Architecture Education, Development of Intellectual and Cognitive skills of Preschool Children

Subject Areas :

Anahita  Eskandari ¹ (Ph.D. Student in Architecture, Department of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran.)
Fahimeh  Motazedian ² (Assistant Professor of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran.(Corresponding Aythor)[e-mail])
Ahmad  Mirza Kouchak Khoshnevis ³ (Assistant Professor of Tourism, Cultural Heritage and Tourism Research Institute, Tehran, Iran.)

Received: 2023-10-28 Accepted : 2024-01-15 Published : 2024-02-28

Keywords: Preschool Children, Architectural Education, Cognitive Skills, Intellectual Skills,

Abstract :

Extended Abstract Introduction: Education is the cornerstone upon which individual growth and societal progress are built. Its multifaceted nature extends beyond the mere transfer of knowledge, encompassing cognitive, social, and emotional development. Yet, within this expansive landscape, the integration of architectural education into early learning stands as an often overlooked but potent catalyst for transformation. This study endeavors to delve into the nuanced implications of introducing architectural concepts to preschoolers, recognizing and emphasizing their profound impact on cognitive and intellectual development during the critical formative years. Architectural education, typically associated with advanced learning stages, extends far beyond teaching design principles or spatial awareness. Its introduction in early childhood settings is poised to play a pivotal role in shaping the cognitive framework of young minds. Understanding the depth and breadth of how architectural education influences the developmental trajectory of preschoolers holds promise for redefining educational paradigms. Methodology: The methodology adopted in this study was meticulously designed to comprehensively evaluate the influence of architectural education on the cognitive development of preschoolers. From a vast national pool of 30,000 educational centers, a meticulously chosen sample of 384 preschoolers underwent stringent selection using a combination of robust methods, including the Morgan, Kersey, and Cochran techniques. Each classroom, representing diverse demographics and learning styles, actively participated in a meticulously structured study. This carefully curated sample was methodically divided into a control group and a test group. Before the commencement of the study, both groups underwent comprehensive initial assessments, ensuring a clear baseline understanding. Subsequently, the test group received dedicated architectural training, while the control group followed the standard preschool curriculum. Furthermore, the study involved in-depth face-to-face interviews employing a mosaic method, allowing for a nuanced understanding of the diverse learning styles and individual responses exhibited by these young learners. Results: The empirical findings from this exhaustive study present compelling evidence supporting a robust correlation between architectural education and the enhancement of critical cognitive skills among preschoolers. Noteworthy advancements were discerned across a spectrum of cognitive domains: heightened spatial recognition (P Value= 0.0325, F= 6.14), amplified visualization capabilities (P Value= 0.0269, F= 6.3), adeptness in spatial reconstruction (P Value= 0.0017, F= 21.307), improved orientation skills (P Value= 0.00001, F= 51.822), enhanced comprehension (P Value= 0.004, F= 14.77), and a notable surge in problem-solving aptitude (P Value= 0.039, F= 5.17) among preschoolers exposed to architectural education. Conclusion: This research illuminates the pivotal role of architectural education as a transformative force that transcends conventional paradigms of knowledge dissemination. It emerges as a catalyst profoundly shaping the cognitive landscape during the crucial formative developmental years. The exposure to architectural concepts goes beyond imparting factual information; it fosters foundational comprehension and a nuanced understanding of spatial relationships. Furthermore, it ignites creative problem-solving abilities and cultivates holistic cognitive development, providing a robust groundwork for future educational endeavors and lifelong learning. Moreover, the implications of this study extend far beyond immediate educational contexts. They underscore the pressing need for the integration of interdisciplinary approaches in early childhood education. By integrating architectural education at the preschool level, educational systems can better nurture adaptable, innovative thinkers equipped to navigate and thrive in an increasingly dynamic and innovation-driven global landscape. Keywords: Architectural Education, Preschool Children, Intellectual Skills, Cognitive Skills.