Architectural Psychology : a Tool to Understand Child’s Perception of Space
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TABLE OF CONTENTS
I. INTRODUCTION………………………………………………………
II. HYPOTHESIS…………………………………………………………..
III. AIM AND OBJECTIVES………………………………………………
IV. SCOPE AND LIMITATIONS…………………………………………
V. THEORETICAL FRAMEWORK
5.A. ARCHITECTURAL PSYCHOLOGY EXPLAINED
5.B. DESIGNING FOR CHILDREN
5.C. AN ENVIRONMENT THAT POSITIVELY IMPACTS YOUNG CHILDREN
5.D. SPACES DESIGNED FOR CHILDREN IN SCHOOL
VI. METHODOLOGY
VII. OPERATIVE FRAMEWORK
7.A. IMAGE
7.B. INGREDIENTS OF A GOOD DESIGN
VIII. CRITERIA FOR SELECTION OF CASE STUDIES
IX. CASE STUDIES
9.A. SHIKSHANTAR SCHOOL, GURGAON
9.B. MIRAMBIKA SCHOOL, DELHI
X. CONCLUSION
XI. BIBLIOGRAPHY
I. INTRODUCTION
All buildings talk to us and communicate directly to our psyches through a particular language. And, there is a need to learn that language, so as to enhance the communication between a building and our psyches. Further, by engaging all of these senses, form and function may be more fully expressed so occupants can have deeper, more meaningful moments – feeling the bouquet of their surroundings in all of its dimensions. When a child experiences a building, and as his body moves, sees, smells, touches, hears and even tastes within a space – the architecture comes to life and they immediately become involved in an array of overlapping processes that all contribute to their experience — architectural psychology focuses on such connections and can be applied to all building types.
II. HYPOTHESIS
Young children respond differently, based on the design of the environment in which they live. With the understanding of architectural psychology the designer can enhance the interaction between the children and their buildings.
III. AIMS AND OBJECTIVES ������ Using architectural psychology as a tool to create places that
TABLE OF CONTENTS
I. INTRODUCTION………………………………………………………
II. HYPOTHESIS…………………………………………………………..
III. AIM AND OBJECTIVES………………………………………………
IV. SCOPE AND LIMITATIONS…………………………………………
V. THEORETICAL FRAMEWORK
5.A. ARCHITECTURAL PSYCHOLOGY EXPLAINED
5.B. DESIGNING FOR CHILDREN
5.C. AN ENVIRONMENT THAT POSITIVELY IMPACTS YOUNG CHILDREN
5.D. SPACES DESIGNED FOR CHILDREN IN SCHOOL
VI. METHODOLOGY
VII. OPERATIVE FRAMEWORK
7.A. IMAGE
7.B. INGREDIENTS OF A GOOD DESIGN
VIII. CRITERIA FOR SELECTION OF CASE STUDIES
IX. CASE STUDIES
9.A. SHIKSHANTAR SCHOOL, GURGAON
9.B. MIRAMBIKA SCHOOL, DELHI
X. CONCLUSION
XI. BIBLIOGRAPHY
I. INTRODUCTION
All buildings talk to us and communicate directly to our psyches through a particular language. And, there is a need to learn that language, so as to enhance the communication between a building and our psyches. Further, by engaging all of these senses, form and function may be more fully expressed so occupants can have deeper, more meaningful moments – feeling the bouquet of their surroundings in all of its dimensions. When a child experiences a building, and as his body moves, sees, smells, touches, hears and even tastes within a space – the architecture comes to life and they immediately become involved in an array of overlapping processes that all contribute to their experience — architectural psychology focuses on such connections and can be applied to all building types.
II. HYPOTHESIS
Young children respond differently, based on the design of the environment in which they live. With the understanding of architectural psychology the designer can enhance the interaction between the children and their buildings.
III. AIMS AND OBJECTIVES ������ Using architectural psychology as a tool to create places that
References: • Viccki L.Stoecklin et al., "Designing For All Children," Journal of the Children’s development , learning and playing facilities (Nov.2008) White Hutchinson Leisure & Leisure Group, http://jama.ama-assn.org/issues/v287n5/rfull/joc10108.html#aainfo. [2] Maria Lorena Lehman, eds. ,Bringing Architecture To The Next Level (Jan, 2010) [3] Kirg, Richard .A et al.,Introduction To Psychology [4] Maria Lorena Lehman, eds. ,Bringing Architecture To The Next Level (Jan, 2010) Source : Bringing architecture to the next level [5] Maria Lorena Lehman, eds [24] Maria Lorena Lehman, eds. ,Bringing Architecture To The Next Level (Jan, 2010) [25] Randy White & Viccki L.Stoecklin et al., "Nurturing Children’s Biophilla : Developmentally Appropriate Environmental Education For Young Children ARCHITECTURAL PSYCHOLOGY : A TOOL TO UNDERSTAND CHILD’S PERCEPTION OF SPACE SEMINAR IN ARCHITECTURE (2009-2010)