Public space for children and youth
Course evaluation
Additional course evaluations for LK0383
Academic year 2023/2024
Public space for children and youth (LK0383-30234)
2024-01-15 - 2024-10-31
Academic year 2022/2023
Public space for children and youth (LK0383-30214)
2023-01-16 - 2023-10-30
Academic year 2021/2022
Public space for children and youth (LK0383-30283)
2022-01-17 - 2022-11-01
Academic year 2020/2021
Public space for children and youth (LK0383-30121)
2021-01-18 - 2021-11-01
Syllabus and other information
Syllabus
LK0383 Public space for children and youth, 15.0 Credits
Stadsrum för barn och ungaSubjects
Landscape Architecture Landscape ArchitectureEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Field trip and project work | 5.0 | 0203 |
| Exercises and seminars | 10.0 | 0204 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
SwedishPrior knowledge
.Objectives
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Content
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Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Additional information
.Responsible department
Department of Urban and Rural Development
Further information
Litterature list
Listan kan komma att kompletteras under kursens gång.
Huvudlitteratur
Beckman, Mimmi (2018). Lek på riktigt. Om att sluta bygga lekplatser och börja skapa rikare lekmiljöer. En skrift om lekvärde för dig som ansvarar för barns lekmiljöer. Örebro kommun, oktober 2018.
Bishop, Kate, and Corkery, Linda (eds., (2017). Designing Cities with Children and Young People. Beyond Playgrounds and Skate Parks. Routledge, Taylor & Francis Group
Boverket (2015). Gör plats för barn och unga! En vägledning för planering, utformning och förvaltning av skolans och förskolans utemiljö. Boverket och Movium.
Boverket (2020). Barnkonventionen i fysisk planering och stadsutveckling. Kartläggning och analys. Boverket Rapport 2020:24.
Derr, Victoria, Chawla, Louise and Mintzer, Mara (2018). Placemaking with children and youth. Participatory Practices for Planning Sustainable Communities. NYUPRESS
Flannigan, Caileigh and Dietze, Beverlie (2017). Children, Outdoor Play, and loose parts. Journal of outdoor studies – Ideas from practice, Vol 42 No. 4, s. 53-60.
Gill, Tim (2021). What is child-friendly urban planning, and why does it matter?”. In Urban Playground. How Child-Friendly Planning and Design can save Cities. London: RIBA Publishing (Routledge), chapter 1-3.
Övrig litteratur inför seminarier, exkursioner och övningar
ARUP (2017). Cities Alive. Designing cities for urban childhoods, London.
Boverket (2015). Boverkets allmänna råd (2015:1) om friyta för lek och utevistelse vid fritidshem, förskolor, skolor eller liknande verksamhet. Boverkets författningssamling BFS 2015:1 FRI.
Hart, Roger (2020). “Stepping Back from 'The Ladder': Reflections on a Model of Participatory Work with Children”.
Kaime Atterhög, Wanjiku (2019). Social Inclusion and Empowerment in Urban Planning. In Uppsala Health Summit 2019 Post-Conference report Uppsala Health Summit. P. 42-47.
Kristensson, Eva (2016). ”Bostadsgården – en hotad lekmiljö när staden förtätas”. Kapitel i Märit Jansson och Åsa Klintborg Ahlklo (reds) Plats för lek: Svenska lekplatser förr och nu. Svensk Byggtjänst, sid 94-113.
Kylin, Maria, Åkerblom, Karin (2019). “Indicators for Children’s Built Environment”. In Uppsala Health Summit 2019 Post-Conference report Uppsala Health Summit. P. 48-53.
Mårtensson, Fredrika (2009). ”Lek i verklighetens utmarker”. I Mikael Jensen och Åsa Harvard (eds.) Leka för att lära. Utveckling, kognition och kultur. Lund: Studentlitteratur, s. 163-186.
Mintzer, Mara (2017). How kids can help design cities. TED-talk.
Nordström, Maria (2020). Barnkonsekvensanalyser I stadsplaneringen. Relaterat material till Boverket Rapport 2020:24 Barnkonventionen i fysisk planering och stadsutveckling. Kartläggning och analys.
Nordström, Maria, Nordin, Kerstin and Wales, Mark (2019). “Listen to the kids in Participatory Urban Planning”. In Uppsala Health Summit 2019 Post-Conference report Uppsala Health Summit, p. 14-18.
Outdoor Play and Learning (OPAL) (2021). The case for play in schools: A review of the literature
Uppsala Health Summit (2019). Post-conference report Healthy Urban Childhoods, Uppsala 8-9 October 2019.
Åkerblom, Petter (2019). “Bumps and scratches is a part of Growing Up”. In Uppsala Health Summit (2019). Post-conference report Healthy Urban Childhoods, p. 5-7.