Submitted by

Temesgen Animaw Lingerh

ID No. ECSU2102568

December, 2024
Addis Ababa, Ethiopia
 Declaration
This is to confirm that the thesis I submitted to Ethiopian Civil Service University's
College of Urban Development and Engineering, "Examining child-friendly open spaces
based on the insights from children: The case of condominiums in Addis Ababa," which
partially fulfilled the requirements for the Master of Science in Urban Planning and
Development degree, is an original work that I have never submitted to another
institution in order to obtain any other degree or certification.

Name of the candidate ------------------------

Signature ----------------------------------------

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 Acknowledgement

First and foremost, I want to thank God for all of His blessings and wisdom.

I would also want to express my heartfelt gratitude to my advisor, Giorgis Godale. His
persistent support, smart advice, and encouragement have contributed significantly to my
achievement. He inspired me to strive for perfection, and I am very grateful for his
guidance.

Words cannot explain how much I love my amazing wife, Tigist Getachew, and our
beautiful daughters, Gabu and Miku. Your love, tolerance, and understanding are the
anchors. You are my biggest supporter, bringing me joy and purpose. I feel very
privileged to have you by my side.

Finally, I'd want to thank everyone who willingly shared their knowledge and supplied
the essential information.

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 Table of Contents
Declaration .......................................................................................................................... ii
Approval of Thesis for Defense ......................................................................................... iii
Approval of Thesis after Defense ......................................Error! Bookmark not defined.
Acknowledgement .............................................................................................................. v
List of Tables ..................................................................................................................... ix
List of Figures ..................................................................................................................... x
List of Abbreviations and Acronyms ................................................................................. xi
Abstract ............................................................................................................................ xiii
CHAPTER ONE ................................................................................................................. 1
1. INTRODUCTION ....................................................................................................... 1
1.1 Background of the Study ........................................................................................... 1
1.2 Statement of the Problem .......................................................................................... 3
1.3 Research Questions. .................................................................................................. 4
1.4 Objectives of the Study ............................................................................................. 4
1.4.1. General objective ............................................................................................... 4
1.4.2. Specific Objectives ............................................................................................ 4
1.5. Significance of the Study ......................................................................................... 5
1.6. Scope of the Study.................................................................................................... 6
1.6.1 Spatial Scope: ..................................................................................................... 6
1.6.2 Thematic Scope: ................................................................................................. 6
1.7. Operational Definition.............................................................................................. 6
1.8. Organization of the Study ........................................................................................ 7
CHAPTER TWO ................................................................................................................ 8
2. REVIEW OF RELATED LITERATURE ...................................................................... 8
2.1. Theoretical Review of Literature ............................................................................. 8
2.1.1. Review of Concepts ........................................................................................... 8
2.1.2. Review of Theories ..................................................................................... 19
2.2. Empirical Review of Literature .......................................................................... 21
2.2.1. Parameters of Child-Friendly Environment .................................................... 21
2.3. Research Gap...................................................................................................... 24

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 2.4. Conceptual Framework .......................................................................................... 26
CHAPTER THREE .......................................................................................................... 27
3. RESEARCH METHODOLOGY.................................................................................. 27
3.1. Description of the Study Area ................................................................................ 27
3.1.1. Geographical Description of the Study ........................................................... 27
3.1.2. Selection of the study Area ......................................................................... 28
3.2. Research Paradigm, Design and Approach ............................................................ 28
3.2.1. Research Paradigm .......................................................................................... 28
3.2.2. Research Design .............................................................................................. 29
3.2.3. Research Approach .......................................................................................... 29
3.3. Types and Sources of Data ..................................................................................... 30
3.3.1. Types of Data................................................................................................... 30
3.3.2. Sources of Data ................................................................................................ 30
3.4. Sampling Design .................................................................................................... 30
3.4.1. Population and Sampling Frame...................................................................... 30
3.4.2. Sampling Unit .................................................................................................. 31
3.4.3. Sample Size Determination ............................................................................. 31
3.4.4. Sampling Techniques and Procedure .............................................................. 31
3.5. Data Collection Instruments ................................................................................... 32
3.6. Data Validity and Reliability.................................................................................. 33
3.6.1. Validity ............................................................................................................ 33
3.6.2. Reliability ........................................................................................................ 34
3.7. Methods of Data Analysis ...................................................................................... 34
3.7.1. Methods of Quantitative Data Analysis........................................................... 34
3.7.2. Methods of Qualitative Data Analysis ............................................................. 36
3.8. Ethical Consideration ............................................................................................. 37
UNIT FOUR ..................................................................................................................... 38
4. RESULTS AND DISCUSSIONS ................................................................................. 38
Introduction ....................................................................................................................... 38
4.1 Demographic Characteristics and Response Rate of Respondents ......................... 38
4.2 Findings and Discussions of Research Objective One ............................................ 41

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 4.2.1 Status of Existing physical Features of Open Spaces in selected Condominium
Areas. ......................................................................................................................... 41
4.3 Findings and Discussions of Objective Two ........................................................... 51
4.3.2 Discussions of Objective Two .......................................................................... 56
4.4 Findings and Discussions of Objective Three: ........................................................ 63
4.4.2 Discussions of Objective Three ........................................................................ 63
4.5 Findings and Discussions of Objective Four: To identify key strategies for
designing and developing child-friendly open spaces in condominium complexes in
Addis Ababa that align with children's preferences. ..................................................... 63
4.5.1 Findings of Key Strategies for Designing Child-Friendly Open Spaces .......... 64
4.5.2. Discussions of Key Strategies for Designing Child-Friendly Open Spaces .... 64
CHAPTER FIVE .............................................................................................................. 66
5. SUMMARY, CONCLUSION AND RECOMMENDATIONS ................................... 66
5.1 SUMMARY OF FINDINGS ...................................................................................... 66
5.2 CONCLUSIONS ..................................................................................................... 69
5.3 RECOMMENDATIONS ........................................................................................ 71
5.4 FUTURE RESEARCH DIRECTIONS ................................................................... 73
6.REFERENCES .............................................................................................................. 74
7.APPENDECIES ............................................................................................................. 75

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List of Tables

Table 3. 1. Research variables .......................................................................................... 36

Table 4. 1. Response Rate _______________________________________________ 38

Table 4. 2. The gender and age group of the Respondent________________________ 39
Table 4. 3. Period of Residence ___________________________________________ 39
Table 4. 4.Demographic characteristics of participants of interviews ______________ 40
Table 4. 5.Mean range Analysis ___________________________________________ 42
Table 4. 6. Children’s perception of the functionality of open spaces ______________ 42
Table 4. 7. Children's perception of open spaces accessibility ____________________ 43
Table 4. 8. Children’s perception of open spaces social networking _______________ 44
Table 4. 9. Children's perception of open spaces on safety and security ____________ 44
Table 4. 10. Children's perception of open spaces functionality __________________ 46
Table 4. 11. Children's perception of open spaces accessibility ___________________ 46
Table 4. 12. Children's perception of open spaces social Networking ______________ 47
Table 4. 13. Children's perception of open spaces on safety and security ___________ 48
Table 4. 14 Children's perception of open spaces on Legibility/Aesthetic ___________ 49
Table 4. 15. Comparison of the findings of the two sites from the data analysis ______ 50
Table 4. 16. The themes and sub theme and examples of children’s quotes manually
recorded______________________________________________________________ 55
Table 4. 17. Participation Counts for Children's Activities in Open Spaces _________ 56
Table 4. 18. Comparative analysis of play activities across age ___________________ 57
Table 4. 19. Children’s illustrated suggestions for improving open spaces __________ 64

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List of Figures

Figure 1 The conceptual framework ................................................................................ 26

Figure 2 The geographical description of the study Areas .............................................. 27
Figure 3 The map showing the physical features of Aware condominium ................... 41
Figure 4 summary of the finding from Aware condominium ........................................... 45
Figure 5 proposed land use plans of site 3 and 6 at Bole Arabsa condominium .............. 45
Figure 6 Summary of the perception of children from Bole Arabsa ................................ 49
Figure 8 The line graph used to compare the two findings Source: Field Survey, 2024
........................................................................................................................................... 51
Figure 9 the recreational facilities available .................................................................... 58
Figure 10 children’s playgrounds at Bole Arabsa condominium ..................................... 59
Figure 11 The landscape elements available .................................................................... 60
Figure 12 children hanging out after play and playing with ball hanging on a stick ..... 61
Figure 13 The elevator not functioning and swamp at Bole Arabsa................................. 62
Figure 14 children riding bikes on the main streets and street dogs ................................ 62
Figure 15 shows the major reasons for children for not using open spaces ..................... 63

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List of Abbreviations and Acronyms
CFCI: Child Friendly Cities Initiative
CFE: The Concept of Child-Friendly open space/ Environment
ECU: Ethiopian Civil Service University
IHDP: Integrated Housing Development Program
NRC: National Research Ethics Review Committee
UGS: urban green spaces
UN: United Nations
UNICEF: United Nations Children’s Emergency Fund

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List of Annexes
Annex 1 Questionnaire to be filled by Children ______________________________ 75
Annex 2 Questionnaire to be filled by Children in Amharic ____________________ 77
Annex 3 Interview Items ________________________________________________ 79
Annex 4 Interview Items in Amharic ______________________________________ 81

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 Abstract

Rapid urbanization in Addis Ababa, Ethiopia, has led to declining in public spaces and green

areas, posing significant challenges for creating child-friendly urban environments. This study

examines the current state of open spaces in the condominium communities of Addis Ababa at

Bole Arabsa and Aware Den Lemat sites. The research identified the major physical features of

open spaces with the major indicators within the study area, as well as the key challenges and

opportunities associated with developing open spaces in condominium settings. Factors such as

the availability of green spaces, social integrations, accessibility, safety, and community

engagement were analyzed as major determinants of child-friendly open space design. Then,

using questionnaires to get each child's unique viewpoint, the measurements for the framework

factors were computed. There were 413 kids between the ages of 6 and 18 who took part.

Children are living at Bole Arabsa and Aware Den Lemat condominiums. Results indicated that

though there are open spaces in the compounds of the condominiums, there is inadequacy of open

spaces, accessibility problems, and safety and security issues. Finally, based on the findings, the

study recommended strategies to enhance child-friendly open spaces in condominiums in Addis

Ababa, highlighting the importance of community-led initiatives that involved children in the

design, construction, and maintenance of open spaces.

Keywords: child-friendly; neighborhood; open space; nature; condominium

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 CHAPTER ONE
1. INTRODUCTION

1.1 Background of the Study

A child-friendly city (CFC) is defined as one that offers safe, healthy, green, playful, and
stimulating urban settings for children and their families by the United Nations
Convention on the Rights of the Child (United Nations, 1989) and the UNICEF Child-
Friendly Cities Initiative (1996). Because they provide environments that are conducive
to children's healthy growth and well-being, outdoor public and communal spaces are
essential for creating child-friendly cities. These are places that children can and should
use for play, discovery, exercise, mingling with the public, and interacting with the built
and natural environments (Mouratidis, 2021; Lee et al., 2015).

Children's interactions with built and natural environments are crucial for their
development and well-being. (Lehmann, 2020). Research has emphasized the importance
of children engaging with nature in various aspects of their growth. Outdoor play in
natural settings fosters independence, creativity, cognitive development, and a sense of
identity (Quayle, 2017). This allows children to understand the malleability of the world
and nurture their mental dexterity. However, modern trends show a decline in children's
exposure to nature due to factors such as safety concerns, structured schedules, and
limited outdoor play opportunities, especially in condominiums.

Addis Ababa, the capital city of Ethiopia and diplomatic hub of Africa, is one of the
fastest-growing cities. Its population is currently close to 6 million (UN World
Urbanization Prospect, 2018). This rapid population growth has put immense pressure on
housing, leading to critical shortages. This has necessitated the redevelopment of inner-
city areas to address the housing crisis and improve living conditions for low-income
residents.

The redevelopment of inner-city areas in Addis Ababa has profound socioeconomic and
housing implications for low-income residents, including children (Weldeghebrael,
2022). Urban renewal efforts, while aiming at improving housing conditions, often result

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in the settlement of communities, disrupting established social networks and potentially
leading to adverse social issues. Relocation to newly developed condominium houses can
also affect children’s access to safe and child-friendly spaces, which are crucial for their
development and well-being. Condominiums have mainly been supported and promoted
by the government to create affordable housing for middle- and low-income residents. It
offers a form of collective housing that can accommodate many residents within limited
urban areas (UNHABITAT, 2011). Most condo residents are families, and children are
the main users of outdoor spaces in condominiums. However, the planning and design of
these high-density living spaces pay little attention to the needs and preferences of the
most vulnerable group of children.

The availability of open spaces and playgrounds in condominium complexes is crucial for
children's wellbeing and development. However, the limited provision of such spaces can
pose challenges for families living in high-density areas. Open spaces create a child-
friendly environment, promoting physical activity, social interactions, and the
community. However, child-friendly open spaces are not a priority in Addis Ababa's
condominium neighborhoods, and there are no guidelines or design recommendations to
guide their quality.

The lack of child-friendly amenities, such as playgrounds and recreational areas within
their environment, can limit children’s opportunities for physical activity and social
development. The focus on maximizing housing units within limited urban spaces has
resulted in a scarcity of accessible, safe, and engaging play areas for children (Ufudun
2015).

This highlights the importance of urban planning strategies that prioritize the inclusion of
open spaces and recreational facilities in condominium development to meet the needs of
families with children. However, creating child-friendly environments in condominiums
has proven challenging. This study aims to explore the design principles of secure, child-
friendly open spaces in condominiums, which can enhance children's development,
quality of life, and health. This study will use an interpretation method to understand the
key characteristics and design concepts of such spaces. The findings will be evaluated
through a case study and will provide crucial information for Addis Ababa's policy and

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decision-making regarding child-friendly urban planning and design, particularly in the
context of city growth and development.

1.2. Statement of the Problem

The problem in examining child-friendly urban planning and design in condominiums in

Addis Ababa revolves around the lack of adequate consideration of children's needs in
urban development projects. Rapid urbanization and expansion in cities, such as Addis
Ababa, have led to a scarcity of designated spaces for children within residential areas,
particularly in condominiums. This deficiency hinders children's access to safe and
stimulating environments for play, socialization, and learning, thus impacting their
overall well-being and development.

Key issues include the absence of sufficient green spaces, limited safe walking and
cycling infrastructure, and a lack of accessible recreational facilities within
condominiums. These shortcomings contribute to a lack of opportunities for children to
engage in outdoor activities, interact with their peers, and experience nature within their
immediate living environment. Without adequate consideration of child-friendly elements
in urban planning, children may face challenges in accessing spaces that promote their
physical health, mental well-being, and social development.

Furthermore, the disconnection between urban planning strategies and the insights from
children themselves highlights a gap in understanding and incorporating the perspectives
of the primary users of these spaces. By not actively involving children in the design
process or considering their needs and preferences, urban planners risk creating
environments that do not cater to the unique requirements of young residents.

Addressing these challenges requires a comprehensive approach that integrates child-

friendly principles into urban planning practices, emphasizes community engagement,
promotes inclusive design strategies, and prioritizes the creation of safe and accessible
spaces for children within condominiums. By recognizing and addressing these issues,
cities like Addis Ababa can work towards creating more livable, sustainable, and

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inclusive urban environments that support the well-being and development of all
residents, including children.

1.3. Research Questions.

Each of the following research questions seeks to provide a clue in finding out the best
solution in making the condominium houses more habitable to children and help policy
makers, urban designers and development practitioners better understand and create
successful ways of implementing children's needs and rights in urban spaces.

1. What is the current status of open spaces in selected case study condominium
areas in line with child-friendly use?
2. What are the major experiences and needs of children residing in condominiums
with respect to open spaces uses?

3. What are the gaps and challenges associated with creating child-friendly open
spaces in selected case study condominiums of Addis Ababa?
4. What are the strategies to enhance child-friendly open spaces in the selected study
areas?

1.4. Objectives of the Study

1.4.1. General objective

To assess the current state of child-friendliness of open spaces in condominiums in Addis
Ababa and formulate recommendations to enhance the overall well-being and
experiences of children in their immediate living environment.

1.4.2. Specific objectives

 To assess the current status of open spaces in selected case study condominium
areas in line with their child-friendly status in Addis Ababa that hinders or
supports child-friendly open spaces.

 To assess the needs of children residing in condominiums with respect to open

space uses.

 To identify existing gaps in the current provision of amenities in child-friendly

open spaces within condominiums.

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  To identify key strategies for designing and developing child-friendly open spaces
in condominium complexes in Addis Ababa that align with children's preferences.

