Qualitative Assessment; Design Of Children's Educational Spaces With The Mosaic Approach (Consistent With The Taylor Educational Model)

Subject Areas : Creative City Design

Manizheh Eskandari ¹ , Fahimeh Motazedian ² , Ahmad Mirza Kouchak Khoshnevis ³

1 - Ph.D. Student in Architecture, Department of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran.
2 - Assistant Professor of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran
3 - Assistant Professor of Tourism, Cultural Heritage and Tourism Research Institute, Tehran, Iran

Received: 2021-11-19 Accepted : 2021-12-12 Published : 2021-10-01

Keywords: preschool, education, Taylor, qualitative, Mosaic Approach,

Abstract :

Learning is a central part of every person's life. Each person's childhood can shape their adult identity, and this can be determined by taking into account the place where the child grew up and came of age. Education and, consequently, educational environment has the greatest role and impact on the mentality of civilizations and societies. The primary question posed in this research is how to create a favorable physical education surrounding/environment for a group of kids by taking into account the views of the children as well? And moreover how to devise the qualitative model for designing the physical environment? The primary objective of this study is to present a model of educational-space design for a group of kids with the participation of preschool children in the design process. Furthermore, the second goal of this study is to elucidate the qualitative model for designing suitable physical learning environment for groups via understanding the spatial preferences of kids. The practical mosaic approach is the method of this study with the aim of knowing the views of children regarding the physical space of their education. It is multi-modal and multi-lingual, based on identifying a number of tools that assist children express their opinions and ideas.The findings revealed that the children in the experimental group who were taught architectural concepts had quite different results from the observation/control group as far as selection of spaces and its design. The children in the observation/control group were very interested in rectangular and circular sizes, while in the experimental group, the kids preferred circles. Moreover, in the observation/control group, children tended to place the window design behind them (back wall of the room), while in the experimental group, the kids liked the window on the ceiling and in the sidewalls.