The concept of the 15-minute city is a promising model to transform modern cities towards sustainability and resilience. However, the possibilities and accessibility to walking in the urban neighborhood depend on various factors. The average citizen could not be considered a reference to planning and making our cities. If cities are for all, different perspectives and opinions should be included, especially those who are less capable or have limited access to them. One of the under-considered groups for city-making is the children. This paper presents a pilot research project that aims to engage children in urban exploration to assess the level of walkability to identify opportunities for developing more inclusive urban scenarios and environments. Based on the literature review on proximity and walkability and the relation between children and city-making, a class of 21 students (11 y.o.) has been involved to observe and assess the neighborhood's walkability and imagine a preferred one collectively. From the research results, discussions and reflections emerged. Children have their ways of interpreting the different walkability assessment factors, which might be highly linked among them. The research results bring discussions and reflections on emphasizing human perspective and perception of the city's walkability assessment criteria. Besides, the engagement approach and tools for urban observation and investigation are tested as an effective way to activate relationship building among stakeholders, who could collaborate better to care for the city where citizens, especially the children, live in.

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