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
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.
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