Identifying human attachment to the environment by developing different degrees, spatial ranges and dimensions, this study aims to further the growing body of knowledge about the discipline of Environmental Psychology within the process of interior design solving problems. Environmental Psychology provides an analytic point of view up on the existing built environment with a rich and diverse set of quantitative indicators for characterizing spaces in many ways that are potentially relevant to a variety of psychological responses, including choosing routes while locomotion, orientation and disorientation, spatial knowledge acquisition, perceived spaciousness, privacy and social interaction, stress and fear, and aesthetic judgments (Kolb, 1984). Experimental Learning Theory defines learning as "the process whereby knowledge is created through the transformation of experience". This study makes the emphasis on "exploratory" and "descriptive" aspects of the Environmental Psychology within the real life context, providing comprehensive information to be inferred and issued in a complementary manner in interior design education. In such a way that; viable physical environment, social organization and norms, characteristics of people objectives are to determinants empirically whether, and how the use of experience and practices can improve design problemsolving by both novice and expert designers. In this context, this study presents applied samples and outcomes of course works of case-based instruction and its description development to be applied as medium synthesizing and/or assimilating with various observations for new idea generation process of design.

Consequently, although these rooms with different spatial sizes were very similar for concentration of persons and commodities, six-person rooms were perceived to be more crowded than three-person rooms.

Many sociologists, psychologists and environmental designers have suggested that physical environment is stimulating the senses of children where they can explore and experiment not only positively effects their learning ability and skills but also influences their behavior. However practitioners of children space design adapt their spatial perspectives to meet the clients' needs and find new ways to work imaginatively within budget constraints. For this reason the focus of this study is to discuss the expectations, preferences and necessities of children's bedrooms by adults as an example of their contemporary implementation and implications within the interior environment. The method used is examination of various publications, results of children study researches, surveys, observations in order to determine their needs, preferences, concerns and expectations. In the study 160 completed questionnaires were used under the following headings; The status of children with the possession of a room of their own, dimensions of the bedrooms, floor covering, wall papers or covering and wall colors, children desire to spend time in the room and the time spent, furniture, matters taken into account in preference of furniture, general and material preferences, while these present paradigms in the approach to children's bedrooms at the present day, the physical qualities that need to be included within the framework of this context is the matter of discussion and argument. ARTICLE

This article offers an alternative view of design education, emphasising on its introduction in kindergarten and proposing a curriculum that covers design issues for introduction in kinder­gar­ten. This approach is suited to developing creative thinking skills. In an environ­ment where children imagine, create, practice, modify, recognise, manipulate and share knowl­edge, experiences and objects are crucial in design education. Early childhood education should be advanced based on basic design issues—such as design principles, conceptuali­zation, 2D/3D spatial allocation and composition—more comprehensively, which will enable children to construct perceptual, critical and analytic view points at an early age and develop these perspectives in the future. Based on this argument, the study model for design education in kindergarten, which will instil in children strong design knowledge, as well as stimulate their cognitive development.