1.5. Significance of the Study

The purpose of this study is to examine the current status and key issues of child-friendly
open spaces in selected condominiums in Addis Ababa from children’s perspectives. This
research explored the underlying notion of child-friendly open space and its critical
elements and provided recommendations for promoting a more inclusive, child-friendly
approach to the city-planning and building process.

There is a shortage of literature and practical study on understanding the perspectives of

children and the ways of interpreting those views into practice in the field of urban
planning. This research can contribute to filling this gap by using children's responses to
their everyday surroundings for better understanding the concept, potential, and
significant values of child-friendly open spaces. In this context, the findings from this
research might guide experts and policymakers in engaging children in the planning
processes and in enabling them to have a real say in the decision making that affects their
lives.

This study also aims to create a knowledge base for future studies and projects in the field
of child-friendly urban planning and design in Addis Ababa. The findings from this
research can be used as a reference and a beginning for developing innovative and
sustainable initiatives that benefit both children and the wider community. This study
attempted to involve children in a participatory planning process so that they could have a
correct understanding of their own urban environment and their place in the city.

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1.6. Scope of the Study

This study examines child-friendly open space guidelines for condominiums in Addis
Ababa. It considers the insights and perspectives of children themselves to create a more
comprehensive approach.

1.6.1. Spatial scope:

In terms of geographical boundary, this study covers the entire Aware Den Lemat and
Bole Arabsa condominium neighborhoods.

1.6.2. Thematic scope:

The research's thematic scope was to examine open spaces in relation to the activities
taking place and the impact of the physical features of the spaces on the children's
preferences, including location, enclosure type, accessibility for a variety of activities,
and the area's suitability for their needs. The study also looked at potential ways to
improve the current environment and assessed whether there were any gaps or difficulties
in making use of the open spaces that were available.

1.7. Operational Definition

1. Open spaces: Land with no buildings and structure, particularly in towns.
2. Condominium Housing refers to a type of housing tenure in which each household
owns its own apartment but equally shares ownership and accountability for the
building's common rooms and amenities, like elevators, heating systems, and hallways.
Plots of land were not owned by individuals. Every homeowner on a condominium site
owns all of the land (UN-HABITAT, 2010, p. 14).
3. Open space Amenities: Essential elements of urban design with numerous
advantages that improve quality of life. Parks, playgrounds, and sports courts are
examples of recreational facilities, whereas green spaces, water features, and landscapes
are examples of natural features.
4. Play equipment: There are various types of equipment. They include swings, slides,
climbers and forts
5. Child; is an individual under the age of eighteen (National children’s policy, 2017)

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6. Child-Friendly: This phrase describes settings or spaces that are safe and appropriate
for children’s needs so that they can play, explore, and learn. Child-friendly spaces
support children’s' rights to intellectual, social, and physical development. According to
Broberg et al. (2013), they are made to encourage children's freedom of movement and
their ability to interact with their surroundings.

1.8. Organization of the Study

The study focuses on the concept of child-friendly open spaces and aims to identify the
factors that contribute to the development of child-friendly open spaces in a specific
context. The study is divided into five chapters, each addressing different aspects of the
research:
In the first chapter, the study's background is given, the problem is stated, the goals are
outlined, and the importance of the research is discussed. It also talks about the study's
shortcomings and outlines its scope.

Chapter 2: Literature Review: This chapter examines the body of research on kid-friendly
open spaces, going over the idea, its significance, and the variables affecting its growth.

The study strategy, population and sampling, research site, data collection system, data
measurement technique, and data processing are all covered in Chapter 3: Methodology.

Chapter 4: Data Collection and Analysis: In this chapter, the survey data analysis results
are presented and the findings are thoroughly discussed.

Chapter 5: Conclusion and Suggestions: This chapter provides an overview of the study's
key conclusions and provides recommendations for the development of child-friendly
open spaces in the context under investigation.

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 CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
The literature review on child-friendly open spaces is organized into three main sections.
The first section focuses on the concept of child-friendly open spaces, which are essential
for children's growth, development, and education. The second section reviews empirical
studies on child-friendly open spaces. Researchers have been studying the link between
urban green spaces (UGS) and children. The third section identifies the research gap and
the conceptual framework for the study of child-friendly environments and children's
open spaces.
2.1. Theoretical Review of Literature
2.1.1. Review of concepts
2.1.1.1. Open space
Undeveloped land within urban areas, known as open space, provides communities with
opportunities for recreation, natural beauty, and environmental, social, and economic
benefits (Osborne Jelks et al., 2021). These spaces not only serve ecological and aesthetic
purposes but also offer areas for both active and passive recreational activities for city
residents. The accessibility of public open spaces is a crucial indicator of a city's
livability, contributing to the health and well-being of its inhabitants (Banwell et al., 2024).
Urban dwellers in densely populated metropolitan regions experience reduced social
stress levels due to the ecological services provided by open spaces. These areas are
designed to foster community involvement and collaborative activities (Dewi et al.,
2018).

2.1.1.2. Types of open space

Urban areas contain two categories of open spaces: green and non-green (Chen et al.,
2016). These spaces provide areas for movement, communication centers, and
recreational activities. The need for places where individuals can congregate and interact
leads to the creation of open spaces. These open spaces are classified into two types
based on the activities they host: active and passive. Active open spaces are areas utilized
for human activities, while passive open spaces are the opposite, lacking any human
engagement. Passive open spaces serve only as aesthetic elements or buffer zones.

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Open spaces encompass outdoor public areas where facilities such as city parks,
playgrounds, and amusement parks are developed and made accessible to the public. A
2011 UN Habitat resolution addressed sustainable urban growth by ensuring access to
high-quality urban public spaces. These public areas not only promote the health,
happiness, and overall well-being of the population but also foster innovation, economic
growth, and environmental sustainability. "Sustainable development goals, proposed 11
Goal 7, 2030, including universal access to public spaces and safe, inclusive and open
green spaces, particularly for women and children, the elderly and people with
disabilities" (Yuniastuti and Hasibuan, 2018).

2.1.1.3. The concept of child

Children can be defined in a variety of ways, depending on the situation and the law. The
term "child" can apply to any anyone who is younger than a legally defined age; it can
also refer to a "infant" or "minor." Although legal definitions of children differ depending
on the jurisdiction and the nature of the case, in general, a child is defined as a person
under the age of eighteen. Ethiopia's Revised Family Code, for instance, states in Article
215 that a minor is "a person of either sex who has not attained the full age of eighteen
years." A person under the age of eighteen is considered a child, according to the United
Nations Convention on the Rights of the Child, which Ethiopia has ratified.

Research on children often makes this distinction between newborns, children, and
adolescents since the requirements of children vary according to their age (D. G. Ruiz & J.
Yabut, 2024) . For instance, parents still carry out the majority of the responsibilities while
the child is under six years old. Teenagers, especially those older than 14, often receive
more freedom. Between the ages of 6 and 14, children may begin to move around
independently, engage with classmates, and establish relationships with their
surroundings. They also become more and more distant from their parents throughout this
time. Accordingly, the urban environment can significantly affect development and well-
being between the ages of 6 and 14 (Varjavandi, 2017).

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2.1.1.4. The concept of child-friendly open space/ environment (CFE)
The UNICEF 2018 guidebook "Shaping urbanization for children" offers a variety of
ideas, suggestions, and practical examples to help create child-friendly cities and
communities. This includes recommendations for child-responsive urban planning and
design at the city level as well as for impact evaluations, buildings, and neighborhoods.
Numerous studies have shown that the magnitude of several components, including social
and physical, as well as the geographic location affect how CFE is interpreted and
applied.

The late 20th century witnessed the emergence of this idea in reaction to the growing
global population of urban children as well as the growing array of problems they had to
deal with. However, authorities have not taken much action to address these issues or
take children's needs into consideration, and only a small number of these environments
were created with children in mind (Riggio, 2002). Kevin Lynch initiated the initial
efforts in the 1970s, and Louise Chawla brought the project back to life in the 1990s. This
study investigated novel methods for collaborating with children on planning with
various actors along the phases of development, implementation, and action (Malone,
2013).

During the City Summit, also known as the second U.N. conference on human
settlements, held in Istanbul in 1996, the Child-Friendly City (CFC) Program was
established by the joint efforts of UNICEF (the United Nations Children's Fund) and UN-
HABITAT (the United Nations Human Settlements Program). Encouraging city officials
to continuously prioritize the needs of children and support child-friendly communities is
the main objective of the CFC program. These rights entail providing a secure, caring,
protective, educational, engaging, unbiased, inclusive, and culturally varied environment
inside cities (Riggio, 2002).

It is the most well-known and well-run initiative that helps local governments produce
more CFE. Children have benefited from the CFC program's efforts to improve both the
natural and manmade environments, which has helped them create and complete their
projects and goals. Its principles are mostly derived from human rights. According to
Biggs and Carr (2015, p. 102) the CFC program has actively improved aspects of the

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built and natural environment to support children's rights and is firmly based on a rights-
based approach.

The idea behind child-friendly open space is to design outdoor spaces that are
entertaining, safe, and accessible to children of all skill levels (Acar, 2014). These places
are meant to foster a range of play experiences and chances for exploration and
discovery. Child-friendly open spaces understand how important it is to provide children
the chance to play outside, interact with nature, and grow in all areas of their
development—social, emotional, and cognitive. Child-friendly open spaces accommodate
the varied needs and interests of children by integrating components like play structures,
natural landscapes, sensory gardens, and interactive features. In addition to giving
children a place to play and have a good time, child-friendly open spaces aid in their
general growth and education. Deeper knowledge is facilitated by child-friendly open
settings.

Furthermore, child-friendly open spaces create beneficial social relationships among

youngsters, boosting collaboration, empathy, and a sense of friendship (Nazir, 2019).
Additionally, they give children the chance to learn from others and teach others by
imparting their knowledge and talents. Open spaces that are suitable for children are quite
beneficial. These areas provide distinctive educational opportunities that are not possible
to duplicate indoors. Child-friendly open spaces give children the chance to explore the
natural world firsthand, encouraging early scientific inquiry and a better comprehension
of their environment.

Open spaces encourage social connection, the development of motor skills, and physical
activity, child-friendly open spaces are essential to the physical health and wellbeing of
children. These areas give children an escape from the restrictions of the house and a
place to express themselves and burn off steam. By offering an engaging and welcoming
environment that promotes exploration, social interaction, and the incorporation of nature
into everyday activities, they aid in learning and development. These areas provide
safety, accessibility, and engagement for children of all skill levels. They encourage
equality and inclusivity, enabling every child to take part and flourish (Krahnstoever
Davison & T Lawson, 2006).

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Child-friendly open places foster critical life skills like risk assessment, problem solving,
and decision making. They provide one-of-a-kind experiences, enhance physical health
and wellbeing, and foster the acquisition of critical life skills (A Spencer et al., 2021)
.
Based on the UNICEF Child Friendly Cities Initiative (CFCI) framework, a city or
municipality is considered Child-Friendly if it satisfies the following criteria:
• Public policies, programs, and decisions incorporate the needs, rights, voices, and
priorities of children.
• The best interests of children are prioritized, and their welfare is enhanced while also
providing avenues for their voices to be heard.
• Children's voices, needs, and rights are integrated into laws, policies, regulations,
programs, and budgets.

2.1.1.4.1. The three dimensions of child-friendly environment

According to the research conducted by Cordero-Vinueza et al. (2023), the literature on
Child-Friendly Environments (CFE) has three main dimensions:

1. Physical dimension:

The physical aspects of an urban space that are secure, accessible, and created with
children in mind make up the physical dimension of a child-friendly setting. (Wang,
2021). These comprise features like playgrounds, walkways, bike lanes, and pedestrian-
friendly streets that are well-maintained and constructed (Zerlina & Sulaiman, 2020). It is
generally known that the physical layout and features of a neighborhood have an impact
on a variety of social and health outcomes for adult populations (Zerlina & Sulaiman,
2020). They can also greatly affect the well-being and development of children (Christian
et al., 2015). Research on young children and the impact of their outdoor home
environment on physical activity and development is lacking, despite the importance of
the physical environment in shaping child health and development.

Children have also been linked to higher levels of physical activity when recreational
parks and facilities are present, close by, and easily accessible. Children who have easy
access to playgrounds, parks, and leisure centers are more likely to play sports with

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coaches. (Ruz and associates, 2021). Furthermore, things like congested streets, absence
of bike lanes, unmarked junctions, and inadequate street connectivity might make it
difficult for children to engage in physical activity. Prioritizing safety and accessibility in
the design of community infrastructure is one way that urban planners and community
leaders may encourage a physically child-friendly environment.

2. Rights dimension:

According to numerous international agreements and declarations, including the United

Nations Convention on the Rights of the Child, this dimension acknowledges that
children have intrinsic rights (Leblanc, 2015). It highlights how crucial it is to provide
settings that uphold and advance children's rights, including the freedom to play, receive
an education, be healthy, feel protected, and participate in society. We can guarantee that
children have access to the opportunities, services, and protections required for their
holistic development and well-being by including children's rights into the planning and
execution of child-friendly environments (Zerlina & Sulaiman, 2020). This method also
recognizes the value of kids actively participating in decisions that have an impact on
their life.

Children who are involved in matters that directly affect them are given the opportunity
to share their ideas and have their needs taken into consideration. Children's unique
experiences and viewpoints can be taken into account when making decisions if they are
included in the process. This will result in more inclusive and practical solutions that
genuinely address the needs and rights of children (Duramy & Gal, 2020). Involving kids
actively in decision-making not only helps create surroundings that are child-friendly, but
it also empowers children and helps them feel like they have agency and ownership in
their communities. Child-friendly settings that put children's rights first understand how
critical it is to include children's views and voices in decision-making.

3. Governance dimension:

The governance dimension highlights the necessity of developing institutions and

processes that enable children to take an active part in influencing their local settings
(Rahmaningtyas & Rahayu, 2019). This aspect is essential to the creation of Child-

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Friendly Environments (CFE) and is consistent with the overarching objectives of
UNICEF's Child Friendly Cities Initiative (CFCI). There are multiple essential
components that comprise the governance dimension:

1. Participatory Mechanisms: Children can voice their opinions, take part in decision-
making, and have an impact on projects and policies that impact their life through
these forums and mechanisms. To ensure that children participate voluntarily, it is
important to enlighten them about their rights and to provide them with the tools and
resources they need to participate in a meaningful way.

2. Interdepartmental Coordination: In order to guarantee that children’s rights and

needs are taken into account in every aspect of urban planning and service delivery,
this calls for cooperation between various departments and sectors of local
government. It necessitates a cohesive strategy for child-friendly governance, in
which all municipal domains work together to foster an atmosphere that encourages
children engagement.

3. Capacity-Building Initiatives: These initiatives aim to strengthen the skills and

understanding of local government officials, community leaders, and other
stakeholders on child rights and participation. Building capacity makes ensuring that
individuals tasked with organizing and carrying out regional policies and initiatives
are able to take into account and give importance to the viewpoints of children.

In order to create situations where children feel heard, respected, and empowered to
contribute to the growth of their communities, the governance dimension is essential. It
emphasizes how important it is to develop inter sectorial cooperation, institutionalize
child participation in local governance systems, and increase the capacities of all
stakeholders to promote child-friendly activities.

2.1.1.4.2. Factors affecting or influencing child-friendly open space

The city's future lies with its children. The development of child-friendly communities,
which offer children a secure, enjoyable, sustainable, and fair environment to grow up in,
is changing the face of urban planning and design. In addition to including "art, nature,

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and exploration" in our plans, we're also going to provide more natural areas for
entertainment, socializing, and bringing life to the city (Fang et al., 2024).

There are a few key design principles that can make public open spaces more child
friendly.

Safety/security: Children and their parents value safety and security in the form of
defense against criminal activity, harassment, violence, and bodily harm (Nordström
2010). Children's independent outside presence and play is typically restricted by parents'
fear of strangers and aggressors (Lee et al., 2015). Research indicates that a resident's
impression of safety, criminality, and instability is influenced by their social contacts
with neighbors and their ability to observe their surroundings (Foster et al., 2014;
Newman, 1972). According to Newman (1972), two aspects of architecture affect how
people view their surroundings from within a building: the height of surrounding
structures and how they are arranged on the property (freestanding, in a courtyard, or in a
queue).

High vehicle speeds have been found in empirical studies to be a crucial aspect of an
environment that influences parents' and children' perceptions of how safe it is for their
children to walk or ride (Amiour et al., 2022). One suggested mitigating measure is
pedestrianization and limiting conflicts between pedestrian networks and traffic networks
(Mouratidis, 2021). Similarly, when driveways are not physically isolated from the
children's play area, Hsiao et al. (2009) found a higher likelihood of driveway-related
child pedestrian injuries. Lastly, physical elements including hazardous surfaces,
equipment, and weather might limit or eliminate kids' freedom to be in public areas on
their own (Eager & Hayati, 2019).

