1st Edition

Transforming Children's Spaces Children's and Adults' Participation in Designing Learning Environments

By Alison Clark Copyright 2010
    240 Pages
    by Routledge

    238 Pages
    by Routledge

    How can young children play an active role in developing the design of learning environments?

    What methods can be used to bring together children’s and practitioners’ views about their environment?

    What insights can young children offer into good designs for these children’s spaces?

    With the expansion of early childhood education and the move to 'extended schools', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children’s perspectives in the design and review of children’s spaces.

    Situated at the heart of the debate about the relationship between the built environment and its impact on children’s learning and wellbeing, Transforming Children’s Spaces

    • provides insights into how young children see their environment
    • discusses children’s aspirations for future spaces
    • develops the 'Mosaic approach' , pioneered by the author, as a method for listening to young children and adults

    Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.

    This book is essential reading for those who work in children's spaces and for those who design them as well as being of general interest to those studying education and childhood studies.

    @text: Selected Contents: Section One: Finding the tools  Introduction  1. Viewfinders  2. Case Studies  3. The Mosaic approach  Conclusion  Section Two: Gathering children's perspectives  Introduction  4. Existing Spaces  5. Possible Spaces  6. New Spaces  7. Temporal Spaces  Conclusion  Section Three: Facilitating exchange  Introduction  8. Working with practitioners and parents  9. Working with architects  Conclusion  Section Four: Ways Forward - narratives of learning spaces  Introduction  10. Narratives in the Design process  11. Narratives and learning Communities  12. Narratives and narrators: the role of researchers  Conclusion  Epilogue



    Alison Clark is Senior Lecturer at the Centre for Childhood, Development and Learning at The Open University, UK.