Investigation of Identity in Interior Space of Kindergarten: A review on an example of High/Scope Kindergarten

ABSTRACT: This thesis investigates the main elements and factors which define an identity in interior space of kindergarten with the intention of supporting children‟s learning and development. Identity is a complex issue and at the same time essential in favor of creating positive sense for users in interiors. Since children interact with interior space physically more than adult the importance of qualified interior space becomes more critical. Kindergartens are one of the communities which a large number of children attend before attending primary school. In this research, in first chapter the necessary elements due to defining identity in interior space have been discussed by referring to the original concept of identity. In second chapter, elements and factors which define identity in interior space of kindergarten has been defined by referring to previous studies and researches and in third chapter, interior space identity of kindergarten is investigated according to High/Scope education. According to the findings, architectural and interior space elements with the intention of supporting physical characteristic of space that represent children‟s requirements define an identity in interior space of kindergarten. Parallel to interior space characteristics, age category of children and the education method are two other factors which affect the interior space identity of kindergarten as well. In this study it is emphasized that form is the most significant element in defining children‟s requirements in interior spaceof kindergarten, but all the factors and elements should concrete each other with the aim of enriching the identity and increasing the design quality of interior in kindergarten. Keywords: Kindergarten, interior space elements, children‟s requirements, preschool children, High/Scope education, identity. ……………………………………………………………………………………………………………………………………………………………………………………………………………………