Social networking: Another cornerstone of child-friendly environments is the capacity

for peer interaction and socialization (Jansson et al., 2022). Children can playfully
interact with their peers, socialize with adult neighbors, observe others in a passive
manner, and form a more cohesive social identity in communal areas (Nasrabadi et al.,
2021). According to research, kids would much rather play outside with their friends than
stay indoors, thus the parks and green spaces in their neighborhood could be significant

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social spaces (Elshater, 2018). Spaces that foster group activities with the combination of
movable furniture and fixed objects maximize children’s engagement and play activities
(Loo & Fan, 2023). The literature additionally recommended natural environments where
children can play by themselves or in small groups (Marcus & Sarkissian 2023).

Connection with nature: In residential landscapes with water, vibrant or aromatic plants
and flowers, animals, and natural materials, children develop a sense of connection with
their natural surroundings through their senses of sight, touch, and smell (Chawla, 2020).
Children's relationships with nature promote adventurous, enjoyable, and playful
behaviors (Sadafi & Azhdari, 2020), as well as improve their levels of physical activity,
mental health, and academic and cognitive achievement (Adams & Savahl, 2017).

Inclusive features: This is to provide wheelchair-accessible ramps and sensory play

features for children with impairments. The design and configuration of the area should
also promote physical activity and active play. Open grassy spaces for games of ball and
running, bike lanes or walkways, and natural components like trees and plants to foster a
sense of connection with nature can all help achieve this (J. Firkin et al., 2024).

Spatial flexibility: More adaptability can be attained by making sure that areas are
sufficient and multipurpose, with a range of furniture, adjustable components, and
movable equipment (Schönfeld et al., 2017). Children's happiness, agency, self-
management, and autonomy are increased when they may move freely, adapt, and control
a portion of their surroundings in response to evolving demands and changing
requirements (Rorabaugh, 2019). It has also been demonstrated that one of the most
desired features of a neighborhood that gives children more mobility is the opportunity to
cycle (Nasrabadi et al. 2021).

2.1.1.4.3. Indicators in determining the quality of open space for children

These indicators can be used to assess the quality of child-friendly open spaces in various
settings, such as condominiums in Addis Ababa, to ensure that they provide safe,
enjoyable, and stimulating environments for children's growth and development.

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Table 2. 1. The indicators determining the quality of open space for children are summarized in
this table

Characteristics Key determinants Indicators

Security: Ensures  Distance from settlement to open space  Clear sightlines
children are protected should be ≤ 200 m. for parents
from harm, including  No physical barriers obstructing  No known threats
accidents and crime. parental visibility. in the vicinity
 Absence of individuals posing threats  Proximity limits
to children's safety. as specified
 Distance to environmental activity
center should be ≤ 100 m.
Safety: Protects children  Distance from vehicles must be greater  Safe distances
from potential hazards in than 5 m. from traffic
open spaces  No sharp borders or steep slopes.  No sharp or
 Absence of risky tools dangerous objects
present
Comfort: Creates an  Absence of litter and scattered rubbish.  Cleanliness and
inviting and pleasant  Availability of trash cans and shady aesthetic appeal
environment for children. trees.  Availability of
 Minimal vehicle presence in open seating and
spaces. shaded areas
Accessibility: Ensures  No high walls or barriers over 150 cm.  Safe access routes
open spaces are easily  Not located near rivers, gullies, or  Walk able areas
reachable and usable. highways. for children to
 Presence of pedestrian paths alongside play and explore
vehicular lanes.
Source: Modified from (Leete, 1996)

2.1.1.4.4. Benefits of child-friendly open space

Children need open space to play, learn, exercise, and recreate in order to grow and
develop their cognitive, affective, and psychomotor skills (Yuniastuti&Hasibuan,
2019). The establishment of open spaces designed for children has numerous advantages
that substantially affect their growth and wellness.

These areas encourage physical exercise and healthy development by promoting active
play, which is vital to children's bodily health (A. Richardson et al., 2017). Such
environments facilitate social engagement and inclusivity, enabling children to cultivate
friendships and acquire important social abilities through collaborative activities (Veitch
et al., 2020). These open spaces also nurture creativity and imagination, offering
opportunities for spontaneous play that stimulates innovative thinking. Additionally,
exposure to nature and open areas supports psychological and emotional health, aiding in
stress and anxiety reduction, while enhancing mood. Interacting with their environment

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can also boost cognitive abilities and academic achievement as children learn through
exploration and discovery (Scott et al., 2022).

Furthermore, these spaces serve as platforms for environmental education, instilling

ecological awareness and appreciation at a young age. By strengthening connections
between families and neighbors, child-friendly open spaces enhance community unity
and involvement, fostering a sense of belonging (Pike, 2011). Ultimately, they play a
crucial role in supporting children's mental, social, and emotional growth, thereby
contributing to their overall health and well-being (Scott et al., 2022).

.2.1.1.4.5. Challenges for improving child-friendly open space

Several obstacles may need to be overcome in order to improve child-friendly open

spaces, such as a lack of funds and resources, restrictions on urban planning and design,
stakeholder participation and cooperation, and legislative and regulatory frameworks
(Tsuang & Peng, 2018).
To create and run child-friendly spaces that are adaptable to different settings, UNICEF's
practical handbook emphasizes the need for guidance on fundamental guiding principles
and specific measures. The following are some significant points of challenges:
1. Lack of funding and resources: Enough funds and resources are needed to provide
child-friendly areas (Jansson et al., 2020). These spaces have different setup and
running expenses based on several variables, including location, size, materials,
equipment, and labor resources. To provide integrated programming, particularly for
the protection and education of children, collaboration with temporary child-friendly
schools can assist create a safe and protective environment for children. It can also
foster collaborations between schools, centers, and the community (Voce, 2018).
2. Urban planning and design limitations: Creating open places that are child-friendly
require careful consideration of urban planning and architecture (Wang et al., 2024).
Forging links and advancing child-friendly green open spaces requires sustainable
urban planning, conservation, and education centered on each city's own natural
resources. The biotic element—flora and fauna, for example—can offer children in
highly crowded areas serenity and tranquilly as well as psychological benefits and
serve as a wonderful stimulant for their growth.

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3. Stakeholders' engagement and collaboration: Getting stakeholders involved and
encouraging teamwork are essential to the development of child-friendly facilities.
Partnerships with other agencies, such as UNICEF, can boost the quality, reach, and
capacity. Through inter-agency clusters, coordination with other agencies can result
in better information sharing on the needs, capacities, and status of children in various
areas (Diala I. Atiyat, 2016).
4. Policy and regulatory frameworks: It is crucial to create laws and regulations that
promote child-friendly environments. The basic requirements for child-friendly areas
stress the significance of following regional health and safety regulations, giving
employees the necessary training, and making sure that emergency plans are in place
before the space is used.

2.1.2. Review of theories

2.1.2.1. Attachment and affordance theories

Attachment theory in child-friendly open spaces focuses on the emotional connection
between children and their environment, particularly in the context of a child's attachment
to a place (Tuan, 1977). Research has shown that the design of a residential common
open space can facilitate a child's sense of attachment to a place. The affordance theory,
which describes the psychological essence of children's environmental perception and
their behavioral response to specific environments (Hadavi et al., 2015), can also be
applied to child-friendly open spaces.

By identifying the affordances that a child-friendly open space offers, designers can
create environments that support children's development and well-being. In the context of
child-friendly open spaces, attachment theory can be used to understand how children's
attachment to a place is influenced by the design of the space. A child's attachment to a
place can be facilitated by the presence of an attachment figure, such as a parent or
caregiver, who can provide comfort and security in the face of fear or threat (Bowlby,
1982). The design of the space can also provide a secure base for children to explore their
surroundings, with the attachment figure serving as a source of comfort and reassurance
(Bowlby, 1982; Kyttä et al., 2016).

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In addition, the affordance theory can be used to identify the action possibilities that the
environment provides to a child, based on their capabilities and needs. By designing
child-friendly open spaces that offer a variety of affordances, such as opportunities for
play, exploration, social interaction, and physical activity, designers can create
environments that support children's development and well-being (Aji et al., 2016).

Overall, attachment theory and affordance theory can be used together to create child-
friendly open spaces that support children's emotional, social, and cognitive development.
By designing spaces that facilitate a child's attachment to a place and offer a variety of
affordances, designers can create environments that promote children's well-being and
support their development.

2.1.2.2. Ecological theory

In the design of child-friendly open spaces, ecological theory highlights the significance
of grasping how children interact with their surroundings. This approach concentrates on
the affordances that the environment provides for children's growth and wellness.
Affordances refer to the potential actions an environment offers to an individual, based
on their abilities and requirements (Kyttä, 2004).

In the context of child-friendly open spaces, affordances can include opportunities for
play, exploration, social interaction, and physical activity. The affordance theory, as
described in the research by LIN Zhishan and LIN Guangsi (2020), provides a framework
for understanding children's environmental perception and behavioral response to specific
environments. By identifying the affordances that a child-friendly open space offers,
designers can create environments that support children's development and well-being. In
the context of cities, small towns, suburbs, and rural villages in Finland and Belarus, the
affordances of children's environments can vary based on the physical environment,
social context, and cultural factors.

A study by Marketta Kyttä (2004) highlights the importance of understanding these

factors in promoting social play, physical activity, and overall well-being for children.
The ecological theory also emphasizes the importance of considering the life cycle
interaction between the natural system: biotic (plants, fauna), abiotic (water, climate), and

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human system (children, family, and communities) in the design of child-friendly open
spaces.

This approach can help enhance the education process for children in urban areas, as
highlighted in a study on green open space in Indonesia (Aji et al., 2016). In summary,
the ecological theory in child-friendly open space design emphasizes the importance of
understanding the interaction between children and their environment, focusing on the
affordances that the environment offers for children's development and well-being.

By identifying the affordances that a child-friendly open space offers, designers can
create environments that support children's development and well-being, taking into
account the physical environment, social context, cultural factors, and life cycle
interaction between nature and human systems (Dhungel, n.d.).

2.2. Empirical Review of Literature

2.2.1. Parameters of child-friendly environment

The criteria for evaluating kid-friendly environments and open spaces include a number
of elements that should be prioritised, such as the physical environment's adaptability,
diversity, and accessibility; they also include creativity, achievement, and engagement
through cognitive abilities, among other things. In his 1978 book The Child in the City,
Ward bemoaned the lack of safety, loneliness, traffic, and the physical and mental health
of children living in cities. Fear of crime and poorly designed communities that are
incompatible with children's activities are the main obstacles to creating a child-friendly
environment (Frumkin et al. 2004; Lynch 1977; Gibson 1979; Kytta 2004).

According to Hart (2002), a child-friendly environment must have a variety of

topography, vegetation, surface materials, organised sports, freedom, creativity,
resourcefulness, inventiveness, and flexibility in order to meet the physical, intellectual,
social, and emotional needs of children. It has been discovered that a youngster will be
more likely to associate or form bonds with a designed environment that allows them to
be cognitively aware of outside stimuli through movement and social interaction.

In their studies on the use and design of playgrounds, (Chawala 1992; Kahn and Kellert
2002; Malone and Tranter 2003) examined the different ways to include kids in the

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design process and came to the conclusion that the most important things to take into
account when creating kid-friendly spaces are location, access, material, positioning, the
size of the play equipment, the layout of the area, and safety. Playgrounds and sports
facilities were located in likeable areas, according to the majority of studies done in the
past 20 years (Tandy 1999; Korpela et al. 2002; Min and Lee 2006; Castonguay and
Jutras 2009).

Safety was always the top priority. Safe crossings on the approach to schools, kid-
friendly restrooms, kid-friendly amenities, and facilities are all recommended by
Kingston et al. (2007). In order to create a kid-friendly environment, they also placed a
strong emphasis on community gateways, shaded spots, communal gathering spots, wild
and cultivated gardens, outdoor arts, enhanced multipurpose fields, better hard surface
games, play equipment with educational components for mental development, and the
development of creativity. Stevenson (2007) emphasises the need of safe play, walking,
and bicycling in order to raise awareness of children's health in the built environment.
Veitch et al. (2006) have also endorsed this point.
When building public parks with children as the primary users, Rutledge (1981)
emphasises environmental diversity, identity, flexibility, and visual richness in addition
to character and scale. Public parks emphasise friendship as the main motivator for kids
and incorporate metaphysical elements of child-friendliness (Chatterjee 2006). Parks
serve as promotional spaces for the investment of social, emotional, and cognitive
resources—all of which are vital to any civilisation, according to Chatterjee. As a result,
she concentrated on the growth of affection and regard between people as well as
activities and interests in common. She believed that when developing and creating a
child-friendly setting, it is crucial to include elements that encourage learning, loyalty,
creativity, privacy, and freedom of expression.

Additionally, a kid-friendly view of space has been highlighted by Nordstrom (2010) and
Zhang and Li (2017). Similar to this, Mohammadi et al. (2015) concentrated on elements
that make urban areas kid-friendly, stressing the importance of accessibility, depth of
observable space, visual range, height variation, and colour. Human size, flexibility,
meeting locations, nature, and technology should be the main focusses when identifying

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kid-friendly surroundings, according to Horelli's (2007) research, which also included a
structured questionnaire to identify at least ten characteristics of environmental child
friendliness. Adamset al. (2018) and Said (2007) supported the socialisation component
of sustainability.
Miller (2009) said that when creating environments that are suitable for children, nine
opposing dimensions should be taken into account. These include hard/soft,
natural/artificial, open/closed, private/public, active/passive, challenge/risk,
insecurity/security, and simple/complex. As discussed in children's participation (Hart,
1997), changing places (Adams and Ingham, 1998), creating better cities for children and
youth (Driskell, 2001), and creating child-friendly cities (Gleeson et al. 2006), the
majority of the literature offered thorough examples of how children can be involved in
creating local action plans. These scholars also make suggestions regarding the emphasis
on the physical environment of communities and bring up a number of useful planning
and design concerns.
This study uses neighborhood parks and open spaces to identify the critical factors that
are most important to a kid-friendly environment for overall child development. A wide
range of factors, including safety, diversity, social interaction, accessibility, play variety,
aesthetics, independence, sense of belonging, natural attributes, adventure, amenities and
facilities, traffic, the size of play equipment, walkability, openness, pollution, location,
space organization, visual range, comfort ability, and visual instructions, are important
when planning and developing child-friendly open spaces. These dimensions are referred
to by various scholars as highlighted in Table 2.2

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Table 2. 2. List of Parameters of Child-Friendly Environment (CFE).

Parameters Indicators
Connection with Visual connection (e.g., material, water wall, ornamental pond or
nature fountain, vibrant flowers or plants)
Connectivity through touch (e.g. water play)
- Olfactory association (fragrant flowers or plants, for example)
Social networking There is room for socializing with friends and adults.
Being alone yourself outside

- involvement in the management, upkeep, and design phases

Spatial flexibility - Opportunities for a range of activities in a multipurpose area

(enough room, movable and flexible furniture, equipment)
Safety/security - Communication with neighbours
Public space surveillance; traffic safety; and physical safety (safe
play equipment, safe flooring)
Table 2.2 Source: Carmona et al. (2003); Dewar and Uytenbogaardt (1995); McAllister
(2008); UNICEF (2010)

The main finding from earlier studies emphasises how difficult it is for public health
advocates and planners to understand the connection between areas that we refer to as
"Child-Friendly Environments" and the ways in which they affect the lives of the kids
who utilise them. It has been noted that children from urban areas place greater value on
safety and security, as well as the aspect of urban and environmental characteristics.
According to numerous studies, features like amenities and facilities, openness, visual
instructions, cleanliness, walkability, adventure, etc., were all crucial in helping kids
make the most of these areas. "Complex multidimensional and multilevel spaces where
young and old can experience a sense of belonging whether individually or collectively"
is what Horelli (1998) advocates. Additionally, the researchers stress that these open
spaces should be ―inclusive and democratic‖ so that they promote active play and
creativity (Thomas et al. 2012).

