Schools, public spaces and public networks constitute our field of action being the core elements of how children relate to their city.

Paraphrazing Aldo Van Eyck, in order for thw city to be a real city once again , it must be put

To paraphrase Aldo Van Eyck* for the city to be a real city once again it must be put at the service of children.

But children must also be put at the service of the city, we might add, since they alone are "endowed with such genuine understanding of the world as to allow them to identify the real problems and needs of people".

*Aldo Van Eyck

A city organized on children's needs and ideas is a city that meets everyone's needs. School being a threshold between private and public space is the starting point for the fulfilment of this goal.

As an interdisciplinary team we invent tools and methods through which children can expand their social action towards their community, neighbourhood and thus the city as a whole.

Urban public space is the par excellence place of coexistence and conciliation of the citizens and the place where a city develops its particular characteristics and evolves its identity.

Although Greece is historically linked with the birth of public space as an idea, its contraction and marginalization are today indicators of the overall low quality of city life. In our approach, we offer children the tools to understand and re-generate the public space of their city.

Urban space is a layering of networks. In Athens, an entirely car - occupied city, connecting the city elements that consider or are generated by children, can be a tool for the switchover towards a child friendly city.

We initially attempt to connect elements- places notionally by inventing tools in order to engage children in the process. The final aim is to implement connections in the city fabric, creating an expanding and thickening friendly network.