KIDEA 2019 by KidZania C.G.

K I D E A

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Childrenâ&#x20AC;&#x2122;s Concerns About the World

Introduction

Kidea 2019, developed by KidZania, focused on taking a deep look to understand which are the issues that concern children around the world by exploring the following topics: • •

Main global issues Issues perceived as closest to their context Adults’ role in global issues— according to children’s perspective Impact of those issues in their lives and impressions regarding adults’ actions to provide solutions

• •

Qualitative and quantitative exploration was conducted in 10 KidZania Metropolises in 6 different countries, including: India (Mumbai and Delhi), Indonesia (Jakarta), Malaysia (Kuala Lumpur), Mexico (2 in Mexico City, Guadalajara and Monterrey), Turkey (Istanbul) and United Arab Emirates (Dubai). The group distribution in gender and age brackets (7 to 9 and 10 to 12 years old) were maintained across the board.

The research methodology considered three main topic pillars derived from the most recurring concerns among children surveyed in several KidZania Metropolises all over the world: • • • •

Topic 1: Violence and Safety & Security < safety & security – kidnappings, bullying, domestic violence, wars > Topic 2: Environment < environmental issues, pollution, (endangered – vulnerable) animals > Topic 3: Wellbeing < disease, poverty, famine, parental death >

Children’s impressions about these topics are described below, along with interesting findings regarding the behavior and attitudes of children from Generation Z, and their perception about actions that can be taken to solve or diminish these issues.

As a child, which 3 of the following issues are you most worried about?

We were able to identify that attitudes differ depending on gender: girls worry more about Wellbeing, while boys are more concerned about Violence & Safety & security.

Children’s Concerns Over Today’s World

Content 1

What are some key facts we need to know in order to understand this generation?

What concerns children the most?

Where do Gen Z children get their information?

Wellbeing

Violence â&#x20AC;&#x201C; Safety & Security

Environment

Impact of childrenâ&#x20AC;&#x2122;s world concerns and their relationship to KidZania

What are some key facts we need to know in order to understand this generation?

First of all, we need to acknowledge that Gen Z is the first generation to fully experience access to information: •

They have lived mostly behind closed doors due to social conditions (violence, safety & security); and they are ‘victims’ of this context. They are a self-taught; a media-consumption experts’ digital generation. The range of media for children available is optional to them: while they do NOT reject these options, this is not the only entertainment choice they have. To them, the world is NOT divided by children and adults, since they have not experienced the “NO, BECAUSE YOU’RE A CHILD” argument as dramatically as previous generations did. Instead, the novel upbringing they received has given them access to many more explanations that have sparked a greater interest to learn and explore. They see the world with a more interesting view—unburdened by the filter of being seen “as children”: they are acquainted with global issues because they have had the right and ability to explore any topic, they are genuinely interested in.

•

It is important to remember the four fundamental characteristics identifying Gen Z worldwide: A) 1st 100% digital generation with an expanded < limitless > perspective of the

world B) Constant search for out-of-home experiences C) Deep sense of community D) Self-description as agents of change in current world issues These features define the terms in which they relate to the world:

POSSIBILITIES

LARGE SCALE

INFORMATION CAUSES

INCLUSION DO-ERS ONLINE

What are some key facts we need to know in order to understand this generation?

Embracing these characteristics provides Gen Z children a more ‘macro’ view and, while they do not say so openly, they are aware of the different scales or dimensions impacting their everyday lives. Because of their lifelong exposure to a globality culture, they now see this as a given. Contrary to earlier generations–where lack of access strengthened local and particular views–children today have adopted the idea of a globally shared culture (‘global mainstream monoculture’), as a result of digitalization and the multiple-communication platforms to which they have access. They are a generation empowered by knowledge. This means that, around the world, children largely share tastes, but also worries and concerns, beyond the region where they reside. 9

What concerns children the most?

Regardless of their age or the region they live in, children share a view of the main issues the world is facing and agree with the topics explored throughout this research.

As a child, which 3 of the following issues are you most worried about?

The 3 main concerns expressed by children visiting KidZania worldwide are: 1) Bullying (35%); 2) Pollution; (34%); and 3) Kidnappings (31%).

What concerns children the most?

It is clear that the situation and environment of each country or region impact the concerns children express.

What concerns children the most?

Another criterion that noticeably determines childrenâ&#x20AC;&#x2122;s concerns is their life stage. This phenomenon occurs because kids understand that, beside their closest context, issues like safety & security, the environment or poverty also have global implications. This becomes evident as they grow older.

