Cul-de-sacs and children’s play

Aims and method:

Ascertains whether street design has an impact on children’s neighbourhood experiences. The research is based on interviews with 73 adults who live on cul-de-sacs and 37 adults who live on through-streets to determine adults’ understandings of children’s neighbourhood experiences. Three distinct street types were selected for this study: ‘bulb’ cul-de-sacs, ‘dead-end’ cul-de-sacs, and the through streets in comparable neighbourhoods of Connecticut (USA).

Key findings:

· Because cul-de-sacs tend to be territorial streets, parents are more likely to let their children play outside unattended under the watchful eyes of neighbours who provide a social safety net for cul-de-sac children and their friends.

· Because they are aware that they are likely being watched, cul-de-sac children are less likely to partake in deviant activities while on their street.

· The low traffic levels on cul-de-sacs create greater opportunity for uninterrupted play, thus drawing cul-de-sac kids outside for individual and group recreation.

· Cul-de-sacs, as well as other low-traffic streets, can enhance children’s neighbourhood experiences and create more vibrant neighbourhoods.

Reference:

Hochschild, T. (2012) Cul-de-sac Kids, Childhood, 20(2), 229-243

http://journals.sagepub.com/doi/abs/10.1177/0907568212458128?journalCode=chda

Residential street design and play

Aims and method:

Sets out to study the extent to which residential street design can provide an environment that encourages children’s outdoor activity. The report examines existing research, policy and guidance on the subject with a focus on what needs to be done to ensure that new residential developments facilitate children’s outdoor activity.

Key findings:

· There are a number of street types that appear to facilitate play to some degree: home zones (Woonerfs), cul-de-sacs, traffic-calmed streets, safe networks (with little or no traffic)

· The research is rarely definitive and contradictory findings can be found relating to most street types

Reference:

Foreman, H. (2017). Residential Street Design and Play, A literature review of policy, guidance and research on residential street design and its influence on children’s independent outdoor activity, Playing Out

http://playingout.net/wp-content/uploads/2017/02/Helen-Forman-Street-design-and-play.pdf

Home zones, liveability and play

Aims and method:

Offers a comparative evaluation of English home zones, or streets shared by vehicles and pedestrians based on the Dutch woonerf concept to determine whether the claims that they positively influence liveability is correct. Monitoring data on 14 home zone projects in the UK was used to draw generalisable lessons from such initiatives.

Key findings:

· Home zone projects exhibited lower traffic speeds and continued low or reduced numbers of traffic accidents compared to conditions before the home zones were implemented

· Residents reported that they now feel their streets are safer for their children to play in and have become more lenient in letting their children play out.

· Residents also report finding the home zone streets to be more attractive than they were previously, and some of those in high crime areas experienced reduced levels of crime and antisocial behaviour.

· Evidence that the treatments resulted in more socialising among adults was less convincing.

Reference:

Biddulph, M. (2010). Evaluating the English Home Zone Initiatives, Journal of the American Planning Association, 76(2), 199-218

http://www.tandfonline.com/doi/abs/10.1080/01944361003622688

School capital investment and pupil performance

Aims and method:

Analyses the relationship between capital investment and student performance. Includes a review of existing literature; qualitative analysis of 27 schools; and quantitative (statistical) analysis of investment and student performance in 1,916 schools.

Key findings:

· Better teaching environments have a major impact on staff morale and willingness to spend time after school in the classroom

· The quality of the visual environment gives strong messages about the value placed on the staff / students.

· Pupil motivation is enhanced with greater pride in the surroundings and enhanced parental support attributed to recognition of the quality of new facilities.

Reference:

Coopers, Price Waterhouse. (2001) Building Performance: an empirical assessment of the relationship between schools, capital investment and pupil performance. Research Report 242, London: Department for Education and Employment

http://dera.ioe.ac.uk/4671/