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2.3. Research Gap
Numerous studies have previously identified traits of kid-friendly cities, but they have
not done so in the context of residential neighbourhoods with multiple stories. Although
more and more kids are living in flats, shared open spaces have not received enough
attention to be suitable and appealing to them. There is a research gap on the topic of
child-friendly open spaces in the context of condominiums. While there is some
discussion on the importance of open spaces in housing, such as the case study of Balcha
condominium in Addis Ababa, the literature does not provide a comprehensive
understanding of the specific challenges and design considerations for creating child-
friendly open spaces within condominium settings.
Key research gaps include:
1. Context-Specific Studies: While much of the literature focuses on general principles
of child-friendly environments, there is a lack of context-specific studies examining
how these principles apply to condominiums in Addis Ababa.
2. Children's Perspectives: Although some studies emphasize the importance of
involving children in the design process, there is limited research specifically
capturing children's insights and preferences regarding open spaces within
condominiums. Investigating how children perceive these spaces can provide
valuable data for creating more engaging environments.
3. Limited exploration of experiences and needs for open spaces among children living
in Addis Ababa condominiums.

In summary, the existing research has not extensively explored the specific needs, design
strategies, and challenges associated with creating child-friendly open spaces within the
context of condominiums. This appears to be a gap in the current literature that could
benefit from further investigation and empirical research.

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2.4. Conceptual Framework
The key elements of a conceptual framework for creating child-friendly open spaces can
be summarized as follows:

Figure 1 The conceptual framework

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 CHAPTER THREE
3. RESEARCH METHODOLOGY
This chapter describes the methods, approach, and research design that were used to
address the objectives and questions of the study. It also covers the study's data collection
methods, data processing techniques, ethical considerations, and sampling strategies.

3.1. Description of the Study Area

3.1.1. Geographical description of the study

Figure 2 The geographical description of the study Areas

This study was conducted on governmental housing (condominiums) in Addis Ababa

Bole Arabsa and Aware Den Lemat sites. At the Bole Arabsa site, there are a total
number of 80 blocks or 5004 house units. The project officially started in 2007,

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E.c. (2015 G.c.). At Aware Den Lemat condominium there are four blocks and 140
house units.
For families with low or middle incomes in Ethiopia, the government organizes and
finances the Integrated Housing Development Program (IHDP). The initiative was started
in 2004 (1996) according to the Ethiopian calendar by Addis Ababa Mayor Arkebe
Oqubay. Ethiopia has been carrying out The Integrated Housing Development Program
(IHDP), a massive government-led low- and middle-income housing initiative, since
2005. This program's original objectives were to build 400,000 condominium units,
generate 200,000 jobs, support the growth of 10,000 micro and small businesses, improve
the construction industry's capabilities, revitalize inner-city slum areas, and encourage
low-income households to become homeowners.

3.1.2. Selection of the study area

Bole Arabsa condominium is selected as a general urban neighborhood of the study
because the residents have relocated mostly from the redevelopments of Lideta and
Cherkos and it is one of the high-density condominium developments. Aware Den Lemat
condominium is selected because the researcher lives there and it is one of the pioneer
projects that will be used for comparison.

3.2. Research Paradigm, Design and Approach

3.2.1. Research paradigm
The research paradigm related to child-friendly open spaces is primarily interpretivist ,
focusing on understanding the subjective experiences and needs of children within urban
environments (Agarwal et al., 2021). This paradigm acknowledges that children have
unique perceptions and requirements that differ from adults, and these should be
considered in urban planning and design (Jansson et al., 2020). The interpretivist
paradigm is evident in the studies that explore children's rights to nature, their
perceptions of the environment, and the importance of including their voices in the
creation of public spaces. This approach values qualitative data and often employs
methods such as observations, interviews, and participatory design processes to gather
insights from children and their caregivers.

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3.2.2. Research design
The research design in the context of examining the child-friendly open spaces often
involved exploratory and descriptive approaches. These designs are suitable for exploring
the complex social, cognitive, and physical needs of children and describe the physical
characteristics of open spaces based on children’s feedback in the condominium settings.
These designs provided comprehensive understanding of open spaces of condominium
contexts and the development of tailored recommendations for child-friendly open spaces
(Creswell & Plano Clark, 2018). The research employed a mixed-methods approach,
integrating both qualitative and quantitative methods to understand children’s
experiences and preferences (Plano Clark & Ivankova, 2016).

3.2.3. Research approach

A mixed-method research approach is appropriate for examining child-friendly open
spaces in Addis Ababa condominiums. This methodology allows for an extensive
understanding of the complex issue through the use of quantitative and qualitative data
collection methodologies (Grønmo, 2020, p. 50). Utilizing a variety of research
techniques allows researchers to address both the physical features and needs and
experiences of children (Scribbr , 2021).

Quantitative methods, such as questionnaires can provide measurable data on the physical
characteristics and usage patterns of open spaces (Creswell, 2014). These methods allow
for the collection of numerical data that can be statistically analyzed to identify trends,
patterns, and correlations (Bryman, 2016). For instance, surveys can gather information
on the frequency of children's visits to open spaces, their preferred activities, and their
satisfaction levels with existing facilities (Fowler, 2014).

Qualitative methods, including interviews and observation, can capture their perceptions,
preferences, and experiences in the open spaces (Patton, 2015). These approaches provide
rich, descriptive data that offer insights into the lived experiences of children in
condominium settings. Interviews allow children to express their thoughts, feelings, and
ideas about open spaces in their own words that might be missed through quantitative
methods alone (Denzin & Lincoln, 2018).

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By integrating these diverse data sources, researchers gained a holistic view of how
children interact with and perceive open spaces in condominium settings. The
combination of quantitative and qualitative data allows for triangulation, enhancing the
validity and reliability of the research findings (Flick, 2018). This approach enabled the
researcher to not only identify the physical attributes that contribute to child-friendliness
but also uncover the underlying social and cultural factors that influence children's
engagement with the open spaces (Creswell & Plano Clark, 2018).
3.3. Types and Sources of Data
3.3.1. Types of data
 The research on child-friendly open spaces utilizes both qualitative and
quantitative data.
 Qualitative data includes observations, interviews, and participatory workshops to
capture children's experiences and perceptions.
 Quantitative data may include GIS data, usage statistics, and other measurable
indicators of child-friendliness

3.3.2. Sources of data

 Primary data is collected directly from children, caregivers, and urban planners
through methods like interviews and observations.
 Secondary data may include existing urban planning documents, policy reports,
and academic literature on child-friendly design
3.4. Sampling Design
3.4.1. Population and sampling frame
The study’s participant comprises the whole children residents (6-18 years old) of Bole
Arabsa condominium situated in the Bole sub city of Addis Ababa, Ethiopia. There are a
total of 80 blocks with 5004 housing units.
Taro Yamane Formula is n =

Where, n represents the sample size

N represents the total population
e represents the level of significance

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 1 represents a constant value
Using Taro Yamane’s formula, we calculated a sample size of approximately 370
respondents, ensuring a 95% confidence level.
Sample size = = 370

The study’s participants comprise the whole Children residents ( 6-18 years old) of
Aware Den Lemat condominium situated in the Arada sub- city of Addis Ababa,
Ethiopia. There are a total of 4 blocks with 150 house units.
Using Taro Yamane’s formula, we calculated a sample size of approximately 104
respondents, ensuring a 95% confidence level.
Sample size =

= 104
A sample of 370+104=474 from both sites of the condominiums was taken for the study

3.4.2. Sampling unit

The primary sampling units are individual children aged 6-18.

3.4.3. Sample size determination

The sample size for this study is determined using the formula for single proportion
estimation by Using Sample Size Methods of Yamane’s formula sampling techniques.
n=

3.4.4. Sampling techniques and procedure

The primary goal of the data collection was to ensure comprehensive coverage of the
study area (Creswell, 2014). This means that the researchers aimed to gather information
that accurately represents the experiences and opinions of children throughout the entire
area being studied (SurveyCTO, n.d.). To achieve well-distributed data coverage, the
researchers planned to include:

Each Block: The study area was divided into distinct blocks, and at least one household
from each block was selected for interviews. This approach ensures that diverse
perspectives from different parts of the area are captured.

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Every Floor: In addition to household interviews, questionnaires were distributed to
children on every floor of the condominium. This ensures that the voices of children
living at different levels of the building are included, reflecting a range of experiences.

The data collection involved two primary methods:

Interviews: A total of 30 interviews were conducted with households. These interviews

likely provided qualitative insights into the residents' experiences, needs, and opinions
regarding open spaces.

Questionnaires: 370 questionnaires were distributed to children, allowing for the

collection of quantitative data. This method enabled the researcher to gather measurable
information that can be statistically analyzed.

By employing this dual approach of interviews and questionnaires, the researcher aimed
to encompass both qualitative and quantitative data. Qualitative data from interviews can
provide in-depth insights and narratives, while quantitative data from questionnaires can
offer broader trends and patterns across the study area.

3.5. Data Collection Instruments

Different collection approaches are employed for this study, depending on the nature of
the research methodology employed. The following techniques were used to gather
primary data from study area residents.
Interview
There were two phases to the interviewing of children living in the condominium
neighborhoods. Initially, in the preliminary study stage, children are selected at random
and interviewed using open-ended questions to gain a basic understanding of the topic
without restricting the respondents' answers on issues pertaining to open spaces. After the
selection of the research area, a semi-structured interview was undertaken with children
to gather detailed qualitative information regarding the open spaces within the selected
study areas.
Questionnaire
After examining the physical features of the study area, the questionnaire was designed to
gather all the information required from locals in accordance with the indicators to

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measure the child friendly open spaces referencing the literature review. Additionally, a
pilot test was conducted with five respondents to evaluate the practicability and
communicability of the questions prior to the questionnaires being delivered to the
respondents. When respondents were unable to comprehend the questions, the researcher
was involved in filling out the responses on the questionnaire.
Photographs
Photographs were taken at different locations of the study area to assess the activities in
the existing open spaces and to capture the physical features. We utilize these responses
to connect the current state of open spaces in condominium communities.
Mapping
In order to determine the areas where the activities are taking place and to map the
activities' territory for future spatial analysis, the activities are mapped while the children
are being interviewed. Additionally, during site inspection, some of the open space's
physical characteristics and aspects were documented through sketching. Firsthand
Observation and On
Site observation
In order to document the site's specific features and examine its many physical attributes,
a thorough inspection of the entire research area was conducted. In order to link the data
gathered from children's replies with the current situation, a thorough observation of the
open areas was also conducted.
3.6. Data Validity and Reliability
3.6.1. Validity
In research, validity is important for proving the reliability and accuracy of results,
especially in studies that combine qualitative and quantitative approaches. To increase the
validity of the findings in the qualitative research the techniques used include member
checking, triangulation, and extended involvement. While member checking enabled
participants to examine and validate the accuracy of the data gathered from them,
triangulation required employing various data sources or methodologies to corroborate
results (Creswell & Miller, 2000). According to Lincoln and Guba (1985), prolonged
involvement is defined as spending enough time in the field to fully comprehend the
situation and the viewpoints of the participants.

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Comparatively, quantitative data is validated using methods like expert review, wherein
knowledgeable people evaluate measurement tools for clarity and relevance (Bryman,
2016), comparison with secondary sources to confirm the accuracy of the data collected,
and pilot testing, which entails testing instruments on a small scale prior to full
deployment to identify any issues (Fowler, 2014). All of these approach work together to
create a strong framework for guaranteeing validity in research findings.

3.6.2. Reliability
Reliability guarantees the consistency and dependability of results from both qualitative
and quantitative approaches. To improve the reliability and conformability of the
interpretations, researcher used audit trails, codebooks, and reflexive journals in the
qualitative research (Lincoln & Guba, 1985). Codebooks assisted in methodically
classifying and organizing data, while audit trails offered a clear record of the research
process. In order to increase awareness of how these factors may affect their
interpretations; researchers used reflexive journals to record their thoughts and biases
during the investigation (Creswell, 2013).

On the other hand, in quantitative research, reliability is evaluated using techniques like
test-retest reliability, which assesses the stability of scores over time (Field, 2018),
internal consistency, which measures how well test items assess the same construct
(Tavakol & Dennick, 2011), and inter-rater reliability, which looks at the level of
agreement between various raters or observers (McHugh, 2012).

3.7. Methods of Data Analysis

3.7.1. Methods of quantitative data analysis
Several statistical techniques were used in quantitative data analysis methods to look for
patterns and relationships in numerical data. The primary features of a dataset are
frequently summarized using descriptive analysis, which offers information on metrics
like mean, standard deviation, and variance (Field, 2018). This fundamental stage
enabled the researcher to comprehend the fundamental distributions and trends
discovered in the data. Furthermore, spatial correlations and patterns are evaluated using
spatial analytic techniques, which are especially helpful in urban research (Bivand et al.,
2013). For example, child-friendly open spaces and other spatial indicators that improve

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children's access to safe play places are identified using mapping and algorithms based on
Geographic Information Systems (GIS) (Zhou et al., 2020).

3.7.1.1. Model specification

A model is constructed to assess important variables including safety, accessibility,

legibility, aesthetics, and social interaction in child-friendly open spaces in chosen
condos in Addis Ababa based on children's observations. The model seeks to examine
these variables based on children's perceptions and experiences in the area. Safety refers
to the physical characteristics that protect children's well-being, such as safe borders, the
absence of dangerous factors, and low traffic (Alexander, 2008). Accessibility
investigates how simple it is for children to access the area, taking into account the
existence of routes, entrances, and general design that accommodate children of all ages
and abilities (Mehta, 2009). Legibility and aesthetic focuses on the open spaces clarity
and visual appeal, with an emphasis on how children can readily comprehend and interact
with the surroundings, as well as if the area is visually engaging (Lynch, 1960).

Finally, social interaction is an essential factor that assesses how the space promotes
contact among children via play areas, communal spaces, and elements that stimulate
group activities (Kuo, 2003). By examining these criteria, the model aids in identifying
the characteristics that make an open space more or less child-friendly, offering useful
insights for the design and enhancement of child-oriented places in metropolitan areas
such as Addis Ababa.

3.7.1.2. Measurement of variables

Researcher considered a range of important factors when examining how child-friendly
open places are, including social networking, safety and security, accessibility,
functionality, and legibility and aesthetics. According to Wang (2023), functionality is
the degree to which a space can accommodate the many requirements of children,
including areas for socialization, play, and learning. Taking into account elements like
physical barriers and distance, accessibility guarantees that all children may simply
access and utilize these areas (Li et al., 2024). Environments must be created to reduce
dangers and offer children and their caregivers a sense of security, therefore safety and

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security are crucial (Sharjah Child Friendly Office, n.d.). Social networking emphasizes
the value of areas that support communication between kids and their families,
strengthening social bonds and community ties (Zhou et al., 2022). Lastly, children's
tendency to interact with their surroundings can be influenced by legibility and aesthetics,
which relate to how welcoming and understandable the area is (Makalew et al., 2024).

Table 3. 1. Research variables

Aspect Variables
Functionality A1: Open spaces within or near my complex
A2: Amenities meet children's needs
A3: Natural elements in open spaces
A4: Open spaces serve necessary functions for children
Accessibility B1: Open spaces conveniently located
B2: Accessible to children of all ages
B3: Supportive features for children with special requirements
B4: Clean, sunny, quiet environment
Social networking C1: Encourage interaction with adults
C2: Designated areas for children to meet and play
C3: Design allows comfort and safety for children alone
Safety / security D1: Open spaces are safe and secure
D2: Adults can see children while playing
D3: No cars parked in designated areas for children
Legibility/ E1: Easy to find way around open spaces
Aesthetic E2: Open spaces look nice and clean
Source: variables with indicators adapted from Literature review

3.7.2. Methods of qualitative data analysis

A commonly used method for examining patterns or themes in interview transcripts is
thematic qualitative analysis, which focuses on finding recurring themes or common
concepts. This method enabled the researcher to methodically analyze qualitative data,
including interview replies, in order to identify important themes that represent the
experiences and viewpoints of children (Braun & Clarke, 2006). Researcher coded the
data by becoming familiar with it and grouping it into themes that summarize the main
ideas of the children (Nowell et al., 2017).

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3.8. Ethical Consideration
The research conducted in this study complied with the ethical standards established by
the National Research Ethics Review Committee (NRC) and Ethiopian Civil Service
University (ECU). Each participant provided informed consent after being briefed on the
study's objectives, procedures, benefits, risks, confidentiality measures, and voluntary
nature. To protect participant privacy, the researcher implemented measures to safeguard
their identities and secure their information in a locked cabinet and password-protected
computer. The data will be used solely for research purposes and destroyed after five
years. No private or sensitive information will be disclosed without explicit participant
consent. The researcher committed to minimizing potential harm or stress to participants
by avoiding coercion, manipulation, deception, or any form of physical or psychological
injury. Additionally, the researcher pledged to respect participants' individuality,
autonomy, and dignity while avoiding conflicts of interest or power imbalances.
Throughout the study, the researcher maintained professionalism and courtesy in
interactions with participants and faculty, adhered to institutional policies, and obtained
necessary administrative approvals. The study's findings will be presented honestly,
accurately, and transparently, acknowledging any limitations, biases, or ethical dilemmas.
The researcher will recognize the contributions of supervisors, the institution, and
participants, and seek permission before discussing results and recommendations.

