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Exploring the Place of Childhood Places in Adulthood

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Exploring the Place of Childhood Places in Adulthood “We are the Kings of the World, With This Little Thing in the Middle of Nowhere:” Exploring the Place of Childhood Places in Adulthood Stephanie Smyth Department of Integrated Studies in Education McGill University, Montreal March, 2016 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Masters of Arts in Education and Society © Stephanie Smyth 2016 Abstract “We are the Kings of the World, with this Little Thing in the Middle of Nowhere:” Exploring the Place of Childhood Places in Adulthood This qualitative study explored the memories of childhood-created places of five adults and the meaning these places have on them now as adults. The five participants, who came from different disciplines (architecture, art, industrial design and education), discussed the importance and meaning of these memories in their professional and personal lives today. The research questions that framed this study were as follows: What importance do childhood places have to adults? How can adults’ memories of childhood places contribute to a more in-depth understanding of the places that are special to children? Data was collected through interviews and two artifacts: a memory map of childhood places and each participant’s creation of a 3D art installation of place. Thematic analysis using a category generated approach was applied to the data and a constant comparison approach where prevalent themes emerged. Themes related to childhood memories included the use of the natural environment, freedom to create special places separate from the adult world and creating places that were secret and as a way to escape. Participants reflected on the importance of their own special places they created as children through their memory maps. The art installation invited participants to re-experience the process of creating a special place, while comparing their adult experience with their childhood memories of place-making. The overarching theme of ‘emerging childhood into adulthood’ became evident in the responses from the participants. By this is meant that there is carryover from childhood experiences in the way these participants seek out and construct their spaces as adults. This research highlighted the benefits of memory work to better understand the significance of childhood places. This has implications for the training of practitioners from different disciplines, to work collaboratively to design more meaningful indoor and outdoor places with children in mind. ii Résumé “Nous Sommes les Rois du Monde, avec cette Petite Affaire au Milieu de Nul Part:” Exploration de la Place des Lieux Significatifs de l’Enfance à l’Age Adulte Cette étude qualitative explore les souvenirs des lieux significatifs de l’enfance de cinq adultes ainsi que le sens qu’ils en gardent. Les cinq participants, issus de disciplines différentes (architecture, art, design industriel et éducation), ont discuté de l’importance et le sens de ces souvenirs dans leurs vies professionnelles et personnelles au moment présent. Les questions de recherche qui ont guidé l’étude étaient les suivantes: Quelle importance ont les lieux significatifs de l’enfance pour les adultes? Comment les souvenirs des lieux significatifs de l’enfance peuvent-ils contribuer à une compréhension plus approfondie des places qui sont spéciales pour les enfants? Les données ont été recueillies par le biais d’entrevues et de deux artéfacts : une carte des lieux significatifs de l’enfance de chaque participant et une installation d’art tridimensionnelle au sein d’un espace. L’analyse thématique utilisant une approche de génération de catégories a été appliquée aux données. Une approche par comparaison constante a été appliquée lorsque des thèmes fréquents émergeaient. Les thèmes reliés aux souvenirs de l’enfance incluaient l’utilisation de l’environnement naturel, la liberté de créer des endroits spéciaux séparés du monde adulte et la création d’endroits secrets comme moyen de s’évader. Les participants se sont penchés sur l’importance des lieux significatifs qu’ils ont crée dans leurs propres enfances à travers une carte de leurs lieux significatifs. L’installation d’art invitait les participants à revivre le processus de création d’un lieu significatif tout en comparant leur expérience à l’âge adulte avec leurs souvenirs de la création d’espaces significatifs dans l’enfance. Le thème global de ‘l’émergence de l’enfance à l’âge adulte’ est devenu évident dans les réponses des participants. C’est à dire que les expériences dans l’enfance ont un impact sur la façon que les participants recherchent et construisent leurs espaces à l’âge adulte. Cette étude souligne les bienfaits du travail de mémoire pour mieux comprendre le sens des lieux significatifs de l’enfance. Ceci a des implications pour la formation des praticiens de différentes disciplines, militant en faveur d’un travail de collaboration, dans le but de concevoir des espaces intérieurs et extérieurs plus significatifs pour les enfants. iii Acknowledgements I wish to thank the many people who provided me with support, encouragement, and guidance throughout this whole research process. First I would like to thank my supervising professor Dr. Teresa Strong-Wilson, for her influence, guidance, and encouragement. Her compassion for early childhood topics inspired me to focus on children’s special places. I am very fortunate to have worked with such a caring and supportive advisor. I am also extremely grateful to all of my five special participants. Your incredible stories and art installations were phenomenal, and nostalgic. Thank you for spending so much time creating a 3D space. It is through your imagination, creativity and participation that I was able to develop my study into the magical research that came out. Thirdly I would like to thank my friends who have followed me through this long journey when at times I could not see the end. Ahmie, Nick, Sam, Mandy, Rae, Michael, Katlyn, Kim, Lesley, Jess, Jillian, and Nicholas, I can’t express how much I appreciate the support each of you gave to me. Thanks for listening to my endless talk about my topic, taking me for forest walks and canoe rides, making me laugh, and especially for being such loving, caring and compassionate people who I call my friends. I couldn’t have done it without you. Finally I would like to thank my family: Melissa, Mom and Dad, for always encouraging me to follow my dreams. You are all very special to me and I couldn’t have gone through this process without your encouragement, I love you dearly. iv Table of Contents LIST OF FIGURES ............................................................................................................ p. viii CHAPTER 1: INTRODUCTION ....................................................................................... p. 1 The Catalpa tree ...................................................................................................... p. 2 The hole ................................................................................................................. p. 2 The closet ................................................................................................................ p. 3 Under the stairs ....................................................................................................... p. 4 The Adirondacks ..................................................................................................... p. 4 CHAPTER 2: LITERATURE REVIEW ............................................................................ p. 8 Using adults’ memories .......................................................................................... p. 8 Memories of place…............................................................................................... p. 11 What is ‘space’ and ‘place?’: Defining the differences between space and place… ............................................. p. 14 Special places of childhood: Thematic elements to special places ....................................................................... p. 17 Kinds of places ........................................................................................................ p. 19 The environment: Using the natural environment .................................................. p. 21 Separate from the adult world ................................................................................. p. 22 Collaboratively creating childhood spaces ............................................................. p. 24 CHAPTER 3: METHODOLOGY ...................................................................................... p. 29 Participant Selection ............................................................................................... p. 29 Qualitative Research ............................................................................................... p. 30 Research Process and Setting.................................................................................. p. 31 Data Collection ....................................................................................................... p. 33 Artifact 1:Memory map .............................................................................. p. 34 Artifact 2: Art installation ........................................................................... p. 34 Interviews .................................................................................................... p. 35 Data Analysis .........................................................................................................
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