The methodological and conceptual basis of environmental policies for children

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Abstract
The literature on environmental effects on children is pervaded by value‐laden statements. This article stresses careful examination of the factual basis of such statements. Selected research findings on children's health, play behavior, social interactions, and school behavior indicate a need for environmental policies for children. This need is further augmented by children's characteristics regarding their level of development, their decision‐making authority, and their economic position. Four approaches to child‐environment congruence are distinguished. A fable then underscores the importance of basing environmental policies for children on a certain and integral conception of how children's development over time relates to the environment. Space‐time methodology is discussed as one such framework, elucidating contexual considerations that surround research and policies regarding children's environments.

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