Architecture, public space and children. A tripartite structure to strengthen child development

Abstract

This article aims to establish the relationship between architecture, public space and the children’s collective, as well as the incidence that these manifest within their development. An interdisciplinary documentary review methodology of a hermeneutical-descriptive, non-transversal nature was used, from which a theoretical body associated with children’s experience in public spaces, child development, play and spatial assessment was built. As a relevant finding, the challenge that must be assumed from architecture and urban-regulatory planning associated with the reconquest of public space by the children’s group stands out; and, to the generation of urban-social proposals, projects and strategies that promote the cognitive, motor and social development of children. It was concluded that the promotion of child development must become a pillar that accompanies the planning of public spaces, and the need to have plans, projects and strategies that allow recognizing their spatial, material and physical needs within public spaces; and, in turn, enhance procedural, attitudinal and conceptual capacities, which are part of the stages that make up their development.