Facing challenges of climate change, children’s mobility is an important issue to understand brakes and levers of the change of travel behavior inside the family. For the past 30 years, a decline in children’s independent and active travels has been observed and explained by many factors (spatial, social, psychological). Among them, we can advance the role of parents’ educational culture. Indeed, children’s mobility can be also explained by the parenting habits, beliefs and attitudes but also by their parents' travel patterns (observing from the “explorer” vs “returner” model describing individual mobility) that can complement the notion of educational culture. Thus, this paper aims to understand the change of children’s travel behaviors by showing 1/ how children's daily travel behaviors evolve during the transition from primary to secondary school; 2/ children's mobility profiles for each school level; 3/ how these children's mobility profiles are part of educational cultures related to mobility. Data collection was carried out using an integrated device (MK MOBIBACK) mixing GPS data loggers (tracking over five days) and a complementary survey on tablets. This allowed to enrich GPS data (mainly places and trips), and questioning children’s socialization, autonomy, free-times and family attitudes about their child’s independence. Among all families (n=86) interviewed in Rennes (n= 42) and in a municipality of its urban periphery (n=44), we will focus on children and one of their parents surveyed in both the 5th (nchildren= 90) and 6th grades (nchildren = 59). By focusing on active travels profiles of children, the results of this study will show the changes in children’s mobility between the 5th and the 6th grade, and the role of their parents’ educative profile, which are based on child-parent interactions in the choices of mobility, daily travel patterns and the frequentation of places (scales, functional types, diversity) similarities.

Facing challenges of climate change, children’s mobility is an important issue to understand brakes and levers of the change of travel behavior inside the family. For the past 30 years, a decline in children’s independent and active travels has been observed and explained by many factors (spatial, social, psychological). Among them, we can advance the role of parents’ educational culture. Indeed, children’s mobility can be also explained by the parenting habits, beliefs and attitudes but also by their parents' travel patterns (observing from the “explorer” vs “returner” model describing individual mobility) that can complement the notion of educational culture. Thus, this paper aims to understand the change of children’s travel behaviors by showing 1/ how children's daily travel behaviors evolve during the transition from primary to secondary school; 2/ children's mobility profiles for each school level; 3/ how these children's mobility profiles are part of educational cultures related to mobility. Data collection was carried out using an integrated device (MK MOBIBACK) mixing GPS data loggers (tracking over five days) and a complementary survey on tablets. This allowed to enrich GPS data (mainly places and trips), and questioning children’s socialization, autonomy, free-times and family attitudes about their child’s independence. Among all families (n=86) interviewed in Rennes (n= 42) and in a municipality of its urban periphery (n=44), we will focus on children and one of their parents surveyed in both the 5th (nchildren= 90) and 6th grades (nchildren = 59). By focusing on active travels profiles of children, the results of this study will show the changes in children’s mobility between the 5th and the 6th grade, and the role of their parents’ educative profile, which are based on child-parent interactions in the choices of mobility, daily travel patterns and the frequentation of places (scales, functional types, diversity) similarities.