Adapting and Designing Spaces: Children and their Schools

In schools, children experience their environment on three different levels: firstly, they constantly make spatial decisions by positioning themselves in relation to others and organising their immediate environment; secondly, they can potentially contribute to shaping the classroom spaces; and, thi...

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Autor principal:	Andrea Kenkmann
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2011
Materias:	children participation school design space Education (General) L7-991
Acceso en línea:	https://doaj.org/article/cc2ed802a39e40e3bc5f85f9763014b1
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id	oai:doaj.org-article:cc2ed802a39e40e3bc5f85f9763014b1
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spelling	oai:doaj.org-article:cc2ed802a39e40e3bc5f85f9763014b12021-11-15T11:44:55ZAdapting and Designing Spaces: Children and their Schools10.26529/cepsj.4251855-97192232-2647https://doaj.org/article/cc2ed802a39e40e3bc5f85f9763014b12011-06-01T00:00:00Zhttps://cepsj.si/index.php/cepsj/article/view/425https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647In schools, children experience their environment on three different levels: firstly, they constantly make spatial decisions by positioning themselves in relation to others and organising their immediate environment; secondly, they can potentially contribute to shaping the classroom spaces; and, thirdly, they are confronted with the designed school as a whole. It is argued here that our experiences of spaces are related to our memories, which provide us with a framework of references that allows us to ‘read’ and construct spaces. Whereas on the lowest level of spatial involvement children are natural decision makers, the higher levels require access to, and an understanding of, shared practices and discourses. Although existing data on children’s perceptions of their schools suggest that children’s participation in the school design process is laudable for all sorts of reasons, such participation means overcoming considerable barriers for comparatively little gain in terms of the design quality. It is the level of the classroom where a more genuine shared organisation and (re)creation of space can take place on an everyday basis.Andrea KenkmannUniversity of Ljubljanaarticlechildrenparticipationschool designspaceEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 1, Iss 2, Pp 11-24 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	children participation school design space Education (General) L7-991
spellingShingle	children participation school design space Education (General) L7-991 Andrea Kenkmann Adapting and Designing Spaces: Children and their Schools
description	In schools, children experience their environment on three different levels: firstly, they constantly make spatial decisions by positioning themselves in relation to others and organising their immediate environment; secondly, they can potentially contribute to shaping the classroom spaces; and, thirdly, they are confronted with the designed school as a whole. It is argued here that our experiences of spaces are related to our memories, which provide us with a framework of references that allows us to ‘read’ and construct spaces. Whereas on the lowest level of spatial involvement children are natural decision makers, the higher levels require access to, and an understanding of, shared practices and discourses. Although existing data on children’s perceptions of their schools suggest that children’s participation in the school design process is laudable for all sorts of reasons, such participation means overcoming considerable barriers for comparatively little gain in terms of the design quality. It is the level of the classroom where a more genuine shared organisation and (re)creation of space can take place on an everyday basis.
format	article
author	Andrea Kenkmann
author_facet	Andrea Kenkmann
author_sort	Andrea Kenkmann
title	Adapting and Designing Spaces: Children and their Schools
title_short	Adapting and Designing Spaces: Children and their Schools
title_full	Adapting and Designing Spaces: Children and their Schools
title_fullStr	Adapting and Designing Spaces: Children and their Schools
title_full_unstemmed	Adapting and Designing Spaces: Children and their Schools
title_sort	adapting and designing spaces: children and their schools
publisher	University of Ljubljana
publishDate	2011
url	https://doaj.org/article/cc2ed802a39e40e3bc5f85f9763014b1
work_keys_str_mv	AT andreakenkmann adaptinganddesigningspaceschildrenandtheirschools
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Adapting and Designing Spaces: Children and their Schools

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