Date

2021-8-04

Author

DEMİRKOL ÇAKAL, GİZEM

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

540
views

226
downloads

Cite This

The notion of place attachment starts to develop in childhood. However, the rapid urbanization processes endanger neighborhood knowledge of children and hence their attachment to their environments. The places are transforming quite fast with urbanization practices, but children cannot develop their place knowledge at the same pace. Although there is a growing deal of literature on place attachment of children in urban planning and design, there is a lack of empirical research linking place attachment of children to their place knowledge. This thesis employs a children-centered study approach to understand and measure the place knowledge of children through their cognitive maps and responses to a place attachment survey. It questions whether highly neighborhood-attached children mention a higher number of urban elements (e.g., paths, edges, nodes, districts, and landmarks) in their neighborhoods than lower neighborhood-attached children. To answer this question, the author used secondary data which were collected from 9-11-year-old children in a child-friendly city project in İstanbul. This thesis contributes to the existing literature by demonstrating that place knowledge of children changes according to contextual differences. Moreover, it shows an inverse relationship between place knowledge of children and neighborhood transformation levels. The correlation between place attachment and place knowledge is discussed. The thesis concludes with a discussion of the study findings for future research and urban design.

Subject Keywords

Place Attachment, Children Drawings, Urban Transformation, Place Knowledge, Cognitive Map

URI

https://hdl.handle.net/11511/91701

Collections

Graduate School of Natural and Applied Sciences, Thesis