A Study He Production Mechanisms Of Outside School Learning Spaces In France Child-Friendly City

With the development of the metaverse,issues of breaking down learning boundaries and expanding children’s outside school learning space have become a key concern in the field of education.In the process of urbanisation,the design of urban spaces is mainly based on the needs of the adult population,and there is a lack of public outside school learning space for children.In 2021,Chinese authorities have introduced a guideline to ease the burdens of excessive homework and outside school tutoring for students undergoing compulsory education,which explicitly proposed the expansion of learning space and the development of diverse community activities,making the construction of child-friendly learning space a hot issue in the development of compulsory education in China.To achieve sustainable development goals,UNICEF have issued documents such as the Convention on the Rights of the Child and the Child-Friendly Cities and Communities to guarantee children’s rights to urban space.Documents issued by international organisations have effectively influenced the actions of nation states,and France is actively building child-friendly outside school learning space to provide a good spatial guarantee for children’s growth and development.Based on this,This paper focuses on the production mechanisms of outside school learning space in France child-friendly city.Through the use of the production theory of the Lefebvre’s space,using methods such as text analysis,case studies,netnography,the paper study the planning strategies,activity characteristics and components of French outside school learning space,and to analyse the production mechanisms of outside school learning space.Based on a textual system for exploring the construction of child-friendly cities in France,this study presents a multi-case analysis of le Maquis d’Emerveille in Paris,Musee des Beaux-Arts de Lyon and la cite des jeux in Limoges,leading to the following main findings:(1)the main producer of outside school learning space include two models:government-led and association-led.When the main producer is the government,its space creation standards imply national ideology,and its promotion and dissemination have an official effect;when the main producer is an association,the relevant organisations build a cooperative network in an informal form.The two modes of space production under the different producers are not completely separated.(2)representations of space,spatial practice and representational space are the main components of the production process of outside school learning space.The representations of space is the core concept of the production of learning space,with ecological nature,openness and diversity,multi-function,digital narrative and mobility as the main production logic;the spatial practice is an important practice in the production of learning space,and is also the logical starting point of space production,determining the type of space production,mainly including practical activities,cooperation and interaction;the representational space is the basic condition for the production of learning space,covering diverse spatial resources and figurative components.It is in this trinity of spatial dynamics that the production of learning space is realised.(3)the production characteristics of outside school learning space are reflected in the organic unity of naturalness(materiality),spirituality(ideology)and sociality(behaviour).Naturalness is expressed in the material presentation of space,which is mostly natural and sustainable;spirituality permeates all aspects of spatial planning and production,covering ecological nature,openness and diversity,fluidity,compounding and standardisation;and sociality is typical of the production of outside school learning space,where children contribute to the sustainable development of spatial production through social practices of interaction with others.This study focuses on the creation and production of outside school learning space for children.By exploring the production mechanisms of outside school learning space in France child-friendly city,we gain a better understanding of the meaning of"child-friendly",which is beneficial to providing methodological references for the development of outside school learning space in China,as well as improving the applicability and effectiveness of education for sustainable development in China.