Children today do not isolate the problems they perceive. On the contrary, they are very much aware that the cause and consequences of these issues are intertwined between a local and a global perspective.

What concerns children the most?

Who do you believe is responsible for these issues?

About half of the children surveyed assume that the current state of the world is everyoneâ&#x20AC;&#x2122;s responsibility, while only 35% pointed to adults as the solecausal agents.

Also, the perception of responsibility shifts with childrenâ&#x20AC;&#x2122;s ages: while children aged 6-to-9 tend to point to adults, kids between 10 and 12 years-old say everyone is part of the current situation.

What concerns children the most?

How often do you talk about these issues with your parents, friends, teachers or other adults? Children barely talk about these topics with their parents and/or other family members. 89% said they discuss these issues with their relatives very occasionally or eventually, which ‘forces’ them to look for other information sources. Among these, digital alternatives are preponderant. How do you find out about what is going on in the world?

Excessive exposure to information on multiple platforms provides children more access to everything that is happening in the world today and, more importantly, brings them closer to any event virtually in real time.

The hyper-textuality they experience on a daily basis helps them understand that all of these topics are connected. Internet consumption, especially in YouTube or Facebook, is part of their daily habits and often happens without their parents’ ‘consent’ or supervision, which is often the result of their parents’ absence or reduced communication with their children.

Given the frequency and scale of access, children today have a better ability to understand the world; giving them a more ‘holistic’ way of thinking: • •

It is useful to understand that all of these topics are connected They do not need any media to look for information on violence and safety & security, as they experience these in their everyday lives

Beyond the obvious, it was confirmed that the main sources of information among children visiting KidZania are TV shows (23%) and the internet (23%).

Where do Gen Z children get their information?

Given this scenario, Gen Z would appear to be experiencing a ‘re-shaped’ childhood. Even though they have more tools to explore their tastes and interests, they are also exposed to more ‘adult’ situations that influence their behavior and understanding of the world.

By being a generation with greater clarity about their present situation, they usually have a broader, more open ‘social agenda’ in contrast with earlier generations. Actually, they experience their everyday lives with exacerbated dynamics:

On the one hand, this is a generation that preserves the natural < physiological and psychological > conditions of ‘being a child’, while maintaining values specific to children: fun, enjoyment or learning.

• They know more… • They understand more… • They accept more… • They question more… • They are more aware… • They get more involved… • They feel more…

However, the social implications of the reality they face draw them even closer to the adult world: they start seeing the world from a “less childlike” perspective than earlier generations at an earlier age.

How calm or worried do you feel about the current situation of the world?

Globally, the world looks somewhat dark to children, as 46% of our respondents admitted feeling “very worried” about the current situation. Being India, the country where children were most distressed about the present world status.

Where do Gen Z children get their information?

A more detailed look into the distribution of these concerns among the different regions reveals that India and Mexico are the countries where children most intensely display this phenomenon. Additionally, in both cases, more females acknowledged this feeling. Accordingly, the most pessimistic children and those who think it is â&#x20AC;&#x2DC;too lateâ&#x20AC;&#x2122; are also those who face the current situation with more nervousness and anxiety.

Do you think these world issues can be fixed? Nonetheless, it is also worth mentioning that kids are optimist about being able to revert the situation world. 3 out of 4 children (76%) believe there still is time to address this crisis and solve it. It is worth mentioning that half of them perceive that critical actions should be taken before perceived damage is irreversible. Females tended to have a more encouraging position regarding the future, as they reported a more positive attitude towards the viability of reverting the current situation.

Where do Gen Z children get their information?

Interaction with CongreZZ Kids allowed us to confirm that this is a generation with a very high level of ‘maturity’. In a way, we could say they are:

“I feel really scared over what’s happening to people now... And sometimes you don’t know what’ll happen to us, either. So, we’d better raise more awareness” – Malaysia, 9 years old

“How I experience it” Children live and experience these situations in or very close their closest context

“Bullying in school is not cool because they make you feel bad, there are children who feel superior and do not know the damage they can cause”

• More awake • More sensitive • More empathetic • More interested in facing issues Given the above, Gen Z is quite capable of holding more agile, more robust, better argued conversations with their peers, and even with adults. While this is not how they verbalized it, children perceive the scope of their reality is based on three scale levels:

“How I know it” Kids are familiar with this because they are in form of contact with them

“Pollution affects us all, our organs, like me who have asthma and the smoke from cars hurts me a lot”

“How I understand it” They have more knowledge of what happening due to the visibility and interest generated by these topics

“Animals are going extinct because the seas are filling with plastic and that is why turtles and whales are dying”

Where do Gen Z children get their information?