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 UNIT FOUR
4. RESULTS AND DISCUSSIONS
Introduction
This chapter presents and analyzes the findings of research aimed at examining child-
friendly open spaces based on insights from children of the condominiums in the case of
Bole Arabsa and Aware Den Lemat sites. The primary focus of this chapter is to assess
the current status of the physical features of the selected Condominium Open Spaces and
identify the existing physical features of the selected condominiums in Addis Ababa that
either support or hinder the development of child-friendly open spaces. It also explored
the needs of children residing in the selected condominiums, focusing on their
interactions with open spaces and amenities available to them.

4.1 Demographic Characteristics and Response Rate of Respondents

There were two groups of respondents of this research, 413 respondents gathered from
both groups, with 317 respondents from Bole Arabsa and 96 respondents from Aware
Den Lemat.
Table 4. 1. Response Rate

Bole Arabsa Aware Den Lemat

Frequency Percentage Frequency Percentage
Responded 317 85.7 96 92.31
Not responded 53 14.3 8 7.69
Total 370 100 104 100
Source: Field survey, 2024
The researcher distributed 370 questionnaires to respondents. However, only 317(85.7%)
were successfully returned at Bole Arabsa site and 96 (91.35%) at Aware site. In both
cases the rates of respondents was above 70% and were considered acceptable. (Leslie,
1972)

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Table 4. 2. The gender and age group of the Respondent

Bole Arabsa Aware Den Lemat

Frequency Percentage Frequency Percentage
Gender of Male 212 66.9 Male 53 55.2
Respondent Female 105 33.1 Female 43 44.8
Total 317 100 Total 96 100
Age group of 6-8 24 7.6 6-8 18 18.75
respondents 9-11 123 38.8 9-11 45 46.88
12-14 149 47 12-14 24 0.25
15-18 21 6.6 15-18 9 9.38
Total 317 100 Total 96 100
Source: Field Survey, 2024
Of the 317 participants in the study carried out in Bole Arabsa, 66.9% (n=212) were male
and 33.1% (n=105) were female. However, among its 96 respondents, Aware Den Lemat
showed a more equal gender representation, with 44.8% (n=43) female and 55.2% (n=53)
male. The age distribution in Bole Arabsa showed that the most common age group was
12–14 years old (47%; n = 149), followed by 9–11 years old (38.8%; n = 123). 7.6%
(n=24) of respondents were in the youngest age group (6–8 years) and 6.6% (n=21) were
in the oldest age group (15–18 years). The age distribution of Aware Den Lemat, on the
other hand, varied greatly, with the 9–11 year group leading with 46.88% (n=45) and the
6–8 year group coming in second at 18.75% (n=18). Of the responders, 25% (n=24) were
in the 12–14 year group, whereas the 15–18 year group accounted for 9.38% (n=9).
Table 4. 3. Period of Residence

Period of Residence Bole Arabsa Aware Den Lemat

Less than 2 years 37 (11.7%) 15 (15.63%)
2-5 years 191 (60.3%) 37 (38.54%)
More than 5 years 89 (28.1%) 44 (45.83%)
Total 317 (100%) 96 (100%)
Source: Field Survey, 2024
The majority, 60.3% (n=191), who reported having resided in the region for two to five
years suggested a reasonably stable population with a certain degree of community
integration. There was a solid basis for long-term residents who may be more acquainted
with the dynamics of the neighborhood, since 28.1% (n = 89) of the population had lived

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there for more than five years. However, the percentage of newcomers is smaller, since
just 11.7% (n=37) said they had been there for less than two years.

38.54% (n=37) of the respondents reported having resided in the area for two to five
years. However, a sizable majority (45.83%, n=44) said they had been there for more
than five years. Additionally, 15 respondents, or 15.63% of the sample, had been
residents in Aware Den Lemat for less than two years.

Table 4. 4.Demographic characteristics of participants of interviews

No Total number of participants  30

1 Age , mean (sd)  Mean= 9.6, SD=1.2
2  Male = 65 % , Female =
Sex
35%
3 Period of residence
 Less 2yrs  3%
 2-5 yrs  76%
 More than 5 yrs  21%
Source: Field Survey, 2024
The average age of the 30 children interviewed for the research was 9.6 years (SD = 1.2).
The gender distribution revealed that 35% of the participants were female and 65% were
male, indicating that there were more men than women in the sample. Seventy-six
percent of participants had lived in their respective communities for two to five years.
76% of the respondents, or the majority of participants, had lived in their specific
neighborhoods for two to five years. On the other hand, just 3% of respondents reported
having resided in the area for less than two years, whilst 21% reported having lived there
for more than five years.

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4.2 Findings and Discussions of Research Objective One
4.2.1 Findings on the status of existing physical features of open spaces in selected
condominium areas.

4.2.1.1 Status of open spaces in Aware Den Lemat condominium

Figure 3 The map showing the physical features of Aware condominium

Mean Scores Analysis: The Sturgess formula is used to determine the width of intervals
so as to group the average score into classes. The average score is classified into five
categories: very poor, poor, good and very good. The following formula is used to find
the width of a class interval:

i = R/K = (5–1.)/5 = 4/5= 0.80

Using the formula, the class interval value comes out to be 0.80. The scale for each class
can be determined based on the value of the class interval. The ranges are given in the
table below.

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Table 4. 5.Mean range Analysis

No Interval Response Level

1 1.00-1.80 Strongly disagree Very poor
2 1.81-2.60 Disagree Poor
3 2.61-3.40 Neutral Good
4 3.41-4.20 Agree Very good
5 4.21-5.00 Strongly Agree Excellent
Source: Adapted from Albaum, 1997) and & Boone , 2012.
The existing physical features of open spaces at Aware condominiums is assessed by the
indicators derived from literature review. The indicator layer factors under the five
criteria layers were further analyzed with the following results:

4.2.1.1.1. Findings of functionality indicator results

Table 4. 6. Children’s perception of the functionality of open spaces

Variables Indicators Mean SD VR Inter.

Functionality A1: Open spaces within or near my complex 2.05 0.89 0.78 Poor

A2: Amenities meet children's needs 1.24 0.46 0.21 Very

poor

A3: Natural elements in open spaces 2.76 1.06 1.12 Good

A4: Open spaces serve necessary functions for 1.10 0.34 0.12 Very
children poor

Source: Field Survey, 2024

The availability of open spaces such as parks, playgrounds, and green areas is important
for improving the living environment of children in condominium complexes. From the
data analysis the average score of 2.05 with standard deviation of 0.89 shows the
availability of such spaces is poor. This indicated that there is a concern about their
adequacy.
The functionality of these open spaces is further assessed by the availability of amenities
that meet the needs of children. However, the average score of 1.24 and a standard
deviation of 0.46 showed a lower satisfaction level regarding adequacy. This indicated
that many children feel the existing amenities/equipment do not meet their recreational
needs.

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The presence of natural elements scored at higher 2.76 with a standard deviation of
1.06. This indicated that there are children who recognized the availability of natural
elements such as trees, gardens and water features. Finally, the design of open spaces to
serve necessary functions or purposes received an average score of 1.10 with a standard
deviation of 0.34. This low average score indicated that there is a significant gap in the
effectiveness of the design of these open spaces to adequately facilitate children's
activities in the open spaces.
4.2.1.1.2. Findings of accessibility indicator results
Table 4. 7. Children's perception of open spaces accessibility

Variables Indicators Mean SD VR Inter.

Accessibility B1: Open spaces conveniently located 3.29 0.90 0.82 Good
B2: Accessible to children of all ages 1.07 0.32 0.10 V. poor
B3: Supportive features for children 1.20 0.52 0.27 V. poor
with special requirements
B4: Clean, sunny, quiet environment 4.03 0.67 0.45 V. good
Source: Field Survey, 2024
Usability and design considerations were the main focus of the research on children's
access to open spaces. With an average score of 1.20 and a standard deviation of 0.52, the
data analysis raised serious questions about whether the open spaces are meant to meet
children's requirements for play and leisure. This poor grade suggests that a large number
of children think the open areas don't adequately encourage their play. Their involvement
chances may be limited as a result.

Children have a favorable opinion of the open space's location, which is crucial for
promoting outdoor play, according to the score of 3.29 with a standard deviation of 0.90.
There is a problem with open spaces' accessibility for people of all ages and abilities, as
demonstrated by the score of 1.07 with a standard deviation of 0.32. This poor rating
raises the possibility that the open areas are not well adapted to the needs of children with
impairments, which could prevent them from enjoying outdoor activities.

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Finally, the low score of 1.24 with a standard deviation of 0.431 indicated that there
weren't many amenities or helpful elements for children with special needs.

4.2.1.1.3. Findings of social networking indicator results

Table 4. 8. Children’s perception of open spaces social networking

Variables Indicators Mean SD VR Inter.

Social C1: Encourage interaction with adults 4.13 0.91 0.84 V.

networking good
C2: Designated areas for children to meet 1.37 0.53 0.28 V.
poor
and play
C3: Design allows comfort and safety for 2.01 1.00 1.00 Poor
children alone
Source: Field Survey, 2024
The results of this study on social networking in open spaces focus on designing public
areas that encourage social contact among children. In the open areas, children interact
with adults at a high rate of 4.13, with a standard deviation of 0.91. This suggested that
the environments encourage social interaction, which is critical to children's social and
cognitive growth. However, the mean score of 1.37 with a standard deviation of 0.53
indicated that children did not feel safe and at ease in wide spaces while they are alone in
the outdoors. Given how crucial it is to their independence and self-discovery, this may
cause concern.
4.2.1.1.4. Findings of safety / security indicator results
Table 4. 9. Children's perception of open spaces on safety and security

Variables Indicators Mean SD VR Inter.

Safety / D1: Open spaces are safe and secure 1.21 0.44 0.19 V. poor
security D2: Adults can see children while Excellent
4.58 0.79 0.63
playing
D3: No cars parked in designated areas
1.14 0.39 0.15 V. poor
for children
Source: Field Survey, 2024
An average mean of 1.14 with standard deviation 0.39 shows concern of children about
potential risks posed by vehicle traffic, which could endanger the safety of children and

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limit their ability to play freely. The compound lacks open space which is specifically
defined as being free of parked automobiles.

The bar graph shows the overall children’s perception of the open spaces regarding with
the given variables and their indicators.

Figure 4 summary of the finding from Aware condominium

4.2.1.2 Status of open spaces in Bole Arabsa condominium

The following are findings from Bole Arabsa condominium indicate the overall children’s
perception of open spaces

Figure 5 proposed land use plans of site 3 and 6 at Bole Arabsa condominium

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4.2.1.2.1. Findings of functionality indicator results
Table 4. 10. Children's perception of open spaces functionality

Variables Indicators Mean SD VR Inter.

Functionality A1: Open spaces within or near my complex 4.44 0.54 0.29 Excellent
A2: Amenities meet children's needs 2.15 0.77 0.60 poor
A3: Natural elements in open spaces 4.57 0.52 0.27 Excellent
A4: Open spaces serve necessary functions 3.94 0.97 0.94 v.good
for children
Source: Field Survey, 2024
Natural features in open areas were given the highest rating of 4.57 out of all the
functionalities that were analyzed, indicating that respondents strongly approved of them.
Amenities that cater to children's needs, on the other hand, received the lowest score
(2.15), suggesting significant discontent or expectations that were not fulfilled. With the
lowest standard deviation and the highest degree of consistency in replies, the natural
components in the open areas also suggested that people had a similar opinion about their
presence. On the other hand, the statement that "open spaces serve necessary functions
for children" had the biggest standard deviation, indicating that participants had differing
views about how well open spaces meet children's functional needs.
4.2.1.2.2. Findings of accessibility indicator results
Table 4. 11. Children's perception of open spaces accessibility

Variables Indicators Mean SD Inter.

VR

Accessibility B1: Open spaces conveniently located 3.59 0.86 0.74 V. good

B2: Accessible to children of all ages 2.40 1.03 1.07 Poor

B3: Supportive features for children 1.25 0.49 0.24 v.poor

with special requirements

B4: Clean, sunny, quiet environment 4.12 0.59 0.35 v.good

Source: Field Survey, 2024

A mixed response is indicated by the overall accessibility rating of 2.84 for all features.
This implies that although some elements live up to expectations, significant
advancements were required in other areas. Participants gave the Clean, Sunny, Quiet

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Environment the highest score of 4.12, indicating that they appreciated the open spaces'
nice ambiance and cleanliness. Promoting use and enjoyment required a clean, friendly
environment. Supportive Features for Children with Special Requirements, on the other
hand, received a disturbingly low 1.25. This incredibly low rating highlighted a serious
lack of facilities for children with special needs, implying that the ones that were
available were insufficient and could limit these children's access and pleasure.

Participants' perceptions of accessibility varied, as seen by the mean standard deviation

across features, which was approximately 0.74. The results showed that respondents
generally agreed that a clean, sunny, and peaceful atmosphere was effective, with a
standard deviation of 0.59. There are differing views on how effectively open spaces
accommodate children of different ages, as evidenced by the greater standard deviation of
1.03 for accessible to children of all ages. The poor evaluations for features that benefit
children with special needs and accessibility for children of all ages pointed to important
areas that needed work.

4.2.1.2.3. Findings of social networking indicator results

Table 4. 12. Children's perception of open spaces social Networking

Variables Indicators Mean SD VR Inter.

Social C1: Encourage interaction with adults 4.16 0.79 0.62 v.good
networking
C2: Designated areas for children to meet and 3.86 0.85 0.72 v.good
play

C3: Design allows comfort and safety for 1.38 0.49 0.24 v.poor
children alone

Source: Field Survey, 2024

Although there is significant need for improvement, the overall mean score for social
networking characteristics was 3.13, suggesting a generally positive opinion of the social
components of open spaces. With the highest rating of 4.16, the feature "Encouraging
Interaction with Adults" indicated that participants thought open spaces were good at
fostering relationships between children and adults. This element is essential for fostering
ties within the community and promoting children's social development. With a score of

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3.86, "Designated Areas for Children to Meet and Play" demonstrated a favorable
evaluation of the accessibility of designated areas for children to meet and play.

"Design Allows Comfort and Safety for Children's Alone" received a shockingly low
score of 1.38. This suggested serious concerns about the comfort and safety of children in
these places when left alone. The design mightn't adequately encourage unsupervised
play or offer a safe space for children when adults aren't around. The mean standard
deviation for all features is roughly 0.71, indicating that participants' perceptions of these
social networking features vary somewhat. The standard deviation for "Encourage
interaction with adults" is 0.79, suggesting that respondents' opinions regarding the
usefulness of this feature are mostly in accord. Even though it was smaller, the standard
deviation of 0.49 for the statement "design allows comfort and safety for children alone"
showed a variability of viewpoints on this important topic.

The need to improve the design of open spaces to make them safe and comfortable for
children who might be playing alone was suggested by a low score for design that
permits comfort and safety for children alone.

4.2.1.2.4. Findings of safety / security indicator results

Table 4. 13. Children's perception of open spaces on safety and security

Variables Indicators Mean SD VR Inter.

Safety / D1: Open spaces are safe and secure 1.23 0.42 0.18 v.poor
security D2: Adults can see children while 1.17 0.37 0.14 v.poor
playing
D3: No cars parked in designated areas 4.74 0.46 0.21 Excellen
for children t
Source: Field Survey, 2024
The average rating for every safety and security aspect was almost 2.38. This suggested
that considerable changes were needed to address the safety and security in open areas
with a score of 1.23; open spaces are secure and safe. This extremely low score suggested
that many felt highly uneasy in open areas. It's probable that respondents believed these
places lacked sufficient safety precautions, which would discourage them from using
them and have an adverse effect on their health. A score of 1.17 indicated that adults

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could see children while they wer playing. This lower score indicated that respondents
thought it was challenging for adults to adequately watch after their kids while they were
playing.

No Cars Parked in Designated Areas for Children had a score of 4.74. This feature
received the highest score, indicating a strong approval for the absence of parked cars in
areas designated for children. This is a crucial aspect of safety, as it minimizes the risk of
accidents and enhances the overall security of play areas.

4.2.1.2.5. Findings of legibility/ aesthetic indicator results

Table 4. 14 Children's perception of open spaces on Legibility/Aesthetic

Variables Indicators Mean SD VR Inter.

