2026 Volume 14 Issue 1 Pages 246-266
This study examines how children in a scavenger village in East Jakarta engage in social learning within informal spaces due to limited access to formal play areas. Grounded in Bandura’s Social Learning Theory and Unwin’s elements of space, the research involves 13 children (ages 5–15) and two mentors at Saung ERBE, using qualitative methods including passive observation and interviews. Findings reveal 27 types of social learning activities across three informal spaces—Saung ERBE, a public cemetery, and a field—categorized into five groups: TPA classes, big events, adaptive, creative, and explorative activities. These are shaped by internal, external, and combined motivations, with children creatively utilizing both real and perceived affordances. Despite discomfort with some spaces, especially the cemetery, children show ambivalent attachments driven by spatial necessity. The study highlights a critical issue of spatial justice, as unequal access to safe, inclusive environments limits developmental opportunities for marginalized children. It calls for responsive urban planning to ensure equitable, child-friendly spaces that support holistic growth through social learning.