How do children describe this notion? Despite the fact that they perceive the world as closer entity, it is also true that they are more aware of situations that may not have an impact on them.

The perception of closeness does not mean they are more empathetic to certain issues. Childrenâ&#x20AC;&#x2122;s interest in certain topics is not exclusive to their more immediate or distant contexts. Instead, it is related to how passionate they are about a certain subject. With this in mind, we can associate childrenâ&#x20AC;&#x2122;s concerns to the different contexts of their everyday lives:

Where do Gen Z children get their information?

Then, these are, reflected in three key concerns that are naturally intertwined in childrenâ&#x20AC;&#x2122;s experience.

How do children explain this connection?

Testimonies gathered from children across the world also allow us to identify that childrenâ&#x20AC;&#x2122;s concerns have clearly differentiated geopolitical implications.

Where do Gen Z children get their information?

Which 3 of the following issues are you most worried about as a child?

For example, children in Asia focused more on health-related issues that are caused by water or air pollution, a phenomenon consistently mentioned in both, India and Malaysia. Instead, children in Turkey highlighted genuine fear concerning the political tension in their region because, while they know their country is not currently at war, they acknowledge that several countries in the region are in critical situations. In fact, Turkish children perceive that some countries have always been in permanent conflict.

Wellbeing

Discussing wellbeing is easy for children because they see this as a given in their stage in life. This is why, spontaneous associations relate to academic learning: • • • •

“It means living and being well, when you’re comfy and easy, you got what you need” – Mexico, 11 years old

Health Education Nutrition Children’s rights < identity, protection, education, family >

“It’s about health and being always happy” – Malaysia, 9 years old

Examples children associate to the topic include: • • • •

Family time Being loved, understood, having freedom to connect and express themselves Helping and taking care of their community Time to relax and for recreation (books, music, art, sports…)

They understand wellbeing arises from and depends on family (as part of their most intimate sphere), in a natural and accessible way. Raising the possibility of their family being absent makes them afraid because they translate this into: • • • • • 22

Loneliness Sadness Hunger Concern Frustration at the government

Wellbeing

How do children express their idea of the concept of wellbeing?

HAVE A HOME

FAMILY

EDUCATION

EAT FRIENDS

FREEDOM OF SPEECH

WATCH TV DRESS

HYGIENE

They do so grounded on a basic notion of ‘health’ as the main pillar of their understanding: children’s basic needs are expressed through more ‘tangible’ things that are closer to their circumstances and are usually provided by their parents because “that’s their responsibility”. When digging deeper, children mention more powerful personal-emotional implications. No matter their age, they are able to abstract other intangible qualities that are also expressions of wellbeing. In overall, children mention gratifying situations or actions that enable them to connect to other people or themselves.

What makes me happy? PROTECTION

COMFORT

SAFETY PLAY

FUN REST

AFFECTION

Wellbeing

Tangible +Circumstancial

Intangible +Emotional

On the other hand, many respondents quoted the challenges they face in school and their way of facing those as one of the main threats to their wellbeing; including confrontations with other children, especially among children between 10 and 12 years old. Most respondents can list the type of insecurities they face as children: depression, misunderstandings, sadness, anger, loneliness, being forgotten, comparison, fear of war and terror, and mistrust.

“Whenever I’m with my family, playing with my friends, singing, dancing, playing instruments, treating people well, helping people, taking care of my cat…” – Turkey, 10 years old

Wellbeing

Nonetheless, they understand that fulfilling this ideal (accessing wellbeing) requires them to overcome different types of obstacles, according to their life stage: • Overpopulation • Unemployment—fewer opportunities to work • Crimes in public spaces due to individual’s poor mental health • Racism and discrimination • Homework, extracurricular activities, and tests • Feeling judged or being bullied • Health issues

In the case of Mexico, wellbeing is not of the main concerns for children: • • • •

Mexican children feel these issues are more connected to adults From their perception, wellbeing is a given for children They feel this is NOT an issue for children in Mexico This issue is perceived as a more delicate situation on a macro or global stage— people in other countries are actually having a bad time

However, when digging deeper, children show their awareness of factors threatening their wellbeing and discover that these actually affect them. But as these factors have–in their own statements–no direct impact on them, children fail to grasp their implications.

