ERIC Number: ED284367
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: 0
Architecture as Determining the Child's Place in Its School.
This paper analyzes the implications of a school's physcial environment for children's development. Its purpose is to draw the attention of educators to the implications of the physical environment for the child's development and to invite them to participate in the process whereby the design program of schools is formulated. The paper presents the social implications of the design approach according to which the school is planned. A distinction is made between the two different design approaches (the functional and the territorial) that appear confounded in existing schools. The implications of each of them for the child's development and ability to learn is discussed. Finally, the paper proposes a combined approach to school design based on children's developmental needs. (Author/CJH)
Descriptors: Architectural Research, Classroom Environment, Educational Facilities Design, Educational Theories, Elementary Secondary Education, Foreign Countries, Interpersonal Communication, Learning Motivation, School Effectiveness, Socialization, Space Utilization, Spatial Relationship (Facilities), Student Needs, Student School Relationship, Theory Practice Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Researchers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents (Jerusalem, Israel, November 16-21, 1986).