Physical environment factors and their impact on the cognitive process and social behavior of children in the preschool facilities

Abstract

Abstract. The problem researched in this paper refers to the promotion of the evaluation system in the designing of the pre-school facilities, and the issue is approached from the pshychological aspect, in order to investigate the potential for improvement of this kind of structures. In the paper, the systematization of the physical environment factors and their influence on the cognitive processes and the social behavior of children in the pre-school facilities.The conclusion is that the quality of architectonic design, that is, the quality of organization and materialization of the designed physical environment of the pre-school premises correlates with the positive developmental results of the children.

Cultural Determinants Within the Design Set Up of Kindergarten and Preschool Interiors: Assessment of Four Typologies in Terms of Their Spatial Formation

“…This conceptual model describes the direct and indirect relations between culture, conceptual items and physical environment; Sub-components of culture, conceptual and functional properties and their relation affecting each other (Vojislav et al, 2013;Kimbel, 2011;2012;Yaneva, 2009;Stankovic et al 2006;Abbot, 2001). Children's ability to attend a place knowledgeably and their attempt to experience a place fully, empathetically, and sympathetically depends on having familiar feelings about their environment (Hosny et al,2013;Abbas & Othman, 2010;Han et al, 2008;Read, 2007;Dudek, 2005; Meanings of a space are not always shared universally or objectively, it is subjective and "lived" in nature.…”

“…Spatial research has focused on spatial knowing, the social and cultural variables acting between the children and their environment and is related with the possibilities presented to the children by the environment (Yaneva;2009;Guy, 2000;Farver, 1999;Gaskins, 1999). Children needs a physical environment presenting rich opportunities where he/she can discover, experience, stimulate their senses (Day, Midbjer, 2007;Stankovic, Milojkovic& Tanic, 2006;Sanoff, 1995, Moore et al., 1995, 1994. In addition, the value given to and opportunities provided to the children by the space present cultural, economic and social conditions of the community in question (Çukur, Delice, 2011;Cohen, Trostle, 1990;Altman, 1980).…”

“…It is greatly significant to create ideal contexts of interior environment which stimulates the learning and development process of children (Stankovic, Milojkovic, Tanic, 2006;Gür, 2004;Dudek 2000Dudek , 2001Sanoff, 1993;Bozdayi, 1988;Weinstein and David 1987;Moore, 1987). Various academic areas such as psychology, pedagogy, environmental and design disciplines made the emphasis on this issue.…”

Developmental Implications of Children Bedroom in the Interior Environment and Implementations of Adults Preferences

“…In order for these spaces to stimulate the imagination of the child they should be; comfortable and allow for free play, stimulating to develop their creativity, and providing for the education of the child. These attributes for the furniture and fittings are determinants for the multi-dimensional development of children (Yalcin, 2011, Yildirim&Baskaya, 2006Stankovic et al, 2006).…”

“…Although this maybe the case, children have broad imagination to use every object as raw material to recreate their own world despite the environment which have been prepared in full or in part by adults. The prepared space should ideally be (1) a place that a child can dominate rather than be dominated by; (2) a place that encourages movements of children, allowing the immediate formation of any type that suit educational needs; and (3) a place that provides comfort, beauty and stimulation (Stankovic et al, 2006;Şener, 2001). This place should create a fundamental influence of sensory stimuli on children's development; the design set-up of the space should encourage them to be creative, sensitive, imaginative, and original.…”