“They tell me I got to donate food to help the poor... There are also many videos of poor children having to walk many miles to get to school” – Mexico, 9 years old

“In school, they show us videos of children who suffer in war because they’re not with their families” – Mexico, 12 years old

Wellbeing

The messages to which the children are exposed raise in them the notion of a global alert. From their point of view, the future of wellbeing looks unflattering, which causes some division in terms of opinions and positions.

(+) Positive

(+) Negative

Some belive that it will be worse because of the problems that are exarcebarting day by day “It is seen that it es worse because the adults are not interested and the children will hace to solve everything.”

Others expect that it will be better because they are becoming aware of how to improve “I think that in the future kids will be freer, they can go to thepark without fear.” “If we take care of the planets, if we don’t waste watereverything will be better.”

Would you say that children you know live well, happy, in peace?

This is related with children’s main concern, bullying. It seems like bullying has had a bigger impact on males. We discussed this subject as part of Wellbeing because, even at their early age, Gen Z children are fully aware of the importance of these intangible values. They have managed to assimilate the fact that these practices create emotional harm, and therefore, classify them as an element of Wellbeing.

A deeper look into world issues from children’s perspective

50% of children interviewed worldwide mentioned that “only some” children are happy. Furthermore, 1 out of 10 kids stated that children are NOT happy at all.

Wellbeing

Where do you think bullying occurs the most?

In overall, 46% of all respondents quoted school as the space where they most often experience bullying; specially this is a very sensitive topic for kids aged 10-to12. Moreover, 23% of male children 13 y.o. and older, identified the Internet as a space where cyber-bullying is a latent threat.

“We are in gym class and I want them to throw me the ball, and they won’t because I’m a girl” – Mexico, 8 years old

Even though this generation has a more inclusive attitude towards gender issues, the study showed numerous examples of discriminatory behavior, especially against girls, as an intrinsic part of the bullying phenomenon.

“I want to play with my sisters and they say, ‘No, go away, you’re too little” – Indonesia, 7 years old

While 58% of children worldwide defend equality, this is a controversial and polarizing subject in India, as 78% of respondents mentioned that either gender is favored at the expense of the other.

Wellbeing

Speaking in general, do you think girls and boys have the same opportunities?

However, children realize they “live in bubbles” created by their parents where topics they deem too hard for kids are not discussed. This means that, while children have access through electronic media and have settings (school, friends) where those topics (hunger, extreme poverty) are actually discussed, the same topics are less frequent in the intimate sphere, which causes many children to be less sensitive to some issues or their implications.

“Because if we all do something about it, we can solve these issues... We need to find a solution to these things because bad things happen to children; if we don’t solve these, they’ll keep growing” – India, 12 years old

A revealing finding, however, is that many children provide emotional support and are more mindful of their friends’ wellbeing. India is the country with the most mindful children, where 85% of respondents say they conduct meditations at home or school to counter negativity. This is also the country where children try to be more present for their friends (39%).

Actions most frequently taken by children include gathering clothes, food, or raising funds (mostly in Mexico) or changes in their habits related to the environment: no polluting, recycling, no littering– amplified to a global scale. It was confirmed that this a generation, which embraces an active role as agents of change that can face this issue. While this is more discourse–for the time being–children do try to take actions to generate an impact in terms of promoting wellbeing in their different spheres, but especially in their intimate and close contexts. For example: • Saving money or giving clothes, food, or raising funds for the poor • Paying more attention to their friends and making sure they are doing OK • Protecting their pets • Not polluting, recycling, not littering 29

Wellbeing

Which of the following activities to help other children are done at your home or school?

“At some point, families are too poor and their children feel like they have to work and don’t get an education, and they start doing that and that’s why they feel so scared and down; that’s why they really want to talk” – Turkey, 11 years old”

“Children without parents, even at a boarding school, or if they are poor, should have a family... A child needs it to be there when they’re upset, when they’re bored, to be friends” – Indonesia, 10 years old

A deeper look into world issues from childrenâ&#x20AC;&#x2122;s perspective

Violence – Safety & security

Discussing insecurity is a challenge for kids. Despite how ‘familiar’ they might be with this subject; it makes them feel afraid and bewildered. Rather than doing something, they prefer avoiding those subjects and paying little attention to them. They know this is a continuous situation that may strike at any time. Children have accepted this as part of their everyday lives and hope nothing will happen to them. This is the issue they least discuss because they see it as a more latent and imminent risk. Even if they do not openly say so, this issue causes tension because, as children, they feel exposed and vulnerable, which causes certain feeling of helplessness: • there is little they can do to avoid this • there is little they can do to prevent it < should it happen >

What do safety & security and violence mean to CongreZZ Kids?

