جایگاه کودکان مبتکر در فضاهای زیست‌شهری با تأکید بر مؤلفه‌های تعامل، مشارکت‌پذیری و حس تعلق به محیط
محورهای موضوعی : محیط زیست شهری
الهام عطائی
1
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سیامک پناهی
2
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زهره ترابی
3
1 - دانشجوی دکتری معماری، دانشکده معماری و شهرسازی، دانشگاه آزاد اسلامی واحد زنجان، زنجان، ایران. *(مسوول مکاتبات)
2 - استادیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه آزاد اسلامی واحد زنجان، زنجان، ایران
3 - استادیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه آزاد اسلامی واحد ابهر، ایران
کلید واژه: کودک, شهر, فضای شهری, آموزش و پرورش کودک, خلاقیت.,
چکیده مقاله :
زمینه هدف: طراحی فضاهای زیست‌شهری برای کودکان، به منظور ایجاد مشارکت و تعاملات اجتماعی با محیط و ایده‌پردازی حائز اهمیت است. هدف این پژوهش بررسی جایگاه کودکان آفرینشگر در فضاهای طراحانه شهری می‌باشد و در پی دست‌یابی به مؤلفه‌هایی در فضای شهری است که حضورپذیری و آموزش کودک را همراه داشته باشد.
روش بررسی: در این پژوهش از روش تحلیلی_توصیفی استفاده شده و برای دست‌یابی به یافته‌های پژوهش و اطلاعات از رفتار کودکان در تجربه فضایی از روش پژوهش پیمایشی (زمینهای) استفاده گردیده است، چرا که تأثیر فضا و محیط بر رفتار، تأثیری متقابل بوده و یکی از ابزارهایی است که می‌توان محیط و مؤلفه‌های آن را مورد سنجش قرار داد. لذا در این پژوهش با مقایسه تطبیقی بین ویژگی‌ها و اتفاقات شکل گرفته در نمونه‌های مورد مطالعه و فضاهای شهری تلاش گردید که مؤلفه‌های کلیدی برای طراحی فضاهای شهری متناسب با پویایی و آفرینشگری کودکان به دست آید.
یافته ها: در این پژوهش که بر پایه تلفیق نظریات مرتبط با موضوع و با در نظر گرفتن فضایی مناسب و دارای مؤلفه‌های کالبدی مورد نظر از جمله تنوع در مصالح و جزئیات بصری و انعطاف پذیری عناصر و فضاها و حضور عوامل طبیعی و تهیه چک‌لیست‌هایی هدف‌مند جهت سنجش رفتار کودکان انجام شد (جامعه آماری شامل 96 کودک از چهار مهدکودک در سطح شهر) و نگرش مربیان و متخصصین نسبت به عوامل تأثیرگذار کالبدی بررسی گردید و سپس اطلاعات به دست آمده با استفاده از نرم‌افزارSpss22 تحلیل و رتبه‌بندی شد.
بحث و نتیجه‌گیری: نتایج پژوهش، نشان‌دهنده آن است که مهم‌ترین مؤلفه‌های پویای تأثیرگذار بر افزایش خلاقیت کودکان، ایجاد فرصت برای تعاملات مثبت اجتماعی کودکان، دعوت‌کنندگی محیط برای حرکت و جنبش، امکان تحریک حواس کودک در محیط به صورت متعادل،ایجاد فضایی برای نمایش شایستگی‌های فردی در تعامل با محیط، ایجاد حس تعلق به محیط، آموزش احترام و مراقبت از محیط زیست، ایجاد مسیرهایی برای خلاقیت و ایده‌پردازی، مشارکت‌پذیری، ایجاد حس شادی، ایمنی در فضای بازی به عنوان ابزار آموزشی هستند که در طراحی فضاهای شهری کودکان باعث نجات آنان از فضاهای ماشینی و تکراری موجود در پارک‌ها و زمینهای بازی می‌گردد.
Background and Objective: It is important to design bio-urban spaces for children in order to create participation and social interactions with the environment and ideation. The purpose of this research is to investigate the place of creative children in urban design spaces and it seeks to achieve components in the urban space that include presence and education of the child.
Material and Methodology: In this research, the analytical-descriptive method has been used, and to obtain findings and information on children's behavior in spatial experience, the survey research method has been used, because the effect of environment on behavior is mutual. It is one of the tools that can evaluate the environment and its components.
Findings: In this research, it was sought to find the key components for the design of urban spaces that are suitable for creativity of children by making comparative comparisons between the events and the examples in the study and the urban space. In this research, which is based on the integration of theories related to the subject and considering a suitable space with the desired physical components, including diversity in materials and visual details, flexibility of elements and spaces and preparing targeted checklists to measure children's behavior. It was done (statistical population includes 96 children from four kindergartens) and the attitude of educators towards physical influencing factors was investigated and then the obtained information was analyzed and ranked using Spss22 software.
Discussion and Conclusion: The results of the research show that the most important dynamic components influencing the increase of children's creativity are creating opportunities for positive social interactions of children, inviting the environment for movement, the possibility of stimulating the child's senses in the environment in a balanced way, creating a space for displaying competencies. A person interacting with the environment, creating a sense of belonging to the environment, teaching respect and care for the environment, creating paths for creativity and ideation, participation, creating a sense of happiness, safety in the play space are educational tools that save children in the design of urban spaces. They come from mechanical and repetitive spaces in parks and playgrounds.
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