Effects of primary school’s physical environment on children’s spatial perception and behavior

Abstract

Purpose The relationship between the child and his/her physical environment is an area of interaction that includes social, psychological and cultural factors along with the spatial experience, perception and behavior of the child. This study is based on the effects of spatial perception and behavior of the child within the physical environment of primary schools. In this direction, the purpose of this paper is to investigate how spatial and physical characteristics of primary school typologies affect the spatial perception and behavior of the child. Also, the parameters affecting spatial perception and behavior are examined. Design/methodology/approach The question to be investigated is how the spatial and physical characteristics of the school’s physical environment affect the child’s spatial perception and behavior in primary schools with different typologies. Within this scope, Istanbul’s Kagithane region is selected as a case study. Schools are chosen for their similar spatial and dimensional features and similar socio-economic environment. The methodology of the study consists of a literature review, an observational study carried out to discover the interaction between the child and his/her school building and the analysis of the student’s cognitive maps. These maps were evaluated according to topological, projective, metric and imaginative parameters. Findings The results show spatial organization and physical characteristics of primary school buildings with a structure that allows for change and transformation, and contributes to the physical and cognitive development of children. Originality/value This study will provide an opportunity to develop the design of future primary school buildings that can support the spatial perception and spatial experiences of the children.

Evaluation of the Architectural Features and Physical Environment in Early Childhood Education Framework

“…The importance of nature-based learning activities in early childhood education has been realized since the early nineteenth century. Yet neither the ecological approaches nor the sustainability concepts are clearly defined in early childhood learning curriculums [12,13]. In recent years, however, some advanced schools are broadcasting the concept of sustainability and opportunities for children to experience ecology-based activities on their curriculum.…”

“…More specifically, it is essential to investigate the active and passive spots with different angles and levels and open and closed points that may encourage children to explore and experience the environment and participate in social activities that develop their sense of place and self-identity [22,23]. Yet, a limited number of studies focused on early childhood institutions' physical environment and the dual relationship of architecture layouts and learning process in preschools [13,25].…”

Understanding built environment realities

“…Through an assessment tool developed to calculate the shading efficiency at urban space floor level the study generates guidance to architects and urban designers on the effective configurations of the urban space with respect to shading and thus maximizing the possibility of pedestrian use. On the other hand, the performance of the spatial environment of primary schools with respect to children's perception and behavior was a subject of an empirical study conducted by Türel and Gür (2019). It examines the way in which the spatial and physical characteristics of the school's environment affect the child's spatial perception and behavior in primary schools within the context of Istanbul's Kagithane region.…”

Avaliação De Critérios De Desempenho De Edificações Escolares

“…Várias pesquisas recentes apontam que o desempenho da infraestrutura escolar está diretamente relacionado ao desempenho acadêmico dos alunos (ABDULLAHI, WAN YUSOFF, 2019;FILARDO et al, 2019;TÜREL, AYŞE GÜR, 2019;BEAUREGARD E AYER, 2018;SHAN et al, 2018).…”