Document Type : Original Research Paper
Authors
1 Architecture & Urbanism Department, Iran University of Science and Technology, Tehran, Iran
2 Architecture & Urbanism Department, Isfahan University of Art, Isfahan, Iran
3 گروه معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران
4 Humanities, Shahid Rajaee University, Tehran, Iran
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 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.
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