The MOBI'KIDS project aims to understand daily mobilities and activities of families in urban areas in a context of changes in urban lifestyles and within the consolidation of travel modes alternative developed within the "city demotorization” paradigm. More specifically the project concerns daily mobilities and spatial experiences of children in their step of independence learning. It contributes to identify the constraints and the shift levers of mobilities. Children mobilities are apprehended within their large environmental context, by taking into account the family context aiming to define a typology of “urban educative cultures” (UEC). Understood as a set of attitudes, values and daily spatial practices and experiences, UEC will be observed in a diversity of urban contexts in order: 1/ to show how they vary according to living contexts, families’ social situations and to urban lifestyles; 2/ to explain how they fluctuate and structure themselves from a spatiotemporal gradient defining between routines vs informal experiences. This objective will allow to explain the learning conditions of the city and to clarify the emergence of daily travels changes (including the alternatives to car mobility) and of use of the city by the children. The research field of the project will be focused on Rennes metropolis. It will aim at a first series of statistical analyses based on data of different surveys produced by the Local Organizing Authorities of Transport (Origin-Destination survey; Households / Travels surveys ) to release the main trends of children’s and their family mobilities according to the social and spatial dimensions. These first trends will allow to constitute the spatial and social sample. A sample of 140 families living in two urban contrasted sites (center versus urban periphery) of Rennes Metropolis will be surveyed in a first time. The methodology will be based on an original conceptual and technical protocol designed for the collection and analysis of multidimensional data: travels geo-localization, post-track recall interview and guided commented tours with individuals. A corpus describing the daily travel, its associated urban atmosphere, mobility and educational attitudes, will be constituted. The analysis of these quantitative and qualitative data will lead to three articulating readings: 1/ an informatics/geomatic reading will allow to release usual and unusual behavior (spatio-temporal pattern) from the recorded GPS tracks; 2/a semantic reading of data (post-track recall interview) will contribute to the analysis of lifestyles and characterization of the social and family contexts, habits, mobility and spaces preferences, environmental contexts of the travels and personal sense of the mobility; 3/a sensitive reading will lean on in-situ travel observation data collected with children to apprehend the material, sensory, practical and temporal contexts. This corpus of enriched tracks will contribute to define the profiles of CEU explaining learning conditions. Then, a monitoring-workshop supported by the local actor of Rennes Metropolis will be set up with a sub-sample of children interviewed in the first time (T1). This experiment based on changes of urban travel modes will consist in keeping up observations of children’s mobility over a more spread period to understand children’s mobility evolution and their spatial and social conditions and their spatial relations during a step of transition between the primary school and the middle school. This project conducted in an interdisciplinary approach is built on previous collaborations between stemming teams Social and Human Sciences and informatics and engineering sciences and two SME partners. It contributes to the development of hybrid tools for collection associating different kinds of data (GPS, accelerometer-data, discursive and in-situ-observations data) with the aim to improve the collection protocols of national survey about daily travels.