Comparing children's library design preferences with existing children's libraries in Trabzon

Childhood constitutes a critical stage in which reading habits and learning capacities are formed. Within this framework, libraries function not merely as sites of information access but also as environments that foster children's cognitive, emotional, and social development through learning and social interaction. The central problem addressed in this study is that, despite the significant role libraries play in child development, the frequency of library use among children remains low, and current library designs fail to adequately accommodate children's spatial needs and expectations. Accordingly, the research aims to examine children's library usage habits from the perspective of interior design. Focusing on the case of Trabzon, the study compares children's perceptions and expectations of existing library spaces with their visions of ideal libraries. A mixed-methods approach was employed, comprising a survey as the quantitative instrument and the draw-and-write technique together with observation forms as qualitative tools. The findings indicate that children envision libraries with a pronounced emphasis on social interaction zones, creative activity areas, and play-oriented spatial arrangements. Moreover, demographic variables such as age and gender were found to influence spatial perceptions in significant ways. The study underscores the necessity of a user-centered approach in children's library design, highlighting that spatial configurations should integrate inclusive and motivational elements to enhance library engagement. Ultimately, the results suggest that children's libraries ought to be conceptualized not solely as book-centered environments but as multifunctional, interactive third places that respond to diverse developmental needs.