This study aimed to explore how children construct and assign meaning to the ''self'' within two urban communities of
Cape Town in South Africa. Using a child participation methodological framework data were collected using Photovoice
and community maps with 54 participants between the ages of 9 and 12. Feelings of safety, social connectedness, and
children's spaces were found to be central to the ways in which the participants constructed and assigned meaning to the
''self.'' The study provides implications for intervention programmes aimed at improving children's well-being to be
inclusive of activities aimed at improving children's self-concept, including the construction of safe spaces for children to
play, learn, and form meaningful relationships.