A Post Occupancy Quality Evaluation Model for Preschool Settings’ Interior Spaces

The overall purpose of current thesis is to contribute a knowledge based on interpretation of transactional relationship between the design of educational spaces and patterns of everyday learning experiences. Based on the findings on the lack of evaluation models that controls the design quality of educational spaces against the requirements of learning experiences, this thesis establish a systematic path for shaping the design evaluation models that would concern the learning environment within interiors. With the growth of preschool education as compulsory education and increase in number of preschool settings, the researches focus on shaping a model for interior space of preschools. The research is built upon accomplished researches and studies in field of education, design, architecture and environmental studies and reviews are conducted by using theme analysis, structured review and taxonomy analysis. This study includes three main stages of research: identifying the indicators of ‘Quality without a Name’ in preschool spaces, Definition of design quality in preschool spaces and Model proposal. In first phase the aim was identifying the requirement of evaluating the concept of ‘Quality without a Name’ in preschool spaces. Findings in this phase illustrate the subjects design of preschool spaces need to enhance their requirements. According to the findings educational program, children’s learning and development, teachers’ performance and parents’ participation were defined as the indicators of ‘Quality without a Name’ and developmental based and holistic learning experiences were defined as communal path of learning experiences that keep happening in preschool settings. In second phase of the research design and arrangement of preschool spaces is interpreted in relation to the requirements of identified indicators of ‘Quality without a Name’ during communal path of learning experiences. The theory that is established based on this interpretation shaped the theoretical background of the model. In final phase of the research the established theory in previous phase were classified into evaluation subsets and these subsets shaped the structure of the model. To accomplish this phase, the necessary evaluation techniques were identified for the identified subsets and final framework of the model were established. The systematic path of shaping the model that is presented in this thesis may serve as a starting point for shaping post occupancy design evaluation models that would consider the requirements of learning environment in evaluating the design quality for educational facilities and improve the theoretical knowledge in this field accordingly. The conclusion suggests adoption of the model on variety of preschool cases to develop and improve the evaluation framework of the model instantly. A theoretical framework of current thesis shapes an interdisciplinary knowledge by connecting the field of interior design and education. This theoretical bridge would benefit both designers and educationalists to use the evaluation model and increase their awareness on consequences of the contrary discipline. Keywords: Preschool Settings, Educational Spaces Quality, Early Childhood Environment Design and Arrangement, Children’s learning process, Everyday Learning Experience