As an outcome of psychophysical differences and power differences, children often appropriate spaces and landscapes differently than adults. The spaces in question go beyond the classic focus on the immediate environment, extending to media-conveyed, hybrid, and digital forms. Children are already competent representatives of their heterogeneous interests and needs across their group in their appropriation of space. However, children’s participation in the design of spaces and landscapes is a ratified children’s right, yet often remains a desideratum.