“I’m sorry! I want to do something, but I can’t, because I’m a child now. If I were older, I could teach children something” – India, 11 years old

Violence – Safety & security

Discussing these topics causes tension in kids because they would rather not think about them. In fact, many children say they avoid these subjects at home because of their emotional impact.

How do children express their concern about issues of security and violence? 7-9 years

“From now on, if people don’t do something, this whole thing will keep growing… War can happen in Turkey, too, if things keep going on” – Turkey, 8 years old

10-12 years

Violence – Safety & security

With whom do CongreZZ kids talk about safety & security and violence? Unlike subjects like wellbeing / poverty –which they do approach away from home– they seek for answers from trust-worthy adults. For example, their teachers give them recommendations or talk about their experiences mistrusting strangers. With their parents, children discuss security measures to prevent kidnapping: • Do not talk with strangers • Always keep an eye on strangers • Defend yourself if someone hits you Children clearly understand this as an everpresent issue evident in the different dimensions through which they perceive the world. This is how they classify it:

CongreZZ Kids have close references when talking about these issues because they are exposed to them in their everyday lives; making this topic one of their main concerns. Depending on the level of concern triggered by these issues–intimate, close, or distant–children look for answers in different places. The closer the problems are, the more they rely on their parents as references to address these topics. 34

Violence – Safety & security

How do you find out about the things happening in the world? / How often do you talk about these subjects with your parents, friends, teachers or other adults?

“Maybe the child who was bullied feels scared about telling his teachers and parents... Bullying makes you feel very stressed, angrier in your head, which can affect people” – India, 11 years old

Regardless of the region, children identify bullying as the closest form of violence they face.

“It happens less at school, but there’s still bullying, fights— especially because of discrimination against kids” – Malaysia, 10 years old

Bullying is also perceived as an expression of violence within their intimate and close contexts because they have witnessed physical manifestations of violence and aggression, even though there are fully aware of the emotional implications of such behavior.

Violence – Safety & security

Older children perceive a more complex situation in the world; children 10 and older are more familiar with stress and unsafety & insecurity resulting in depression. This is the result of social dynamics children pick up at their school environments, but especially through their digital interactions. Besides traditional bullying, cyberbullying is an increasingly frequent form of violence because it turns physical aggression into psychological harassment–threats, mockery, extortion–that is very hard for children to tell their parents about. Lack of values and poor family communication only make the issue worse.

“On Facebook, you also get to see people bullied and attacked and I don’t like those things happening” – Mexico, 12 years old

As a child, which 3 of the following issues worries you the most?

However, children do manage to detach themselves from the issue and take the conversation on violence and unsafety & insecurity to a larger scale. For example, in Mexico, Indonesia or India, countries where kidnapping happen in a regular basis, children see it as a close and regional issue; war, instead, is perceived as something foreign and distant, unlike the Middle East. In these regions, children talk about topics perceived as closer with their parents. The more distant issues are perceived, the less these appear in family discussions.

Violence – Safety & security

In Mexico, children said that kidnappings (55%), domestic violence (59%), and wars (43%) were their three main concerns. As acknowledged by children, war is the topic with the most severe impact and its implications generate empathy among kids. For example, even though children know Mexico is not a country at war, they are genuinely worried about what other children in the world are suffering as a consequence of this problem, which they assume is global.

“I can’t even imagine how kids in Venezuela are doing right now while they’re in a crisis” – Mexico, 10 years old

“I haven’t had this at home, but you can get a robbery, fire or kidnapping anywhere... On the news, you hear all the time that someone got killed or kidnapped” – Mexico, 7 years old

“In Korea they got missiles... I’m sure kids there are scared a war might occur” – Indonesia, 11 years old

Violence – Safety & security

The country where children worry most about war is Turkey, a country that is undergoing a severe social and violence crisis that children identify and highlight as their most obvious concern. However, they also think this is something happening around the world.

We learned that, this being a very sensitive topic, children preferred not to dwell on the issue, which taught us it is best not to put them under that kind of pressure.

