Here, children develop an awareness of the good and bad aspects of their environment. In the residential community, they can be helped to learn democratic processes through participating in collective efforts to improve their environment. To answer these questions, much of Lynch's original methodology is being reapplied. Measures include inventories of environmental resources and risks, observations of children's behavior in streets, public places, and undeveloped waste places. Parents' an d children's reports indicate range of movement and activities within the local community and the surrounding city.
Time budgets document typical weekday and weekend activities.
Children are making lists of community people they know, identifying places o f attraction and avoidance, describing their degree of boredom or engagement, and drawing images of their neighbourhoods. Children, parents, and city officials are evaluating past and future urban changes and their effects on children's lives. Difference s between girls' and boys' experiences are being evaluated. Photography by children is an added activity. All of this information is being used to help frame the content and direction of the community action programme.