Exploring the inclusion of children from a spatial perspective: An analytical framework of the correlation between physical environment and children’s inclusion in urban public spaces

Public spaces, by their physical environment design, are intended to be accessible to all and significantly contribute to children’s development. Existing research on the inclusion of children often overlooks the influence of the public spaces’ physical environment. Hence, the understanding of how children’s public life is spatially integrated into public spaces is insufficient. This article explores the spatial potential of the physical environment to include children within broader public life in urban public spaces. It aims to suggest an analytical framework, termed spatial inclusiveness, for examining or prescribing the spatial inclusion of children in public spaces. This was done by mapping the spatial characteristics of 148 public spaces with public playgrounds in Copenhagen, Denmark. It resulted in 16 categories grouped into five parameters, which involve diverse spatial characteristics describing different degrees of spatial connection and visual connection between public playgrounds and their adjacent public spaces. By elaborating on the relationship between the physical environment and their spatial potential for including playing children, the framework strives to capture connections between urban regeneration’s physical and social dimensions. The framework provides urban designers, planners, and city authorities insight into improving the inclusion of public spaces from a spatial perspective with guidance and recommendations.