“There’s a girl from Syria in our class; she came in back in 3rd grade... I helped her several times when she didn’t know any Turkish; it’s sad! I don’t think they’re happy... They have very few things to be happy; for instance, they can’t do anything... Her dad is trying to work at constructions, but he has had a hard time finding a job” – Turkey, 11 years old

“I worry about the civil war because everyone is shooting each other, and even if they’re hurt, they fight... Children are dying and that bothers me” – Turkey, 11 years old

Also, Turkish children know more about the global-war tensions associated to different players in the adult world–e.g. ISIS, terrorism, Palestine, Israel, Syria, North Korea or Saudi Arabia–and they think governments should play a key role in solving these problems. On the other hand, the social-conflict migration is a special phenomenon in Turkey. Given the war-related issues in the region, children spend time with people from other countries who have been forced to leave their homes behind. The most distressing thing for children is realizing that solving these issues is not simple because their causes are cultural. For example, they think physical violence is a pattern—those who produce it teach it to their children. When talking about safety and security, from a more emotional viewpoint, children mention lack of values taught from parents to their children, including awareness of empathy. They also perceive a lack of willingness from politicians to solve differences between governments.

Violence – Safety & security

Around the world, children expressed their disappointment at adults for the lack of actions taken so far to tackle this issue. They emphasized on how adults haven’t done enough, from their perspective, to reduce bullying and physical aggression in its different expressions.

“I think us kids get the most scared about something like that happening because that’d be really sad” – Mexico, 8 years old

What would you ask the adults of the world to do so children do not feel like this anymore?

Likewise, they would expect emotional support to help improve people’s education and quality of life. For example, how to build a deeper sense of community, through campaigns highlighting values like respect for all people, greater empathy, and greater closeness.

Environment

How do children explain what the environment is? For children, the environment is a fascinating subject because it connects their generation’s most important and relevant values. They all agree this is a global issue that raises genuine concerns for them.

“Environmental problems are everyone’s problem! We’re damaging nature, vegetation is almost gone, buildings have been built almost everywhere... This is something that impacts everyone and humanity will eventually go extinct” – Malaysia, 9 years old

Every around us

Every living thing

Natural resources

Animals

Spaces and ecosystems

Plants

Environment Planet itself

Environment

This is not something children share with their parents; they do not discuss this and, in general, perceived adults as worn-out about this subject. They understand that the cause of this problem is cultural and social, the result of a selfish mentality that has caused the world’s current state: illegal logging, illegal hunting, etc.

This situation creates a notion of urgency from the viewpoint of children. Whatever city they live in, children understand they will be the ones to suffer the most serious consequence of actions not taken so far and the environmental impact created by the modern lifestyle: • Overexploitation of resources < water > • Dependence on plastic • People’s lack of awareness • Fuel use – pollution

“The environment is the first condition for a beautiful life... You shouldn’t hurt the environment to live beautifully; a clean life” – Malaysia, 9 years old

Environment

Which of the following environmental issues are you most worried about? When discussing the environment, children are more sensitive to more distant situations: the level of involvement expressed toward ‘macro’ issues is sometimes bigger compared to apparently closer issues. In other words, the distances between intimate, close, and distant get closer—and, in some aspects- almost blurred.

“What a beautiful place the world used to be. And then we have six continents, but we actually don’t have six continents but seven: trash and bags. A trash continent in the middle of the ocean. I looked this up from the book! There was space trash; trash thrown out into space. Astronauts threw it! Astronauts today go to the Moon, to Mars, etc.” – India, 11 years old

But a paradox still subsists, children accept that there are global consequences, but they do not necessarily perceive the causes behind the problem. They know this is a worldwide issue, but they think the countries with the most environmental problems are neglecting it—e.g. China, Japan, Africa, Dubai, Arabia, and Egypt, in Turkish children’s eyes.

Environment

Which concerns you the most? ...have you experienced personally? Actually, we identified that children’s most pressing concerns are not necessarily related to phenomena they have experienced first-hand; in many cases, these are shared global concerns.

To children around the world, the environment is very important because it is a way to get away from urban life. They address this subject using a highly emotional discourse. In fact, they think elder adults are most vulnerable to these issues, which exacerbates the emotional impact.

“I believe it was China or Japan, and the weather in one of them is really bad... It’s so bad, that people coming to Turkey from China wear masks, and many foreigners wear masks on Istanbul streets” – Turkey, 11 years old

Environment

“The environment makes me happy; it brings me joy; the environment does… For instance, the forest areas—when I get to nature, I feel like I’m receiving oxygen and it smells really nice... Nature, animals, flowers, butterflies, insects—I love them and they make me happy” – India, 9 years old

Consequently, this is an issue children are especially sensitive to, and ‘experts’ on. They have developed a particular expertise by taking advantage of the information alternatives within their reach. They are highly conscious of people’s environmental impact on the planet and have a very clear picture of the spectrum of noxious actions taking place today. Also, they feel a natural ‘predilection’ towards causes entailing animal assistance, since this is a very direct and accessible way to become witnesses, even leading agents of the impact of actions taken; adopting and taking care of dogs is one example.

