ABSTRACT
Children are increasingly valued as participants in research concerning them and planning and design of the spaces used by them. This chapter discusses aspects of children's participation in design reflecting on history of childhood, prevailing theories related to children's participation in design. Children were being perceived by adults as a separate social group— less competent, unskilled and passive members limiting their access within home and schools. Children's engagement in planning and design of built environments has been increasingly valued after the 1960s and 1970s. Though contemporary education practices locate children centrally in the pedagogical process, practical examples of actually engaging the 'physical children' in the design of the learning spaces in schools are less evident. There are many challenges related to children's engagement in architectural design and the planning process. Engagement of children in the design process is driven or guided by adult agendas, time frames and priorities, which can shape and constrain children's knowledge and understandings.
