Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]

Language: English

DOI: 10.5505/megaron.2017.49469

ISSN: 1309-6915

Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.

Language: English

DOI: 10.6092/issn.1970-2221/12194

ISSN: 1970-2221

Language: English

Abstract/Notes: Children from Montessori Lyceum Amsterdam

Language: English

DOI: 10.1386/tear.9.2-3.197_1

ISSN: 1477-965X, 1758-9533

Abstract/Notes: This study aims to analyze the interior design of a learning space based on three alternative teaching models applied nowadays. The study gathers the overall information of interior space design, alternative teaching models, children’s needs and analyzes the interaction of the three selected teaching models with classroom design, besides it suggests what educational institutions can do at a general level to contribute to the improvement of early education. The study is designed using descriptive research model, scientific observation and to collect factual data 72 teachers from Ankara (Turkey) were surveyed. Three different schools were analyzed by means of teaching model application within interior space design, a survey was administered in order to determine how classroom design supports the teaching-learning process and follows the principles of the teaching models. Research findings suggest that special attention should be given to classroom interior design since young children’s behavior and social interactions with their peers and teachers are influenced by the spatial arrangement in classrooms. Likewise if the interior design of the classroom is based on teaching models’ learning outcomes, the capacity and attitude of both teacher and student in the educational process are improved, while appropriate conditions are created for a pedagogical practice in the classroom.

Language: English

DOI: 10.17719/jisr.2019.3853

ISSN: 1307-9581

Abstract/Notes: Every child needs planned, aesthetic education in order to influence the experiencing, feeling and enjoying of beautiful things as a counterbalance to our currently rationalized world. Since the contemporary school strives for the development of professional knowledge and skills on the basis of intellectual actions, while (at the same time) neglecting other dimensions of the child’s personality (emotions, feelings, etc.), it is one of the most important tasks of the education of children and young people to develop the ability to enjoy art and beauty, and in one’s inner and outer life to act in accordance with a sense of proportion, harmony and beauty. The purpose of the article is to highlight the significance of aesthetic education in the development of the personality as a whole, to shed light on the aims of aesthetic education, to define the aesthetic dimension of experience and to ascertain the reasons for the neglect of aesthetic education in theory and practice.

Language: English

DOI: 10.4236/ce.2014.519190

ISSN: 2151-4755, 2151-4771

Language: English

ISSN: 0040-7887

Language: Italian

ISSN: 0042-7241

Language: English

Published: San Diego, California, 1985

Language: Italian

ISSN: 2637-5400