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Abstract Summary
Considerable researches have been undertaken on sense of place over the years. Researches on sense of place have been examined in relation to different categories of people such as older adults, migrants and refugees, ethnic groups and many of researches these have focused majorly on the adults, and relatively limited attention has been paid to children. This is because it is of the notion that sense of place is developed when a person resides in a place for many years. However, contrary to this, sense of place will be considered in relation to children. This will help determine whether and how children develop sense of place with their environs. This is due to the fact that children in a little way might also have relevance in the environment they belong, and their views about their place can be incorporated to achieve better planning of their environment. There abound literature on children, their development, wellbeing and attachment to people. However, there has been little consideration on children sense of place and their attachment to place. Majority of these researches on children’s sense of place have been carried out in different countries of the world such as New Mexico, U. S. A., South Korea among others, excluding Nigeria, most especially her traditional towns There is therefore the need of this research, because children in Nigeria, though naive, have tendencies of developing sense of place with the environment they reside in, as they grow. Their sense of place can also be significant in the development of their identity, security and sense of belonging. The study used data acquired from both primary and secondary sources. Primary data were obtained through field observation and questionnaire administration. Multistage sampling technique was employed in gathering the primary data. Firstly, the study area was divided into three zones (core, transition and suburban), based on existing groupings from literature. Due to the fact that the study focused on children, schools in these zones were the focus of obtaining data for the study. Therefore, in the second stage, a total of 88 Primary Schools (public and primary) were identified from the stated residential areas comprising 21, 47, and 20 respectively. 3, 4, and 2 areas were selected from the total number of the areas in the core, transition and suburban area respectively. Following this, ten students each were randomly selected from each school. Therefore, a total of 90 questionnaires were administered, from which 83 were recovered. Secondary data such as maps were obtained from relevant sources. In analysing the data obtained, appropriate descriptive and inferential statistical techniques were employed. It was established from the findings that children only had an average sense of place in the study area. However, the measurements of sense of place revealed that children in the core area had higher sense of place than those in the transition and suburban areas. It also revealed that place dependence contributed mostly to their sense of place in the study area. More so, the common factor that contributed majorly to their sense of place was safe neighbourhood, while the activities that contributed to their sense of place were playful indoor activities and most especially watching cartoons. The study concluded that the closer the children were to the city centre, the higher the sense of place. The study recommends in order to ensure that children’s sense of place in the area were strengthened, they should be taught the core values of the study area and their welfare and suggestions should be prioritized when making decisions concerning the study area.
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Lecturer I
Obafemi Awolowo University, Ile-Ife, Nigeria

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