Child space
Architecture for Children: Understanding Children Perception towards Built Environment
Abstract
This dissertation discusses the importance to learn on children’s architecture based on the perception of the children. It focuses on the approach to design and planning of built environment for young children, early to middle childhood. A trans-disciplinary approach is introduced integrating the knowledge of childhood development, architecture and landscape architecture. Therefore, teaching design studio on children’s architecture begins with the discussion on functioning of children to the built environment. That is, how sensorial and motoric actions as well as social activities of children are influenced by the elements of architecture and landscape. Finally, the effects on children’s functioning are discussed in terms of designing and planning buildings and landscape for the children.
In General:
Teaching architectural design studio on the planning and designing spaces for young children is generally based on adult’s perception that may not relevant to the children’s functioning. Form, shape, colour and function are the parameters applied in designing and articulating the spaces inside and outside the architecture. The design approach is somewhat not consistent with the literature on children’s functioning in indoor and outdoor spaces, which suggests that the value of a place is determined by its function rather than form and colour. In other words, adults perceive space more on form, function and aesthetic whereas children see the space more on its functions rather than aesthetic. As such, architects perceive a pediatric ward of a hospital as a space that accommodates beds, aisle for movement, toilets and bathrooms, a nurse station, a doctor room and a dressing room. For play, a playroom is attached to the ward which housed toys and television and a floor for rest. Studies in pediatric nursing suggest that such setting leads to boredom, anxiety, and stress
Abstract
This dissertation discusses the importance to learn on children’s architecture based on the perception of the children. It focuses on the approach to design and planning of built environment for young children, early to middle childhood. A trans-disciplinary approach is introduced integrating the knowledge of childhood development, architecture and landscape architecture. Therefore, teaching design studio on children’s architecture begins with the discussion on functioning of children to the built environment. That is, how sensorial and motoric actions as well as social activities of children are influenced by the elements of architecture and landscape. Finally, the effects on children’s functioning are discussed in terms of designing and planning buildings and landscape for the children.
In General:
Teaching architectural design studio on the planning and designing spaces for young children is generally based on adult’s perception that may not relevant to the children’s functioning. Form, shape, colour and function are the parameters applied in designing and articulating the spaces inside and outside the architecture. The design approach is somewhat not consistent with the literature on children’s functioning in indoor and outdoor spaces, which suggests that the value of a place is determined by its function rather than form and colour. In other words, adults perceive space more on form, function and aesthetic whereas children see the space more on its functions rather than aesthetic. As such, architects perceive a pediatric ward of a hospital as a space that accommodates beds, aisle for movement, toilets and bathrooms, a nurse station, a doctor room and a dressing room. For play, a playroom is attached to the ward which housed toys and television and a floor for rest. Studies in pediatric nursing suggest that such setting leads to boredom, anxiety, and stress