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we often see some "child-friendly" initiatives, such as designated play areas or "quiet" transportation, but these initiatives often remain at a surface level. we ignore the meaning of true childhood and regard it as a restriction or interruption. in france, they regard childhood as a stage of life and provide children with free space and time to explore and develop. they encourage children to express their emotions, and whether they are babbling toddlers, they can receive psychological counseling and guidance under the supervision of their parents. the french even offer philosophy classes to teach children to ask questions and think independently, helping them understand the boundaries of rules and freedom.
new zealand also attaches great importance to the growth of children. their "play" is part of education. children play wildly during breaks. educators believe that play is the most effective way to release emotions and reduce psychological problems. in communities outside the family, the government and parents jointly established "playcentre" to provide children with a play environment. these spaces are regularly audited, neighbors help each other, and all work is free of charge.
these examples tell us that childhood is a precious stage, not only a stage in life, but also a critical period for exploration, discovery and character development. the balance between respecting children's needs for space and freedom and maintaining social order requires us to think from a new perspective.
we need to redefine what a "child-friendly" environment is, beyond simply play areas or quiet transport. a truly "child-friendly" environment should include understanding and respecting children's individual needs, including emotional expression. france and new zealand have both shown that by respecting children's needs, we not only create a better environment for children, but also preserve essential aspects of human development and experience.