Legibility/ E1: Easy to find way around open spaces 4.03 0.44 0.19 v.good
Aesthetic E2: Open spaces look nice and clean 3.79 0.54 0.69 v.good
E3: Children should be involved in planning 4.14 0.45 0.21 v.good
design
Source: Field Survey, 2024
The finding revealed that open areas are generally understandable and aesthetically
pleasant, with a straightforward layout that allows for easy navigation.
The following bar graph shows the over children’s perception of the open spaces

Figure 6 Summary of the perception of children from Bole Arabs

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4.2.1.3 Comparison on the status of existing physical features of open spaces in
selected condominium areas.
The following table shows the comparison on the findings on the status the existing
physical features of open spaces in the selected condominium areas.

Table 4. 15. Comparison of the findings of the two sites from the data analysis

Comparison from
Aspect Aware Bole Arabsa
the data analysis

Functionality Lower Higher ratings Bole Arabsa has better

ratings across across all infrastructure and
all indicators. indicators. open spaces.

Accessibility Higher Higher ratings Bole Arabsa provides

satisfaction for supportive better accessibility for
with clean, features for children
sunny children.
environments

Social Networking Better Better areas Bole Arabsa provides

comfort and for children to more social spaces;
safety for meet and play. Aware scores better
children for safety
alone.

Safety/ Security Higher Better car-free Aware scores better

ratings for play areas for for visibility, Bole
adult children. Arabsa excels in play
visibility. area safety

Legibility/Aesthetic rated slightly Bole Arabsa Both areas score

higher in have high similarly on ease of
aesthetics scores navigation. Aware is
and regarding cleaner and more
navigation navigation visually appealing
than Bole Arabsa.

Source: Field Survey, 2024

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The figure shows the Comparison of the results from the two condominium sites

5 children's perception of open spaces at both sites

4.5
4
3.5
3
Scale

2.5
2
Bole Arabsa
1.5
Aware
1
0.5
0
A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 E1 E2 E3
Functionality Accessibility Social networkingSafety / securityLegibility/Aesthetic
Variables with their indicators

Figure 7 The line graph used to compare the two findings

Several significant findings were found through comparative analysis. In most aspects,
particularly functionality, accessibility, and social networking, Bole Arabsa outperformed
Aware. This indicated that Bole Arabsa offered better-designed open areas, more
appropriate amenities, and stronger opportunities for children's social interaction.
Nonetheless, Aware outperforms in terms of safety and visibility, with higher ratings for
elements such as adult monitoring of children as they play, showing a greater emphasis
on children's safety in open places. In comparison to Bole Arabsa, Aware falls lacking in
terms of natural components and accessibility to child-friendly social places. In terms of
overall availability of helpful features and accessibility for children with special needs,
both groups have similar limitations.

4.2.2. Discussions on the status of existing physical Features of open spaces in

selected condominium areas

The discussion on the status of existing physical features of open spaces in the selected
condominium areas focus on analyzing and interpreting the findings based on the
indicators determining the quality of open space

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1. Functionality

Bole Arabsa enhanced children's connection to nature, which is essential for their growth
and wellbeing due to its many open areas, natural features, and child-friendly facilities.
Landscapes filled with elements like water, colorful plants, flowers, and animals attract
children's senses and create a strong bond through sight, touch, and smell, strengthening
their feeling of place in the natural world, according to Chawla (2020). Through playful,
exploratory behaviors that increase creativity and lower stress, such exposure supports
physical exercise, mental health, and cognitive development (Adams & Savahl, 2017).
With greater functionality scores, Bole Arabsa's landscape provided a more reliable
setting for these advantages, offering safe, sensory-rich areas for active play and daring
interactions. On the other hand, Aware condominiums lack of natural facilities and
characteristics can limit children's exposure to nature, which could impair their sensory.

2. Accessibility

Bole Arabsa offers greater accessibility than Aware, especially when it comes to the
convenient location of open spaces and support for various age groups. Bole Arabsa's
higher scores suggested a more child-friendly and functional infrastructures. The
necessity for improved universal design principles to produce truly child-friendly settings
is highlighted by the notable restrictions in inclusion for children with impairments in
both condominium areas. According to research, characteristics like sensory play
elements and wheelchair-accessible ramps are crucial because they enable kids with
disabilities to interact completely with their environment and have meaningful play
experiences with their classmates (Firkin et al., 2024).

Accessible Age-appropriate features and adaptable components that cater to the distinct
physical capabilities and developmental requirements of different age groups should be
included in open spaces. Children are frequently confined to less interesting or hazardous
areas when these components are absent, as seen in both Aware and Bole Arabsa. This
reduces the spaces' capacity to promote growth and constructive socialization (Spencer &
Woolley, 2016).

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3. Safety and security

In open spaces, safety and security are essential. They have a direct effect on children's
capacity for independent play and exploration. According to research, parents place a
high value on protecting their children from physical harm, harassment, and criminal
activity. Parents' anxieties about strangers and aggressors frequently prevent their
children from engaging in outdoor activities (Nordström, 2010; Lee et al., 2015).
According to Newman's (1972) theory of "defensible space," which holds that social
observation and unobstructed sightlines improve safety and lower crime, Aware has a
higher adult visibility score. In contrast, Bole Arabsa incorporates car-free play zones to
address concerns about high vehicle speeds, which have been shown to increase parental
worry about their children's safety in urban contexts (Amiour et al., 2022). Bole Arabsa
lowers traffic-related dangers, which is consistent with studies that show less pedestrian-
vehicular collisions result in better surroundings for children (Mouratidis, 2021).
Additionally, as noted by Hsiao et al. (2009), Bole Arabsa's separation of play areas from
driveways lowers the risk of child pedestrian injuries and lessens environmental dangers
that may restrict children's ability to use open spaces on their own (Eager & Hayati,
2019).

4. Social networking

Open spaces are crucial for social development because they give children the chance to
play, engage with their adult neighbors, observe others, and acquire a stronger sense of
social identity (Jansson et al., 2022; Nasrabadi et al., 2021). Parks and green areas in their
communities are essential for social interaction because studies show that children prefer
to play outside with friends rather than stay inside (Elshater, 2018). This natural
preference for outdoor play is encouraged by Bole Arabsa's abundance of social spaces,
which give children the chance to play both independently and in groups. This is in line
with research that suggests open, natural spaces encourage a variety of play and
interaction styles (Marcus & Sarkissian, 2023).

Bole Arabsa prioritizes the creation of social spaces that facilitate peer interaction, which
is in line with research that highlights the significance of play settings that encourage

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learning and the development of social skills through peer engagement. In contrast,
Aware scores higher in terms of safety, creating an environment where children may feel
comfortable playing alone (Nasrabadi et al., 2021).

5. Legibility and Aesthetics

According to Lynch (1960), a great urban experience is largely dependent on legibility,

or how simple it is for individuals to find their way around an area. Bole Arabsa and
Aware both receive similar navigation scores, suggesting that both communities probably
have easy-to-understand layouts that enhance this readability feature. Nonetheless, Aware
received higher marks for cleanliness and aesthetic appeal, which is consistent with
research showing that visually beautiful surroundings improve kids' happiness and
wellbeing (Whyte, 1980).

4.3 Findings and Discussions of Objective Two

4.3.1 Findings of objective two: To assess the needs of children residing in
condominiums with respect to open spaces uses.

This section of the study used theme analysis to understand and derive insights from the
information acquired through qualitative interviews. A total of 30 interviews were done
across two condominium sites, with the goal of better understanding the experiences and
needs of the children in these communities. This approach was ideal for this study
because it provided for a thorough grasp of children's views, reflecting their distinct
experiences and demands in relation to their living circumstances. The themes and sub
theme and examples of children’s quotes manually recorded are presented in the
following Table 4.16.

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Table 4. 16. The themes and sub theme and examples of children’s quotes manually recorded

Themes Subthemes Examples of children’s quotes No of respondents

B. Arabsa Aware
-Types of  Ball games, jump rope, Hide and
activities seek, Bike ride, Chasing, Sitting,
-Recreational Running
Activities in facilities  Open Play space, Playing
open spaces equipment, Playground, Rest areas,
-Landscape Natural exploration areas
elements  Grasses and trees, Water features,
available Sand and soil, Park
Availability  Available but not convenient 14 8
 Enclosed open spaces 22 5
 Covered by vegetation 15 5
Social  No seating areas 8
0
interactions  Not comfortable 14
8

Qualities  Front maintained , rear ignored 7 4

0
Physical  Green areas are used for agriculture 20 7
needs of Accessibility  Unsuitable 17 7
children  Interference of activities 13 2
 Building height 8

Safety  Encounter Strangers 10 3

 Conflict on using open spaces 11 6
 Outside Stairs 0 8
 Age inappropriate 9 8
 Debris 8 7
 Surfacing 11 8
6
 Street dogs 15
 Limited availability of open spaces 6 8
 Maintenance issues 17 5
Challenges in
 Safety concerns 12 7
Using Open
 No variety of play 19 8
Spaces 7 4
 Restricted social interaction
 Screen time influence 13 8
15 4
 Inaccessibility
 adding more play equipment, 13 8
Desired
 enhancing landscaping, 10 8
Changes and
 improving safety features, 17 7
Improvements
 Creating shaded areas. 16 5

Source: Field Survey, 2024

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4.3.2 Discussions of objective two
The findings from the interviews regarding open spaces highlight various aspects of open space
usage, characteristics, challenges, and desired improvements. Here are the outcomes based on the
provided questions:

1. Types of Activities in the open spaces

Children desired to do a range of activities, including sports, hide & seek, chasing,
socializing, picnicking, and recreational activities. Understanding these activities can aid
in altering open spaces to better meet the requirements of children, ensuring they have
adequate facilities and amenities.

Table 4. 17. Participation Counts for Children's Activities in Open Spaces

Type of activity Count

Ball games 15
Jump rope 10
Running and chasing 12
Hide and seek 8
Natural exploration 9
Sitting /socialization 14
Chase 7
Sources: Researcher’s field survey, 2024
The table shows the amount of children engaging in various activities, which are divided
into three categories: physical, exploratory, and relaxing.
Physical Activities: Ball games were the most popular activity, with 15 participants,
indicating a strong preference for structured sports that encourage collaboration and
rivalry. Running and pursuing games drew 12 children, while jump rope drew 10,
indicating a strong emphasis on dynamic and engaging play.
Exploratory Activities: Hide and seek (eight children) and nature exploration (nine
children) had modest attention, showing that, while imaginative and outdoor activities are
appealing, they may not be as popular as planned physical activities.
Recreation Activities: With 14 participants, sitting and socializing received high marks,
underlining children's appreciation for casual conversations and relaxation in a

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comfortable atmosphere, which is critical for their social and emotional development. In
contrast, calm nature observation had the lowest participation rate, with seven children.

Children benefit from a variety of activities in open areas that promote physical,
cognitive, and social growth. Spaces should have areas for free play, sports, and
structured activities, as well as quiet zones for rest and solitude (Lester & Russell, 2010).
Children can learn a variety of abilities through several types of play, including sensory
play, physical play, and imaginative play (Frost, Wortham, & Reifel, 2012). Examining
these numbers provide information regarding children's activity preferences and level of
participation in open places.

2. Comparative analysis of play activities across children’s age groups

Play activities may differ significantly between age groups based on developmental
stages, interests, and physical capabilities. The aim of this comparative investigation is to
see how play activities in open places change by age group. The study also tried to assess
children’s preferences and the suitability of present amenities for each age group by
examining various kinds of play. These interactions are required for designing child-
friendly open spaces.

Table 4. 18. Comparative analysis of play activities across age

Age group Physical Social play Creative Competitive Total

play play play
6-8 4 3 3 2 12
9-11 3 4 2 1 10
12-14 2 1 1 5 9
15-18 1 1 0 7 9
Source: Field Survey, 2024
The findings showed that children's play choices changed as they grew older. Younger
children appreciate physical and interactive activities, whereas teens prefer competitive
play. Children's play demands vary with their developmental phases, thus open areas
should be designed to accommodate different ages. Younger children (years 2-5) benefit
from sensory and exploratory play using age-appropriate, small-scale play structures, but

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older children (ages 6-12) may require larger play equipment and more difficult activities
to promote their physical and cognitive development (Moore, 2014). Designing for
different age groups ensures that the content is inclusive and relevant to all youngsters.
Recognizing these trends can help planners create open spaces that accommodate the
changing needs of children at different developmental stages, ensuring that they have
chances to engage in a wide range of recreational activities that support comprehensive
development.
3. The recreational Facilities available in the open spaces
This section of the study attempted to investigate the variety of recreational facilities
found in open spaces. Researcher aimed to determine how effectively these amenities
meet the needs and interests of children by looking at the different kinds of facilities that
are available.

Figure 8 The recreational facilities available

The findings demonstrated a substantial emphasis on open places for play and indoor
play equipment, which accounted for 50% of the recreational facilities surveyed. This
emphasis encourages both scheduled and free-form play activities, which are essential for
children's growth. Furthermore, the provision of sports facilities (18.3%) and spaces for
natural exploration (15%) contributed to increased physical activity and environmental
engagement. Recognizing these proportions is critical for informing future urban design
and development projects focused at building comprehensive, exciting, and practical
recreational places that meet varied community demands. By prioritizing these elements,

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urban planners and community leaders may create environments that improve children's
physical well-being, social skills, and connections to nature.

The picture shows playing equipment found at Bole Arabsa

Figure 9 children’s playgrounds at Bole Arabsa condominium

When asked about recreational facilities in open spaces, an 11-year-old girl from Bole
Arabsa shared her insights. She mentioned that the playground equipment in these areas
is owned by an entrepreneur who leases it from the condominium committee. The girl
spends 50 birr daily to engage in various activities, including swinging, riding toy cars,
and using a trampoline. This response indicates that children appreciate having diverse
recreational options in their immediate surroundings, which foster fun and physical
activity. Her perspective reflects a broader trend where youngsters seek out entertaining
spaces in open areas that encourage social interaction and exercise.

I enjoy it because there's an area for cycling, where we can use our bicycles. However, it's not
suitable for riding scooters. We use those on the verandahs instead. (Boy, 8 years, Bole Arabsa)

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4. The landscape elements available in the open spaces

Figure 10 The landscape elements available

Examining the components of open spaces revealed a substantial preference for natural
aspects, with grass and trees accounting for 50% of the total characteristics studied.
Natural components like trees, plants, and water features improve children's experiences
by creating sensory-rich surroundings that encourage relaxation and mental well-being
(Chawla, 2015). Furthermore, landscape components such as hills, stones, and sand pits
promote gross motor skills and offer interesting, adaptable play spaces (Thompson &
Aspinall, 2011). Sand and soil, both important ingredients, provide children with exciting
play options. While less common, water features and parks dramatically improve the
overall open space experience. These distributions' insights might inform future design
methods for creating child-friendly settings that promote outdoor activities, exploration,
and social engagement within communities.

5. Physical needs of children in the open spaces

Children's physical requirements in open places are fundamentally related to their

development and well-being, and key components include safety, accessibility, and
opportunity for social engagement. Children may engage with peers in open spaces,
which help them develop social skills and bonds. Furthermore, by making these areas
secure and accessible, every child is free to explore, promoting active lifestyles and
enhancing overall quality of life.

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1. Social interaction opportunities: It is the most significant feature of urban living that
fosters a sense of belonging. Open places that promote social contact, such as communal
sitting, group play areas, and caregiver visibility, help children develop social skills and a
feeling of community (Veitch et al. 2006). However, various factors influence the degree
of contact in open places. The lack of suitable seats severely limits social connections,
reducing chances for children gatherings and leisure activities. Furthermore, the gap in
maintenance between well-kept front open spaces and neglected back sections
emphasizes the need for more consistent care across all open spaces.

The following pictures show children talking after using the play equipment and children
playing ball suspended on a post at Bole Arabsa.

Figure 11 children hanging out after play and playing with ball hanging on a stick

2. Accessibility: The conversion of natural spaces for agricultural exacerbates

accessibility issues, limiting recreational opportunities. Accessibility is essential,
since children of all abilities should be able to access and utilize the area comfortably.
Pathways, ramps, and clear signs improve use (Hendy & Raine, 2019). Conflicts
caused by competing activities reduce the attraction of these areas even further.
Children, particularly those with impairments, face barriers to access due to poor
paths, awkward stairs, and malfunctioning elevators.

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The following pictures show the major factors identified which affects the accessibility of
open spaces

Figure 12 The major factors identified which limits usage of open spaces
The accessibility of open spaces is a major factor, which limits usage of open spaces by
children and reduces the multi-functional purpose of the open spaces. Accessibility
problems forced children to play on unsafe grounds like asphalt roads, hard surfaces and
unhygienic places.

