A POST-OCCUPANCY QUALITY EVALUATION MODEL FOR PRESCHOOL SETTINGS’ INTERIOR SPACES

A POST-OCCUPANCY QUALITY EVALUATION MODEL FOR PRESCHOOL SETTINGS’ INTERIOR SPACES

ABSTRACT

The main goal of the current thesis is to add information based on an analysis of the transactional relationship between the layout of learning environments and the patterns of regular learning experiences. This thesis establishes a systematic path for shaping the design evaluation models that would be concerned with the learning environment within interiors based on the findings regarding the lack of evaluation models that control the design quality of educational spaces against the requirements of learning experiences. The research focuses on developing a model for the interior space of preschools in light of the expansion of preschool education as a compulsory education and the rise in the number of preschool settings. The study is based on completed investigations and investigations in the fields of education, design, architecture, and environmental studies, and reviews are carried out using taxonomy analysis, theme analysis, and organized review. Finding the indications of “Quality without a Name” in preschool spaces, defining “design quality” in preschool spaces, and developing a model proposal are the three key steps of this study’s research. The initial phase’s goal was to determine the need for examining the idea of “Quality without a Name” in preschool settings. The results of this phase show that preschool settings should be designed to better meet the needs of the subjects. The findings of the educational program defined developmental-based and holistic learning experiences as a shared path of learning experiences that continue to occur in preschool settings. Children’s learning and development, teachers’ effectiveness, and parents’ participation were defined as the indicators of “Quality without a Name.” In the second stage of the study During the collective path of learning experiences, the design and arrangement of preschool spaces are interpreted in relation to the needs of identified indicators of “Quality without a Name.” The theoretical foundation of the model was formed by the theory that was constructed based on this interpretation. The developed theories from the earlier phases of the research were divided into evaluation subsets for the research’s final phase, and these subsets influenced the model’s structure. The appropriate evaluation methods for the chosen subsets were found in order to complete this step, and the model’s final framework was built. The methodical process of developing the model in this thesis might be used as a starting point for developing post-occupancy design evaluation models that would take the needs of the learning environment into account in assessing the level of design for educational facilities and enhancing the relevant theoretical understanding. The model should be used to a variety of preschool instances, the conclusion advises, in order to refine and enhance the model’s evaluation framework right away. By linking the fields of interior design and education, the theoretical framework of the current thesis creates an interdisciplinary body of knowledge. The usage of this theoretical link would help designers and educators apply the assessment model and become more aware of the effects of the opposing discipline. Keywords: Early Childhood Environment Design and Arrangement, Preschool Settings, Educational Spaces Quality, Children’s Learning Process, Everyday Learning Experience

A POST-OCCUPANCY QUALITY EVALUATION MODEL FOR PRESCHOOL SETTINGS’ INTERIOR SPACES

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