Akademik Məlumat İdarəetmə Sistemi
Müəlliflər:
Ağamalıyeva Yeganə Çərkəz qızı – Dizayn kafedrasının dosenti
Salehzadə Gülçöhrə Saleh qızı – Dizayn kafedrasının
baş müəllimi
İsayeva İlahə Sabir qızı – Dizayn kafedrasının
müəllimi
Nəcəfli Lalə Rəhman qızı – Dizayn kafedrasının
müəllimi
Elmi əsərin adı:
Peculiarities of perception of the urban environment in the system of a modern
metropolis (on the example of children’s autonomy in an urban environment)
Scopus linki:
https://www.scopus.com/pages/publications/105034348988
Elmi nəşrin adı:
Construction Materials and Products
Elmi əsərin nəşrin rəsmi saytındakı
linki:
https://journals.sagepub.com/doi/10.1177/10812865261430669
Kvartili:
Q1 (84%), Q2
Həmmüəllif ölkələr: Çin, Özbəkistan, Pakistan
Xülasə:
This article explores how preschool children perceive the urban environment and
how urban space influences the development of their autonomy. Drawing on
interdisciplinary perspectives from urban planning, environmental psychology,
and child development, the study analyzes the ways young children interact with
and interpret their everyday urban surroundings. A mixed-methods research
design was employed, combining qualitative and quantitative approaches,
including semi-structured interviews, children’s drawings, and content and
cluster analyses. The empirical study was conducted with a sample of 130
preschool children aged 4-6 years living in the central districts of Baku. The
findings demonstrate that children’s urban experiences are largely shaped by
interactions with parents and close relatives, while environmental awareness is
strongly influenced by intergenerational factors, particularly the role of
grandparents. Limited opportunities for independent interaction with urban
objects and spaces lead many children to compensate through imaginative
constructions of an idealized, fairy-tale city. Children’s perceptions reveal
early sensitivities to environmental problems, social behavior in public
spaces, and the availability of safe and accessible areas for play and
communication. The results highlight that children’s views of the city serve as
an important indicator of how urban environments support or constrain
cognitive, emotional, and social development. The study emphasizes the
necessity of incorporating children’s perspectives into urban planning and
social policy, offering practical implications for the design of inclusive,
child-friendly, and sustainable urban environments.