Spaces facilitating children’s independent activity without direct adult supervision are an important factor supporting their physical, social, and emotional development. Contemporary urban conditions significantly restrict children’s access to such places, which legitimises the need for analysing their quality and influence on the well-being of the youngest users of the city. This article presents a case study of the “City for Kids” project, carried out by The Metropolitan Institute of Bratislava in collaboration with elementary schools, aimed at raising the level of safety and supporting independent mobility of children in public space. Within this project, students of the Faculty of Architecture and Design of Slovak University of Technology (FAD STU) carried out a process, which involved applying participatory methods and tactical design, such as research walks, mapping, field observations, and activities related to asphalt art. The effect was their spatial intervention around the elementary school at Budatínska Street in Bratislava. The article analyses not only spatial results of the project, but also educational and social meaning of children’s participation in design processes. The authors indicate that working in space – by means of play, movement and presence – becomes a form of learning democracy and building local relations.
Keywords: urban space, participation, child-friendly, tactical design, children’s independent mobility