برنامه ریزی محلات دوستدار کودک با تأکید بر مشارکت پذیری؛ نمونه مطالعاتی محله پونک جنوبی تهران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
شهرها با چالش های بسیاری روبرو هستند که یکی از این چالش ها بی توجهی به کودکان است و محلات به عنوان یکی از نطفه های حل مسائل شهر است که می توان از ظرفیت های آن بهره برد و کودکان به عنوان قشر آسیب پذیر باید نظر آن ها در رابطه با محیط زندگیشان مورد توجه برنامه ریزان قرار گیرد، به این دلیل که کودکان علایق بیشتری برای حضور در محله پیدا کند. بنابراین هدف پژوهش شناسایی راهکارهای برنامه ریزانه برای ایجاد محلات دوستدار کودک به منظور ارتقاء مشارکت پذیری در محله پونک جنوبی تهران است که در پژوهش های اخیر کمتر به آن توجه شده است. بنابراین این پژوهش سعی دارد شاخص های مطرح شده در ابعاد مختلف محلات دوستدار کودک را با توجه به مشارکت پذیری مطرح نماید. روش تحقیق توصیفی –تحلیلی و نوع پژوهش از نوع کاربردی است و برای تعیین حجم نمونه از روش کوکران استفاده شد که 380 پرسش نامه با توجه به جمعیت هر یک از بلوک ها به روش تصادفی ساده بین ساکنان محله با جامعه آماری 35408 نفر به دلیل اصل عدالت در انتخاب افراد در نمونه مطالعاتی برگزیده شده است و برای تحلیل پرسشنامه از تحلیل رگرسیونی استفاده شد یافته های تحقیق نشان داد که میزان انجام فعالیت های متنوع توسط کودکان در بعد کالبدی، ایمنی کودک در برابر اتومبیل در بعد حمل و نقل بیشترین امتیاز و توجه به رنگ های موردعلاقه کودکان در بعد کالبدی، تهویه مسکن در بعد مسکن کمترین امتیاز را کسب کرده اند. درنتیجه می توان با مشارکت کودکان محلات را به مکانی طبق میل و خواسته کودک تبدیل کرد که امنیت، حس تعلق، حضور پذیری در آن بالاست.Planning Children-Friendly Neighborhoods with an Emphasis on Participation (Case Study: South Pounak Neighborhood of Tehran)
Introduction Currently many cities have various challenges. One of the main challenges is ignoring children. In this regard, neighborhoods can act as reliable domains for solving urban problems. Their potentials should be used to increase children acceptance, increase the sense of belonging, enhance the life quality, and boost social capital. The ideas and demands of children (as a vulnerable group of society), regarding their living environment, should be seriously considered by planners and policy makers. The end goal is that children can use the whole parts of neighborhoods when they desire and be more interested in participating and passing time in the neighborhood’s environment. Considering the mentioned issues, this study tried to identify planning strategies for creating child-friendly neighborhoods that enhances participation in the South Pounak neighborhood of Tehran. This neighborhood and participation are under-researched. Therefore, this study tried to present the participation indicators in the different dimensions of child-friendly neighborhoods. Method This applied research enjoyed a descriptive-analytical method. Cochran's method was applied to determine the size of the sample. To observe the principle of equality in selecting the participants, from among the statistical population of 35408 people, 380 questionnaires were distributed among the residents of the neighborhood considering the population of each block and using simple random sampling. For the analysis of the questionnaire, multiple regression analysis and stepwise method were applied to determine the relationship between independent variables and the dependent variable and to see the influence of independent variables on the dependent variable. Results The findings included 27 indicators regarding “planning of child-friendly neighborhoods”. The indicators were categorized into physical, transportational, social, environmental, administrative, and housing dimensions. Regarding “participation”, 18 indicators were identified that were categorized into four dimensions: educational, legal, social, and management and planning dimensions. Mental indicators were measured using regression analysis. The highest scores belongs to the extent of doing various activities by children in the physical dimension, child safety facing cars in the transportational dimension, sense of belonging to the neighborhood in the social dimension, the variety of activities of children in the housing dimension, and the variety of activities in the neighborhood in the administrative dimension. Moreover, in the section of participation of children in the management and planning dimension, motivational policies for the participation of children, in the educational dimension, recognizing the abilities and competencies (empowerment) of children, and in the legal dimension, the laws that support children recorded the highest scores. On the contrary, the lowest scores belonged to the attention to children's favorite colors in the physical dimension, ventilation of houses in the housing dimension, the noise pollution in the environmental dimension, the advisory councils in the administrative dimension, the implementation of the ideas of children in the management and planning dimension, the idea of children as trainers of community in the educational dimension, and legal rights of children in the legal dimension recorded the lowest scores. Regarding the dimensions, the physical and environmental dimensions were identified as the most significant. The physical dimension is significant as it is visible and entails all the things about human beings, and the environmental dimension is important as in that children grow up. Therefore, safe and healthy environment is so significant for parents, and this should taken serious by planners of creating child-friendly neighborhoods. Discussion and Conclusion Considering the results, it can be said that through participating and obtaining children's ideas in various stages of planning, neighborhoods can be places that children like; place in which safety, security, sense of belonging, presence, and social interactions are high. Accordingly, for enhancing the participation of children, first of all they should be formally educated and empowered to take active roles in the neighborhoods’ planning. Then, we should make the infrastructure for children's participation. Local officials should involve children by creating a safe and all-inclusive environments. At first, some groups should be formed that work on the physical, transportational, social, environmental, housing and management and planning issues in the neighborhoods. Then they should inform people of those plans and programs of the neighborhoods and children's participation in the planning process. For better creation of the environment, they can use the ideas of architects, environmental and urban planners, child psychologists, and facilitators to communicate with children and use their ideas in regarding the desired neighborhoods. The ideas can be obtained from children under 12 through drawing, storytelling, recording behavioral patterns, and photographing, and for children of 12 and older through interviews, brainstorming, workshops with the presence of children, visiting different sites with the officials, group discussions, matrix, and theater. Moreover, it should be possible to monitor and revise the plans and programs by children after the implementation. This issue allows children to directly observe the consequences of their participation, which makes them feel a sense of belonging to their neighborhood and feel responsible for them.
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