3. Safety: Safety is a top priority, with difficulties such as contacts with new people,
disagreements over space allocation, and threats posed by exterior staircases and garbage.
Lack of age-appropriate amenities restricts children's access to open places, while poor
surfacing can cause injury. The presence of stray dogs causes safety concerns among
users. Providing age-appropriate equipment, soft surface, and secure fencing can help
reduce dangers and make open areas more appealing to families (Brussoni et al., 2015).

Figure 13 children riding bikes on the main streets and street dogs
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4.4. Findings and Discussions of Objective Three:
Identify existing gaps in the current provision of amenities in child-friendly open
spaces within condominiums.
4.4.1. Findings of objective three
The primary gaps and problems in the existing supply of facilities in open areas to make
them child-friendly within condominiums were examined in terms of activities and
physical qualities. Here are the primary difficulties that emerged from the analysis:

Reasons for not using open spaces

20
18
16
14
12
Number of rspondents

10
8
6
4
2
0
Limited Restricte
Maintena No Screen
availabilit Safety d social Inaccessi
nce variety of time
y of open concerns interactio bility
issues play influence
spaces n
Challenges in Using Open Spaces
Bole Arabsa 6 17 12 19 7 13 15
Aware 8 5 7 8 4 8 4

Figure 14 shows the major reasons for children for not using open spaces

4.4.2 Discussions of objective three

Existing facilities in condominium open areas revealed various serious inadequacies and
impediments to building child-friendly surroundings. A major concern is a lack of open
space; for example, Aware condominium lacks critical amenities like as green spaces and
play grounds, which are available at Bole Aabsa, indicating a difference in child-friendly
facilities. The situation is exacerbated by maintenance concerns, with many open areas
neglected due to insufficient frequent cleaning and care of plants and landscaping.
Another worry is safety, since children are at danger from unknown persons, inadequate
supervision, and hazardous situations such as debris and uneven ground. Furthermore,
there is a lack of age-appropriate facilities, which restricts children's play and
development chances.

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The arrangement of open areas frequently impedes social contact, making it difficult for
children to engage with peers due to bad design. Ineffective management techniques limit
the correct use of these places, leading to overuse and repurposing. Finally, accessibility
remains a major issue; many places are fenced to preserve plants or blocked by private
gardens, limiting children's access to safe play sites. These concerns highlight the critical
necessity for comprehensive planning and investment in child-friendly features in
condominium buildings.

4.5 Findings and Discussions of Objective Four:

Identify key strategies for designing and developing child-friendly open spaces in
condominium complexes in Addis Ababa that align with children's preferences.

4.5.1 Findings of key strategies for designing child-friendly open spaces

This section includes children's suggestions for improving the current state of open
spaces. Several yet related perspectives were offered, which may be classified into five
major themes: incorporate play aspects, provide safety and accessibility, create pleasant
environments, foster social contact, and involve children in the design process. The table
below depicts children's awareness and comprehension of how to develop open spaces in
their condominium complexes.

Table 4. 19. Children’s illustrated suggestions for improving open spaces

Suggestions Theme Details Count
Incorporate play S1-Include play equipment and playgrounds that accommodate 25
Elements children of all abilities and age groups
S2-Include natural elements like grass, trees, and sand 20
Ensure safety and S3-Design open spaces that allow for parental supervision 13
accessibility S4-Use safe ground surfacing to prevent injuries 21
Create comfortable S5-Provide shade and seating 13
spaces S6-Include nature 18
Encourage social S7-Design open spaces that encourage group play 26
interaction
Involve children in the S8-Include children’s ideas and preferences 27
design process S9-Engage children in the design process 17
Source: Field Survey, 2024

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4.5.2. Discussions of key strategies for designing child-friendly open spaces

With 25 responses (83.3%) in favor of play equipment and playgrounds that can
accommodate children of all ages and abilities, the strategy of integrating play features
gained widespread approval. Inclusiveness is crucial in play circumstances as children
seek opportunities to engage with peers regardless of physical limitations.
..I want more swings and slides that everyone can use... (Girl, 9 years, Aware)
Furthermore, according to 20 replies (66.7%), adding natural components such as grass,
trees, and sand is essential for improving sensory experiences and creating a sense of
connectedness with the natural world (UCFUDUN, 2015).
..It would be awesome to have grassy areas and trees where we can play hide and seek… (Boy ,
11 years, Bole Arabsa )
The safety and accessibility strategy had 34 responses in total, with 13 (43.3%) pointing
out the need for open areas that permit parental supervision, and 21 (70%) emphasizing
the importance of utilizing safe ground surfacing to prevent injuries. This suggests that
children are quite concerned about their safety when playing (Fanger et al., 2012).
…We need soft ground not cobblestone under the play areas so if we fall, we won't get
hurt…(Boy , 12 years, Aware )
A total of 31 responses were received for the approach intended to create comfortable
spaces. In particular, 18 respondents (60%) emphasized the need to incorporate nature
into outdoor spaces, whereas 13 (43.3%) advocated for the provision of chairs and shade
to improve comfort. With 26 replies (86.7%) supporting designs that facilitate group
play, the technique to increase social contact was very well supported, demonstrating the
children's desire to play together.

Of these, 27 (90%) strongly favored include children's ideas and preferences, while 17
(56.7%) pushed for their active engagement in the design process. This finding alien with
the literature that children actively alter their surroundings and choose circumstances that
are secure, welcoming, pleasant, and socially engaging (Duncan, 2015).

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 CHAPTER FIVE
5. SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1. Summary of Findings
The qualities of open spaces in selected Condominiums of Addis Ababa have a
significant impact on children's social interactions and overall well-being. The study
examined the state of these open spaces and whether they are suitable for children's play
and socializing at two condominium sites: Bole Arabsa and Aware condos. The key
findings throughout its declared objectives are as follows:

1. Status of Existing physical Features of Open Spaces in selected Condominium

Areas.

Supportive Elements: Some physical features of the open spaces at Bole Arabsa are
strongly recognized by the presence of green areas, along with natural components such
as trees and gardens, and in some compounds where community members took steps to
enhance conditions, such as installing basic equipment or arranging child-focused
activities, a notable improvement in the child-friendliness of these spaces was observed,
which were identified as supportive of child-friendly environments. These features
encourage children to engage in social interactions and play.

Hindrances: Conversely, poorly designed spaces lacking safety measures, such as

inadequate fencing and insufficient lighting, were found to hinder children's use of open
spaces. The sizes of open spaces in Aware Den Lemat condominium complexes are
insufficient. Moreover, their shape, state, and style make it impossible to employ them
effectively and make them child friendly. Residents mostly use open spaces for drying
clothes which inhibits children from playing. Parking lots and children's play areas are
situated next to one another in open spaces, demonstrating a lack of hierarchy and
separation of purposes. It's tough to get to the open spaces using stairs at Bole Arabsa.
There's no open space set aside for children of different ages or those with special needs.

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2. To assess the needs of children residing in condominiums with respect to open
spaces uses.

1. Types of Activities in Open Spaces: The study discovered that children participate in
a range of activities in selected condominium open areas, including physical play
(running, leaping, and ball games), social activities (group games, talks), and quiet
activities (sitting). The availability and structure of places have a considerable impact
on these activities.

2. Comparative Analysis of Play Activities by Age: A significant disparity in play

activities is noted across age groups. Younger children (6–8 years old) prefer less
physically demanding, more creative play, such as sandbox play or utilizing little play
equipment. In contrast, older children (9-11 years old) usually prefer activities that
require more physical space and structure, such as cycling, skateboarding, or
participating in organized sports. Teenagers (12 and above) prefer social and
recreational activities, such as socializing in dedicated places or utilizing exercise
equipment, if accessible.

3. Recreational Facilities Available: The open areas in selected condominiums lack

appropriate and diverse recreational options targeted to children's requirements. Many
areas have basic playground, but there is sometimes a lack of more diversified
equipment that can accommodate a wider variety of ages and activity kinds.

4. Landscape Elements Available: Common landscape elements like trees, benches,

walking paths, and grassy areas can not necessarily be sufficiently planned to
encourage children's active play. Many green spaces lack shade or appropriate
surfaces for a variety of activities, and they are frequently used for walking or
relaxing rather than active play. Although they are sometimes underutilized, the
inclusion of water features or themed gardens can help increase children's
engagement.

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5. Physical Needs of Children in Open Spaces: Children need environments that foster
their mental and physical growth. Safe, easily accessible areas with sufficient shade,
hygienic conditions, and smooth surfaces are essential. For supervised play, suitable
equipment is also required, such as benches for parents and other caretakers.
Children's safety is a top priority, thus areas need to be devoid of dangerous objects,
have enough fencing, and have good visibility for supervision.

3. Identify gaps and challenges in the current provision of amenities in child-

friendly open spaces within condominiums

Inadequate Facilities: The research found significant gaps in the availability of

amenities such as playgrounds, seating areas, and recreational facilities that meet the
needs of children to various age groups.

Maintenance Issues: Poor management and maintenance of existing open spaces were
identified as major challenges. This includes issues like waste disposal, damage to
properties, and lack of regular repair, which decline the usability of open spaces.

4. To identify key strategies for designing and developing child-friendly open spaces
in condominium complexes in Addis Ababa that align with children's preferences

Designing child-friendly open spaces requires a complex approach that prioritizes

children's needs and preferences. First, incorporating play equipment that caters to
children of all abilities is essential for fostering inclusive play experiences. This can
include a variety of structures and activities that promote physical engagement and
creativity. Additionally, ensuring safety and accessibility is paramount; spaces should be
designed to allow for parental supervision and include safe ground surfacing to prevent
injuries, thereby creating a secure environment for exploration. Furthermore, it is
important to create comfortable spaces by providing adequate shade, seating, and natural
elements, which enhance the overall experience and encourage longer stays in outdoor
areas. Encouraging social interaction through designs that promote group play is also
vital, as it helps children develop social skills and build friendships. Finally, actively
involving children in the design process ensures that their voices are heard, leading to
environments that resonate with their preferences and foster a sense of ownership.

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5.2. Conclusions

This study on examining open spaces in Addis Ababa's Bole Arabsa and Aware
condominiums presents important findings regarding the state of open spaces in the
selected condominium complexes in terms of meeting the needs of children. By
evaluating physical characteristics, children's experiences, and available amenities, the
study highlights the pressing need for urban planning strategies that emphasize child-
friendly environments.

The physical features of open spaces play a crucial role in determining how children
interact and play. In Bole Arabsa, the availability of green spaces, trees, and playground
equipment, though they are few, contributes positively to creating child-friendly
environments. However, the absence of adequate safety features, such as proper
enclosures and illumination, presents significant dangers to children's well-being,
discouraging them from fully utilizing these spaces. On the other hand, Aware
condominium complexes are disadvantaged by limited space and poor layout, which
restricts their usefulness for children. The conflicting use of open areas for both vehicle
parking and children's activities not only creates ambiguity but also worsens safety risks.
The layout fails to establish a clear spatial hierarchy necessary for children's activities,
underscoring a notable shortcoming in urban planning that requires attention.

This study revealed that children expressed a strong desire for secure and stimulating
play spaces that promote physical activity and social engagement. The existing
shortcomings force children to seek recreational opportunities in potentially dangerous
areas like corridors or pavements, raising significant safety concerns. Additionally, rules
enforced by condominium committees at Bole Arabsa further limit access to open spaces,
reducing chances for peer interaction. The absence of shared activities not only hinders
the formation of friendships but also weakens community bonds essential for healthy
social development.

The study uncovered major shortcomings in child-friendly amenities at both

condominium locations. Notably concerning is the lack of play areas, benches, and age-
appropriate recreational spaces. The situation is further complicated by maintenance

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issues; poorly maintained common areas with waste accumulation and broken equipment
reduce their functionality. This lack of care not only lowers the overall quality of these
spaces but also discourages children from utilizing them, thereby limiting children's
opportunities for social engagement.

Future urban development plans should include strategies that children themselves have
suggested in order to solve the challenges of designing child-friendly open spaces. First,
adding diverse play structures is essential. Having a range of playground equipment
enables children of all ages to play imaginatively and actively, which promotes social and
physical development. It is also important to prioritize safety and accessibility; designs
should include secure barrier, well-lit walkways, and simple access for children of all
abilities. Comfortable spaces, including seating that is shaded which leads to longer and
more pleasurable outdoor activities. Locations that encourage social interaction,
including locations for group activities, can improve links within the community and give
kids chances to practice social skills. Significantly, involving children in the planning
process not only empowers them but also ensures that these areas cater to their desires
and requirements. This approach leads to the creation of urban spaces that are both
welcoming and all-encompassing.

In summary, by emphasizing child-friendly features and addressing current shortcomings

in amenities and safety measures, urban planners can significantly improve children's
social interactions and overall well-being. Incorporating green spaces not only benefits
physical health but also enhances emotional resilience through improved social
connections. As cities continue to evolve, it is crucial to advocate for environments that
support the growth and development of future generations.

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5.3. Recommendations

The research examines child-friendly open spaces based on the insight from children in
the context of condominiums in Addis Ababa. The findings revealed that the open spaces
are Insufficient and are Ignored Public Areas, Lack of Dedicated Children's Play Areas
and Poor Accessibility and Management. Considering the research findings the research
recommended the concept of child-friendliness. The following specific recommendations
are provided

1. Status of Existing physical Features Open Spaces in selected Condominium

Areas.

A comprehensive restoration of the current spaces is advised to increase safety and use
and make the open spaces in Bole Arabsa and Aware Den Lemat child-friendly. These
include putting up enough fences, enhancing the lighting, and making sure that open
areas have the right size and form to support a variety of activities. A safer atmosphere
for children can also be achieved by clearly designating certain places, for as by
separating parking lots from child-friendly play areas. Incorporating facilities for children
with special needs and age-appropriate play areas also guarantees accessibility and
inclusivity.

2. To assess the needs of children residing in condominiums with respect to open

spaces uses.

Children must be included in participatory design workshops so they can voice their
preferences for engaging and safe play spaces. Community meetings or surveys that
concentrate on the requirements and preferences of children with regard to playthings and
socialization opportunities can help with this. In order to guarantee that children can use
open spaces in a safe manner, it is also crucial to remove the regulatory restrictions put in
place by condominium committees.

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3. Identify gaps and challenges in the current provision of amenities in child-
friendly open spaces within condominiums

It is advised to put in place a strategic plan for improving current facilities while
guaranteeing regular maintenance in order to fill in the large gaps in amenities, such as
playgrounds and relaxing places. This includes putting in place a community
management system that may engage locals in maintenance tasks and is in charge of
maintaining open spaces. Furthermore, regular evaluations of these amenities' state will
guarantee that facilities continue to be usable and child-friendly while also assisting in
the early detection of problems.

4. To identify key strategies for designing and developing child-friendly open spaces
in condominium complexes in Addis Ababa that align with children's preferences

The provision of a variety of play equipment that can accommodate children of any level
of ability should be a top priority when creating child-friendly open areas. Children will
enjoy a more engaging setting if safety is ensured through appropriate surfacing
materials, seating and shade are provided, and group play designs encourage social
connections. Lastly, children are empowered and places that accurately represent their
wants and preferences are created when they are actively involved in the design process.

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5.4 Future Research Directions

1. Developing assessment frameworks that assess the performance of child-friendly open

spaces from the children’s perspective is necessary to guarantee their efficacy and
durability. Future research should work with children in order to evaluate instruments
that measure elements like play value, accessibility, inclusiveness, and general
satisfaction of children.
2. Further studies are needed to explore the particular advantages of nature play and the
integration of natural elements into open spaces. Nature has been demonstrated to
improve children's well-being, such as reducing stress, increasing focus, and increasing
creativity.

3. More research is needed to identify and solve the specific barriers for children,
especially those with disabilities, to fully access and enjoy open spaces,

4. Future research should explore effective methods for child participation, such as
workshops and focus groups to gather their input on desired play equipment, layout, and
features.

5. The study serves as a valuable stepping stone, inspiring researchers to assess if

education, health, and transportation sectors are child friendly.

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6. REFERENCES

Britannica, T. Editors of Encyclopaedia (2023, November 5). urban

renewal. Encyclopedia Britannica.
Hart, R. (1997). Children's participation: The theory and practice of involving young
Citizens in Community development and environmental care. London/New York: Earth
Scan/UNICEF.
Horelli, L. (1998). Creating child-friendly environments: Case studies on children’s
participation in three European countries. Childhood, 5(2), 225–239.
https://doi.org/10.1177/0907568298005002008.
Kyttä, M. (2004). The extent of children’s independent mobility and the number of
actualized affordances as criteria for child-friendly environments. Journal of
Environmental Psychology, 24(2), 179–198. https://doi.org/10.1016/S0272-
4944(03)00073-2.
Lehmann, J. (2020, March). The built environment and well-being of children into the
future. Children Australia, 45(1), 1–4.

