planning at the Urban Planning Administration has worked with testing and developing a model to capture children's perspectives. By going on plan walks together with about 300 children in eight urban areas in the countryside, Ödåkra, Rydebäck, Påarp, Mörarp, Kattarp / Hasslarp, Vallåkra, Bårslöv and Hittarp / Laröd, we have highlighted the child's perspective in the proposed master plan ÖP2021.
The project is in line with both the Convention on the Rights of the Child (Articles 3 and 12) and the LGR 11 Curriculum on student influence, democracy, exchange on societal issues, etc. It is also in line with the political committee's agreement that children and young people should be a priority target group during the master plan process. ÖP2021.
- In a hurry, we were on site in the urban areas to, together with children, discover and analyze areas where we propose a future change in the master plan. It gave us the child's perspective on the place here and now. The children have thus had to work really hard with real areas where there will probably be change in the future, says Ami Cvitan Trellman, project manager for dialogue in the master plan ÖP2021. Ami goes on to say that: "It has been important for the first time to be able to integrate the children's condition directly into the general plan's maps and texts, where it will live on as a knowledge base for future planning."
What the project group has done is to develop and test both new and previously proven methods for talking to children about sustainable development and physical planning, such as mind exercises, site analysis, perspective exercises, planning walks and more.
Specifically, we visited the classes one morning. In order for everyone to have a say, we alternated exercises outside and inside, individually and in groups. Some exercises were site-specific for a development area, while others were more general for the locality. In the exercises, the children also had to change perspectives and reason about what is needed for children, plants and animals to thrive on the site and for it to be sustainable in the future.
This way of working has given an interesting and comprehensive co-operation from the child's perspective on his place. Together with other documents in future planning, it gives us knowledge about the child's view of his place and the issues that the child thinks are important to consider. We have evaluated the dialogue and drawn lessons so that we can use methods and methods also in other processes with children around physical planning, nature reserves and more. We now focus on discussing and disseminating experiences about the method and the children's knowledge to colleagues within the administration and in various networks in which we participate.