“What worries me the most is, turtles and whales are dying because of the plastic we throw away” – Mexico, 7 years old

Children talk a lot about the extinction of animal species and understand its future impact: a generation that will not know those animals. This is why, they show an actual commitment to that cause. It is worth mentioning that this is a position with a profound emotional bias, so their expressions about the subject are highly empathetic, but not always translate into concrete actions on the issue.

“The saddest thing is seeing the videos of polar bears starved to death because of climate change” – Mexico, 9 years old

Therefore, from children’s perspective, the animal issue is the central subject of environmental problems. Children’s “social” relationship to animals–always–occurs out of a sense of protection and empathy, despite having very distant references.

Environment

“Because we’re polluting it, it’s going to hurt us; it’s going to happen to us and to animals... Animals don’t cause damage, but they’ll have to suffer this terrible pain” – India, 8 years old

Despite having a less passion-driven discourse than macro-environmental causes, children get actively involved in their nearby contexts because this is a way to do something by themselves and impact their nearby settings.

“I really get upset when people litter and pollute; that’s why I scold my parents or friends when they do it” – Mexico, 10 years old

“It makes me sad and also very worried to see so many dogs out on the street because I don’t know what to do to help them” – Mexico, 11 years old

To them, it is very important to be able to grasp these circumstances through clear references. In the case of Mexico, kids focused on the use of straws as a way to demonstrate the impact of plastic waste. A large, complex issue like plastic waster was reduced to a specific item on which they could focus all their efforts to help. In the case of Turkey, the most mentioned example has to do with the impact of industrial water pollution. 45

Environment

“Like, I saw it on the news yesterday. The streams have been contaminated by factory waste. All the fish are dead and everything. We won’t be able to eat fish in that lake. Animals are very harmed.” – Turkey, 12 years old

Which of the following environmental issues have you experienced personally in your town or during some trip? “They make buildings everywhere, so there’s dust everywhere... One time we went to Bursa and we couldn’t see the front of the bridge due to the smoke coming out of the factories’ chimney” – Turkey, 12 years old

Turkish children are also deeply aware of poorair quality as an issue they face on a daily basis, but trash is one of the clearest testimonies to the problem because they see it every day in their communities, with their own eyes. Also, illegal fishing is a relevant topic because people who do it do not respect bans and have polluted the Sea of Marmara, which is why “they can’t swim there anymore”.

Children in Malaysia have noticed that energy centrals cause a lot of pollution. They stress the polluting effects of industries: air pollution has impacted them directly, causing disease, as stated every day on the media they interact with. 46

“Environment is bad today, it impacts our world especially the rural area like Orang Asli in Perak, they got infected because they don’t know the water is dangerous because of the toxic waste tossed into the river” – Malaysia, 12 years old

Environment

Which of the following environmental issues have you experienced personally in your town or during some trip? / Have you taken any action to take care of the environment at home, at school or elsewhere?

“I’m sad. People throw out cigarettes they smoke without putting them out. It’s hurting them and it’s hurting the environment. To animals and plants.” – Turkey, 12 years old

In fact, we validated that most children have an active role in one of these situations, both in their most intimate spaces (home and family) and in their close spaces (school and community). Environmental pollution is the issue with the most information and evidence, and they assume that solving this is the responsibility of a global movement and paradigm change in their generation: people must take action to contain and revert environmental issues. In the case of Turkey, the CongreZZ Kids let us know that they are taking actions to take care of water, especially avoiding its waste, but they are also undertaking everyday remedial tasks. They also have taken actions regarding littering, especially cigarette butts. 47

Impact of children’s world concerns and their relationship to KidZania

In general, children perceive that KidZania’s attitude resonates very closely to children’s current concerns. They see KidZania as an oasis where the problems of the world are diluted and not experienced directly. This is the way they isolate themselves from these issues. However, in a general assessment, the CongreZZ Kids were empathetic in stating that it is essential for them to find elements to feel excited about in order to connect with them on social issues, considering how important KidZania is to them. This is why their view on KidZania is very critical when discussing these issues and the actions taken so far at the different centers.

