Young children’s spatial autonomy in their home environment and a forest setting

Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real a...

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Main Author: Green Carie J.
Format: Article
Language:English
Published: Sciendo 2018-06-01
Series:Pedagogický Časopis
Subjects:
Online Access:https://doi.org/10.2478/jped-2018-0004
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spelling doaj-320dac155f314d6dbe5cb48387393a782021-09-06T19:41:48ZengSciendoPedagogický Časopis1338-21442018-06-0191658510.2478/jped-2018-0004jped-2018-0004Young children’s spatial autonomy in their home environment and a forest settingGreen Carie J.0University of Alaska Fairbanks, School of Education, P. O. Box 756480, Fairbanks, AK USA99775Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape them. This phenomenon of spatial autonomy is a formative, and extraordinary, part of their identity formation. While spatial autonomy has been casually referred to in the children’s geographies literature, a theoretical framing of the concept is generally lacking. This article draws together findings from two research studies, which were conducted by the author, to further theorize the meaning of young children’s (ages 3-6 years old) spatial autonomy in their home environment and a forest setting. Informed by a phenomenological framework, the studies used children’s tours as a method. The findings reveal that spatial autonomy is an expression of children’s independence enacted through symbolic play and hiding activities. The children sought out small places and high places where they could observe others while maintaining autonomy. Additionally, spatial autonomy is relational, negotiated within adult imposed-regulations and influenced by peers, siblings and other more-than-human elements in their environments. By claiming just-out-of reach places, the children collectively and independently established their own rules and a sense of control. The achievement of spatial autonomy plays an important role in young children’s identity formation, boasting their self-confidence as they develop a sense of self with places in all the various environments of their lives.https://doi.org/10.2478/jped-2018-0004young childrensense of placespatial autonomysymbolic playhiding
collection DOAJ
language English
format Article
sources DOAJ
author Green Carie J.
spellingShingle Green Carie J.
Young children’s spatial autonomy in their home environment and a forest setting
Pedagogický Časopis
young children
sense of place
spatial autonomy
symbolic play
hiding
author_facet Green Carie J.
author_sort Green Carie J.
title Young children’s spatial autonomy in their home environment and a forest setting
title_short Young children’s spatial autonomy in their home environment and a forest setting
title_full Young children’s spatial autonomy in their home environment and a forest setting
title_fullStr Young children’s spatial autonomy in their home environment and a forest setting
title_full_unstemmed Young children’s spatial autonomy in their home environment and a forest setting
title_sort young children’s spatial autonomy in their home environment and a forest setting
publisher Sciendo
series Pedagogický Časopis
issn 1338-2144
publishDate 2018-06-01
description Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape them. This phenomenon of spatial autonomy is a formative, and extraordinary, part of their identity formation. While spatial autonomy has been casually referred to in the children’s geographies literature, a theoretical framing of the concept is generally lacking. This article draws together findings from two research studies, which were conducted by the author, to further theorize the meaning of young children’s (ages 3-6 years old) spatial autonomy in their home environment and a forest setting. Informed by a phenomenological framework, the studies used children’s tours as a method. The findings reveal that spatial autonomy is an expression of children’s independence enacted through symbolic play and hiding activities. The children sought out small places and high places where they could observe others while maintaining autonomy. Additionally, spatial autonomy is relational, negotiated within adult imposed-regulations and influenced by peers, siblings and other more-than-human elements in their environments. By claiming just-out-of reach places, the children collectively and independently established their own rules and a sense of control. The achievement of spatial autonomy plays an important role in young children’s identity formation, boasting their self-confidence as they develop a sense of self with places in all the various environments of their lives.
topic young children
sense of place
spatial autonomy
symbolic play
hiding
url https://doi.org/10.2478/jped-2018-0004
work_keys_str_mv AT greencariej youngchildrensspatialautonomyintheirhomeenvironmentandaforestsetting
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