Quayle, K. (2017). Young children’s creativity in natural outdoor settings. Early

Childhood Folio, 21(2), 28–32.

Radware Bot Manager Captcha. (n.d.). Collaborative Governance in Providing Facilities

of Sungai Bambu Child Friendly Integrated Public Space, North Jakarta City -
IOPscience.

Riggio, E. (2002). Child friendly cities: good governance in the best interests of the child.
Environment & Urbanization. 14(2): 45-58. Child friendly cities: good governance in the
best interests of the child - Eliana Riggio, 2002.

UNICEF (United Nations Children’s Fund). (1989). Convention on the rights of the
child. New York: UN. Retrieved 8 January, 2023 from https://www.unicef.org/child-
rights-convention/convention-text.
UNICEF (United Nations Children’s Fund). (2017). ―CFCI framework.‖ UNICEF,
August 16, 2017. https://childfriendlycities.org/cfci-framework/.
United Nations Children’s Fund (UNICEF). (2018). UNICEF Child Friendly Cities and
Communities Handbook. https://www.unicef.org/iran/media/2401/file/CF.
Ward, C. (1990). The Child in the City. Bedford Square Press, London.
Weldeghebrael, E. H. (2022, June). The framing of inner-city slum redevelopment by an
aspiring developmental state: The case of Addis Ababa, Ethiopia. Cities.

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7. APPENDECIES
Annex 1 Questionnaire to be filled by Children
Ethiopian Civil Service University
Questionnaire to be filled by Children
The purpose of the questionnaire is to examine the child-friendliness of open spaces in
the case of condominiums in Addis Ababa, particularly at Bole Arabsa and Aware Den
Lemat sites. The study is used solely for academic purpose, i.e. it is carried out as a
partial requirement for the Master of degree in urban planning and development at
Ethiopian Civil Service University. The information you give here shall not be identified
by your name by any means; hence its confidentiality is kept with due care. The
completion of this questionnaire is only on voluntarily basis, and the fact that you filled-
in the form implies that you reflected your consent. To this end, you are kindly requested
to give your genuine opinions. Thank you in advance
I would like to request you to complete the following table by putting  mark. Any
information obtained in connection with this study that can be identified with you will
remain confidential.

Gender Period of Residence Age group in years:

Male ☐ less than 2 ☐ ☐6-8

Female ☐ 2 to 5 years ☐ ☐9-11
More than 5 ☐ ☐12-14
☐15-18
Instruction: Please indicate your level of agreement with each statement using

5 = Strongly Agree, 4 = Agree, 3 = Not Sure, 2 = Disagree, 1 = Strongly Disagree

No Content 5 4 3 2 1
I. Functionality
1 There are open spaces (parks, playgrounds, green areas) within or
near my condominium complex.
2 The amenities/equipment available in the open spaces meet the
needs of children (e.g., playground equipment, sports facilities,
seating areas).
3 There are natural elements like trees, gardens, or water features in
the open spaces
4 The open spaces designed to serve necessary functions or purposes
for children, such as play or recreation

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 II. Accessibility
5 The open spaces conveniently located and easily accessible for
children and families
6 The open spaces are accessible and available to children of all ages
and abilities
7 The open spaces provide supportive features or amenities that
cater to the needs of children with special requirements
8 The open spaces provide a clean, sunny, and relatively quiet
environment for children to enjoy
III. Social Networking
9 The open spaces encourage children to interact and socialize with
adults through talking and playing
10 The design of the open space allows children to feel comfortable
and safe when spending time alone outdoors.
11 There are designated areas or features that allow children to meet
and play with their friends peers through talking and playing
VI. Safety and Security
12 I feel that the open spaces are safe and secure
13 Adults can see me while I play with my friends.
14 There are no cars parked in the open space designated for children.
V. Legibility/Aesthetic
15 It is easy for me to find my way around the open spaces.
16 The open spaces look nice and clean, making it a good place to
play
VI. Strategy and overall rating of the open spaces
17 Children should be involved in the planning and design of open
spaces to ensure their needs and preferences are met.
18 I feel happy and satisfied with the open spaces in my
condominium compound
19 I believe the open spaces in my condominium compound is of high
quality for playing and having fun

20. If you could change or add anything to the open spaces in your condominium to make
them more fun and exciting for you and your friends, what would it be and why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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Annex 2 Questionnaire to be filled by Children in Amharic

የኢትዮጵያ ሲቪሌ ሰርቪስ ዩኒቨርሲቲ

የከተማ ሌማት እና ምህንዴስና ኮላጅ

በሌጆች መሞሊት ያሇባቸው መጠይቆች

የመጠይቁ አሊማ በአዱስ አበባ ከተማ በተሇይም በቦላ አራብሳ እና አዋሬ ዯን ሌማት ሳይቶች የጋራ
መኖሪያ ቤቶችን በተመሇከተ ክፍት ቦታዎችን ከሌጆች ጋር ያሇውን ግንኙነት ሇመፈተሽ ነው። ጥናቱ
ሇአካዲሚክ ዓሊማ ብቻ የሚያገሇግሌ ሲሆን ማሇትም በኢትዮጵያ ሲቪሌ ሰርቪስ ዩኒቨርሲቲ
በከተማ ፕሊን እና ሌማት ማስተርስ ዱግሪ በከፊሌ መስፈርት ነው የተካሄዯው። እዚህ የሚሰጡት
መረጃ በማንኛውም መንገዴ በስምዎ አይታወቅም; ስሇዚህ ምስጢራዊነቱ በተገቢው ጥንቃቄ
ይጠበቃሌ. የዚህ መጠይቅ መሟሊት በፈቃዯኝነት ሊይ የተመሰረተ ብቻ ነው፣ እና ቅጹን
መሙሊትዎ የእርስዎን ስምምነት እንዲንጸባረቁ ያሳያሌ። ሇዚህም ትክክሇኛ አስተያየታችሁን
እንዴትሰጡ በትህትና እንጠይቃሇን። አስቀዴሜ አመሰግናሇሁ
የሚከተሇውን ሰንጠረዥ 🗹 ምሌክት በማዴረግ እንዴትሞለ እጠይቃሇሁ።
ፆታ የመኖሪያ ጊዜ ዕዴሜ በዓመታት፡
ወንዴ ☐ ☐ከ2 አመት ያነሰ ☐6-8
ሴት ☐ ☐ከ 2 እስከ 5 አመት ☐9-11
☐ከ 5 አመት በሊይ ☐12-14
☐15-18
መመሪያ፡ እባክዎን ከእያንዲንደ መግሇጫ ጋር ያሇዎትን የስምምነት ዯረጃ ያመሌክቱ 5 = በጣም እስማማሇሁ ፣ 4
= እስማማሇሁ፣ 3 = እርግጠኛ አይዯሇሁም፣ 2 = አሌስማማም ፣1 = በጣም አሌስማማም

No Content 5 4 3 2 1
ተግባራዊነት
1 በእኔ ኮንድሚኒየም ግቢ ውስጥ ወይም አጠገብ ክፍት ቦታዎች (ፓርኮች፣ መጫወቻ
ሜዲዎች፣ አረንጓዳ ቦታዎች) አለ።
2 በክፍት ቦታዎች የሚገኙ መገሌገያዎች/መሳሪያዎች የሌጆችን ፍሊጎት ያሟሊለ (ሇምሳላ
የመጫወቻ ስፍራዎች፣ የስፖርት መገሌገያዎች፣ የመቀመጫ ቦታዎች)።
3 በክፍት ቦታዎች ሊይ እንዯ ዛፎች፣ አትክሌቶች ወይም የውሃ ገጽታዎች ያለ የተፈጥሮ

77 | P a g e
 አካሊት አለ።
4 ክፍት ቦታዎች እንዯ ጨዋታ ወይም መዝናኛ ያለ ሇሌጆች አስፈሊጊ ተግባራትን ወይም
ዓሊማዎችን ሇማገሌገሌ የተነዯፉ ናቸው።
ተዯራሽነት
5 ክፍት ቦታዎች ምቹ በሆነ ሁኔታ የሚገኙ እና ሇሌጆች እና ቤተሰቦች በቀሊለ ተዯራሽ
ይሆናለ
6 ክፍት ቦታዎች በሁለም ዕዴሜ ችልታ ሊለ ሌጆች ተዯራሽ ናቸው።
7 ክፍት ቦታዎች ሌዩ ፍሊጎቶች ሊሊቸው ህጻናት ፍሊጎቶች የሚያሟለ ዯጋፊ ባህሪያትን
ወይም አገሌግልቶችን ይሰጣለ
8 ክፍት ቦታዎች ንፁህ ፣ ፀሐያማ እና በአንጻራዊ ሁኔታ ጸጥታ የሰፈነበት አካባቢ ሌጆች
እንዱዝናኑባቸው ያዯርጋለ
ማህበራዊ መስተጋብር
9 ክፍት ቦታዎች ሌጆች በመነጋገር እና በመጫወት ከአዋቂዎች ጋር እንዱገናኙ
ያበረታታሌ።
10 የክፍት ቦታው ንዴፍ ሌጆች ከቤት ውጭ ብቻቸውን በሚያሳሌፉበት ጊዜ ምቾት እና
ዯህንነት እንዱሰማቸው ያስችሊቸዋሌ።
11 ሌጆች በንግግር እና በመጫወት ከጓዯኞቻቸው እኩዮቻቸው ጋር እንዱገናኙ እና
እንዱጫወቱ የሚፈቅደ ተሇይተው የተቀመጡ ቦታዎች ወይም ባህሪያት አለ።
ዯህንነት
12 ክፍት ቦታዎች አስተማማኝ እንዯሆኑ ይሰማኛሌ
13 ከጓዯኞቼ ጋር ስጫወት አዋቂዎች ሉያዩኝ ይችሊለ።
14 ሇህጻናት ተብል በተዘጋጀው ክፍት ቦታ ሊይ ምንም አይነት መኪና የቆመ መኪና
የሇም።
ተነባቢነት/ውበት
15 በክፍት ቦታዎች ዙሪያ መንገዳን መፈሇግ ሇእኔ ቀሊሌ ነው።
16 ክፍት ቦታዎች ጥሩ እና ንጹህ ሆነው ይታያለ, ይህም ሇመጫወት ጥሩ ቦታ ያዯርገዋሌ
ስትራቴጂ
የክፍት ቦታዎች ስትራቴጂ እና አጠቃሊይ ዯረጃ
17 ሌጆች ፍሊጎቶቻቸው እና ምርጫዎቻቸው መሟሊታቸውን ሇማረጋገጥ ክፍት ቦታዎችን
በማቀዴ እና ዱዛይን ሊይ መሳተፍ አሇባቸው።
18 በኮንድሚኒየም ግቢ ውስጥ ባለት ክፍት ቦታዎች ዯስታ እና እርካታ ይሰማኛሌ።
19 በኮንድሚኒየም ግቢ ውስጥ ያለት ክፍት ቦታዎች ሇጨዋታ እና ሇመዝናናት ከፍተኛ
ጥራት ያሊቸው እንዯሆኑ አምናሇሁ።
20. በኮንድሚኒየምዎ ውስጥ ያለት ክፍት ቦታዎች የበሇጠ አስዯሳች ሇማዴረግ ማንኛውንም ነገር
መሇወጥ ወይም መጨመር ቢቻሌ ምን ይሆናሌ እና ሇምን?
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Annex 3 Interview Items

Ethiopian Civil Service University

College of urban development and engineering
Interview Items
The purpose of this interview is to examine the child-friendliness of open spaces in the
case of condominiums in Addis Ababa, particularly at Bole Arabsa and Aware Den
Lemat sites. The study is used solely for academic purpose, i.e. it is carried out as a
partial requirement for the Master of degree in urban planning and development at
Ethiopian Civil Service University. The information you give here shall not be identified
by your name by any means; hence its confidentiality is kept with due care. The interview
is only on voluntarily basis, and the fact that you filled-in the interview implies that you
reflected your consent. To this end, you are kindly requested to give your genuine
opinions.
Thank you in advance
Gender Period of Residence Age group in years:

Male ☐ less than 2 ☐ ☐6-8

Female ☐ 2 to 5 years ☐ ☐9-11

More than 5 ☐ ☐12-14

☐15-18

1. Do you use the open spaces in your condominium compound?

Yes ☐ No ☐

2. If you don’t use the open spaces, what is the reason?

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3.If you use the open spaces, for what activities do you use the open spaces? Usage
pattern?
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________________________________________________________________________
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4.How is the physical characteristics and qualities of open spaces with respect to its
a. Availability
b. Social interaction opportunities
c. Environmental qualities
d. Accessibility
e. Safety
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5.What challenges do you experience while using the open spaces?
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6.What changes and improvements would you like to make to the open spaces in your
condominium?
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Annex 4 Interview Items in Amharic

የኢትዮጵያ ሲቪሌ ሰርቪስ ዩኒቨርሲቲ

የከተማ ሌማት እና ምህንዴስና ኮላጅ
የቃሇ መጠይቅ ጥያቄዎች
የዚህ ቃሇ መጠይቅ አሊማ በአዱስ አበባ የጋራ መኖሪያ ቤቶች በተሇይም በቦላ አራብሳ እና አዋሬ ዯን ሌማት ሳይቶች
ያለ ክፍት ቦታዎችን ከሌጆች ጋር ያሇውን ግንኙነት ሇመፈተሽ ነው። ጥናቱ ሇአካዲሚክ ዓሊማ ብቻ የሚያገሇግሌ
ሲሆን ማሇትም በኢትዮጵያ ሲቪሌ ሰርቪስ ዩኒቨርሲቲ በከተማ ፕሊን እና ሌማት ማስተርስ ዱግሪ በከፊሌ መስፈርት
ነው የተካሄዯው። እዚህ የሚሰጡት መረጃ በማንኛውም መንገዴ በስምዎ አይታወቅም; ስሇዚህ ምስጢራዊነቱ
በተገቢው ጥንቃቄ ይጠበቃሌ. ቃሇ-መጠይቁ በፈቃዯኝነት ሊይ የተመሰረተ ብቻ ነው፣ እና በቃሇ መጠይቁ ሊይ
መሞሊትዎ ፈቃዴዎን እንዲንጸባረቁ ያሳያሌ። ሇዚህም ትክክሇኛ አስተያየታችሁን እንዴትሰጡ በትህትና
እንጠይቃሇን።
አስቀዴሜ አመሰግናሇሁ
ፆታ የመኖሪያ ጊዜ ዕዴሜ በዓመታት፡
ወንዴ ☐ ☐ከ2 አመት ያነሰ ☐6-8
ሴት ☐ ☐ከ 2 እስከ 5 አመት ☐9-11
☐ከ 5 አመት በሊይ ☐12-14
☐15-18
ማስታወሻ፡ በዚህ መጠይቅ ዉስጥ ክፍት ቦታዎች ተብሇዉ የተጠቀሱት የሚወክለት በእርስዎ የጋራ መኖሪያ ቤት
ግቢ ውስጥ ያሇውን በህንፃዎች ወይም መዋቅሮች ያሌተገነቡ ቦታዎች ያመሇክታሌ በግቢዎ ውስጥ ሊለ ነዋሪዎች
ጥቅም ሊይ የሚውሇው አረንጓዳ አካባቢን፣ ዝውውርን እና የመኪና ማቆሚያን ፣ መናፈሻ ቦታዎች፣ የመዝናኛ
ስፍራዎች እና ላልች የመሬት ገጽታ ያሊቸው አካባቢዎችን ሉያካትቱ ይችሊለ።
1. በኮንድሚኒየም ግቢዎ ውስጥ ያለትን ክፍት ቦታዎች ይጠቀማለ?
አዎ ☐ አይ ☐
2. ክፍት ቦታዎችን ካሌተጠቀሙ, ምክንያቱ ምንዴን ነው?
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3. ክፍት ቦታዎችን ከተጠቀሙ, ክፍት ቦታዎችን ሇየትኛው እንቅስቃሴዎች ይጠቀማለ? የአጠቃቀም ስርዓተ-
ጥሇት?
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4. የክፍት ቦታዎች አካሊዊ ባህሪያት እና ጥራቶች
ሀ. ተገኝነት
ሇ. ማህበራዊ መስተጋብር እዴልች
ሐ. የአካባቢ ባህሪያት
መ. ተዯራሽነት
ሠ. ዯህንነት
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5. ክፍት ቦታዎችን በሚጠቀሙበት ጊዜ ምን ችግሮች ያጋጥሙዎታሌ?
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6. በኮንድሚኒየምዎ ውስጥ ባለ ክፍት ቦታዎች ሊይ ምን ሇውጦች እና ማሻሻያዎች ማዴረግ ይፈሌጋለ?
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