CongreZZ Kids’ complaint is not that KidZania is not doing this, but that it is not making it visible. They feel like they are submersed in a maelstrom of information related to these issues based on their interests and needs, so they fail to see KidZania’s involvement with the causes: • The children cannot see themselves that well reflected in and identified with KidZania’s attitude • They fail to see from KidZania as clear a position as they have on these issues • They do not feel KidZania is representing the values it should nowadays • They would expect clearer messages that KidZania is in tune with them

Impact of children’s world concerns and their relationship to KidZania

Do you think KidZania cares about children’s wellbeing?

Some of the CongreZZ Kids’ ideas were: support campaigns to raise awareness and attention to depression issues; awareness and empathy campaigns are children’s proposal to create a better relationship between people and KidZania.

The most forceful expression of this perception is found in children from India and Indonesia, where around 25% of respondents said KidZania could engage in more actions to promote a wellbeing attitude and culture.

Impact of children’s world concerns and their relationship to KidZania

However, the surveys done with visitors showed that the overall perception is positive. Children worldwide think they KidZania could conduct different actions to consolidate its role as a space transcending entertainment for them and take on a role with more decisive social impact.

The survey showed that, worldwide, one of children’s main requests of KidZania revolves around bullying. In Mexico and Indonesia, this was the most frequent request. The same results indicated attention to handicapped children as the second choice. “They can start a charity campaign. For example, as we give money every time we go in, they can earmark a small amount and distribute that to the poor countries” – Indonesia, 7 years old

“They could try to make the world a better place, so they’re trying to teach children how to do something better and get more knowledge” – Turkey, 9 years old

What things could KidZania do better to take care of children’s wellbeing? • • • • • •

Impact of children’s world concerns and their relationship to KidZania

Do you think KidZania is doing enough to take care of the environment? India

Indonesia

Malaysia

Teaching not to bully Having ramps for differently-abled children Being more inclusive—not discriminating Doing more activities to bring children in Having menus and activities in Braille script Doing new things because KidZania has gotten very boring Other Teaching not to bully Having ramps for differently-abled children Being more inclusive—not discriminating Doing more activities to bring children in Having menus and activities in Braille script Doing new things because KidZania has gotten very boring Other

Mexico

Across the countries, one of the central issues was ecology and actions expected of KidZania. Despite the efforts being made in different places to incentivize recycling of paper, glass or aluminum, children do not see this spirit reflected as intensely in KidZania.

India

We identified that the overall perception is very homogeneous among children in the different countries in thinking that KidZania could do something else to send a clearer message of environmental care. However, 1 in every 4 children in India think the actions taken so far in this regard are insufficient.

Yes

Indonesia

Yes

Malaysia

Yes

Mexico

Yes

“Educating our current generation would be a great way to help” – Indonesia, 12 years old

This is explained by the red bars in the chart, reflecting children’s responses per center. The orange stripe inside the red bars indicate how much each country’s responses are part of the international total.

Impact of childrenâ&#x20AC;&#x2122;s world concerns and their relationship to KidZania

What else could KidZania do to help? Children have very clear expectations of what KidZania could do, specifically on environmental issues, where they have very clear proposals of how they expect KidZania to act in the near future: Males

Using fewer plastics Having more plants Recycling and reusing more Teaching children to sow Using more solar energy Setting up more recycling areas

Females

Using fewer plastics Having more plants Recycling and reusing more Teaching children to sow Using more solar energy Setting up more recycling areas

This report would not have been possible without the invaluable support of various people, whom we acknowledge in this section.

KidZania CongreZZ: KidZania Cuicuilco CongreZZ Kids KidZania Delhi CongreZZ Kids KidZania Dubai CongreZZ Kids KidZania Guadalajara CongreZZ Kids KidZania Istanbul CongreZZ Kids KidZania Jakarta CongreZZ Kids KidZania Kuala Lumpur CongreZZ Kids KidZania Manila CongreZZ Kids KidZania Monterrey CongreZZ Kids KidZania Mumbai CongreZZ Kids KidZania Santa fe CongreZZ Kids

Authors José Antonio Turueño Juan José Cue Diego Mejía Researchers Juan José Cue Sandra Montes de Oca Lucero López Editors Carla Alcaraz All the information contained in this document and all intellectual property rights are the exclusive property of KidZania, S.A. de C.V.; protected by intellectual property law, in Mexico and worldwide. Any unauthorized redistribution or reproduction of part or all of the contents in any form is prohibited. KidZania, S.A.P.I. de C.V. All rights reserved. Mexico City, 2020.