Integration of educational methods and physical settings: Design guidelines for High/Scope methodology in pre-schools

  • S Izadpanah
  • K Günçe
Keywords: daily activity, design, High/Scope education, interior space, teaching method

Abstract

Quality design and appropriate space organization in preschool settings can support preschool children’s educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers’ awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial  arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users’ possible activities in High/ Scope settings and shape their designs accordingly.


Keywords: daily activity; design; High/Scope education; interior space; teaching method

Published
2014-07-21
Section
Articles

Journal Identifiers


eISSN: 2076-3433
print ISSN: 0256-0100