Educational Technology - Preschool course
reyhaneh sadat tabatabaei yeganeh; Minoo Shafaei; Farhang Mozaffar; Bahram Ssaleh Sedghpour
Abstract
Background and goals: The importance of creativity in today's society is not hidden from anyone. A successful society will be a society based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and ...
Read More
Background and goals: The importance of creativity in today's society is not hidden from anyone. A successful society will be a society based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space is an important example of the physical environment effective on morale. One of the factors that have not been paid attention to in the research done on creativity is the discussion of gender differences. Gender differences start from the fetal period and create significant differences, especially in the brain and subsequently in the development of learning and creativity. The present study examines the effect of the physical environment of children's educational open spaces, such as kindergartens and preschool centers, on the creative development of girls and boys aged 3-6 years in Tehran. There is a wide literature about the design of open space in schools and it has been discussed from different aspects, but attention to the issue of gender differences in this field is scarce in Iran. The purpose of this research is to establish and improve the quality of open spaces in educational environments in order to strengthen the role of these spaces in line with the growth of creativity of 3-6 year old children, considering gender differences. The main question of the current research is, what are the principles of designing open educational space to foster the creativity of boys and girls aged 3-6 years? And how can physical/functional factors in the outdoor educational space affect the creativity of boys and girls aged 3-6 years? Also, the main hypothesis of the research is that the principles of designing open educational spaces by creating diversity in architectural systems (physical and functional) have different effects on the creativity of young girls and boys.
Methods: The present research is applied and its research method is survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.
Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged 3-6 years. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.
Conclusion: The results of the research based on the six-sided (rotational) model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6 year old boys and girls with a growth and development approach. Their creativity was compiled.
Learning Environment
H.S. Shams Dolatabadi; F. Mozaffar; N. Malek; B. Saleh Sedghpour
Abstract
Background and Objective:The school yard plays an important role in the formation of the student's personality by providing opportunities for various activities, especially in the early stages of the formation of their social abilities. Creating a sense of belonging to the school can have a significant ...
Read More
Background and Objective:The school yard plays an important role in the formation of the student's personality by providing opportunities for various activities, especially in the early stages of the formation of their social abilities. Creating a sense of belonging to the school can have a significant impact on the existence and identity of students. This feeling is created by repeated connection with the space and as a result of its coordination with the behavioral habits and mental pattern and potential and actual abilities of the person, the person feels belonged to the space more- this maximizes especially when the place belongs to a group (e.g. school). In other words, a person can only be socially and emotionally effective after meeting his or her needs and develop his or her existential capacity for growth. The aim of the study is to provide guidelines to design children’s open spaces in primary school based on promotion of learning and Emotional intelligence. Methods: An exploratory research is conducted based on both qualitative-quantitative methods, using Delphi in the primer part. Consequently, professionals were interviewed in an unstructured way in the field of landscape architecture and Psychology (emotional intelligence). Then, with the techniques of open and axial coding the content table is created. The questionnaire is also organized in two rounds. Network sampling method (snowball) on the sample size of 17 professionals is used. The data were analyzed using Q factor analysis. Findings: At the end, the most affecting elements on the Emotional Intelligence in process of learning in open primary school spaces are consist of; personal, social, design, physical spaces, Child Participation in design of their spaces and environmental psychology dimensions. Conclusion: Research has been formed around extracting the principles of designing the open space of the school according to learning and emotional intelligence. According to experts, some individual, social, natural and physical characteristics, participation in the creation of space, design and psychology of the environment are able to facilitate the conditions for the promotion of emotional intelligence and learning. In this way, by using some space features and attributes in the school yard, children's presence and belonging to the outdoor space can be aided. In the meantime, factors such as diversity of space and performance, using multifunctional spaces and flexibility also affect this process. It should be noted that the open space of the school is both a social and physical place. This means that not only does it create a space for the main function of the school, ie environmental and cognitive learning, but it also creates a space for a variety of social interactions, cultural learning and emotional learning skills through
