Child-centered placemaking principles: spatial strategies for play in constrained domestic settings in Tangerang, Indonesia

Abstract

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Children living in urban environments are increasingly vulnerable to psychological pressures such as stress, anxiety, and depression, largely due to limited access to space and time for play. Play is a vital activity for children’s mental well-being; however, within the context of urban residential areas in Indonesia, particularly in the post-COVID-19 period, play opportunities have become increasingly constrained. Children tend to remain indoors for both living and recreational activities, driven by multiple factors including the perceived insecurity of public spaces, academic pressures, parenting styles, and limited adult supervision. This study aims to explore the principles of placemaking from the perspective of children within private domestic spaces, with a focus on the urban area of Tangerang, Indonesia. Employing a qualitative approach, data were collected through online open-ended questionnaires administered to 104 children, supplemented by in-depth online interviews and direct observation, followed by coding-based analysis. The findings indicate that children aged 10–12 interpret placemaking through two primary dimensions: visual-sensory aspects (tangible affordances such as spatial dimensions and facilities) and perceived-sensory aspects (intangible affordances such as spatial conditions). Their adaptive strategies are shaped by their perception of spatial potential within the domestic environment. These findings offer conceptual contributions to the development of more child-friendly housing and residential area designs through a placemaking approach grounded in children’s lived experiences.