Comparative spatial analysis of designs made according to montessori and other methods in preschool education institutions:The case of Diyarbakır

Kindergartens are important institutions where children take their first steps in their educational life and many different educational approaches are applied in these educational institutions. One of the methods that emerged as an alternative to the traditional educational approach is the Montessori method and it is one of the most preferred methods worldwide. According to this method, structures designed for children benefit them by supporting their freedom and education. This is only possible with an environment designed to meet the needs and dimensions of the child. Considering that the most important years in child development are spent in the preschool period, the architectural design of these institutions is of great importance. The study aims to guide future school designs by providing information on the importance of spatial design in the implementation of Montessori education method in schools. The methodology of the study is based on focusing on preschool education institutions and educational approaches around the World first, then examining the Montessori method and its principles in detail, and finally evaluating selected schools in Diyarbakır in terms of Montessori spatial criteria. After discussing the principles of Montessori education in detail, the concept of "prepared environment" and Montessori spatial principles, which are also part of these principles and emphasized in terms of architectural perspective, constitute the focus of the study. This study examines the effects of the Montessori method on the spatial design of preschool educational institutions. In this context, in line with the spatial principles of Montessori's child-centered education approach, five public and five private pre-school education institutions in Diyarbakır province are selected and the interior and exterior spaces of these schools are analyzed. Another crucial stage of the study involves surveys conducted with teachers and administrators working in the schools, aiming to gather information and opinions. The data obtained through these surveys are used to evaluate schools in terms of spatial design principles. Based on observations, photographs and questionnaires, the findings section measures how and to what extent schools reflect spatial principles and these are presented through tables and graphs. The results of the questionnaires and the analysis show that the spatial principle averages of the schools where the Montessori method and traditional methods are applied together are higher than the schools that apply only traditional education. With the evaluation of these examinations, the study concludes with suggestions for increasing the suitability of schools for the Montessori method.