RESEARCH SUMMARIE FIVE

Title

Primary school design: co-creation with children

PUBLICATION TYPE

Peer Reviewed Journal Article

Design Issue

The primary purpose of this article was to determine different ways for children to become more involved in the design process for their schools. In the last several years, it has become more popular to include a child’s perspective during all stages of the design process; however, through this study, researchers determined that they still have a long way to go. Due to remaining gaps within education design, children’s viewpoints need to be integrated more effectively. Children need to be viewed as a main stakeholder and provided with the opportunity to be co-creators of their spaces. Additionally, children hold a lot of knowledge and by serving as an informants, testers, and users, children can begin to change their education environment to better accommodate their personal needs.

Methods

The researchers of this study conducted several research methods that resulted in both qualitative and quantitative data. They utilized various data collection techniques where they had children complete questionnaires, create drawings, and model various environments that related to their school grounds. They also designed an experiment, based on the Mosaic Approach, where they had 120 children, ranging from 8 to 10 years old, design three spaces in two schools in England. Through this experiment they collected data and compiled their findings to determine what design elements children liked the most within educational setting.

Findings

Through this study, it was determined that children have a natural ability to design and that they are the experts of the spaces they inhabit. Through collaboration, modification, and patients, children can become co-designers for their own spaces. They can also be seen as equal stakeholders that can add value to how architects and designers create spaces. Additionally, after the first study was completed, researchers found that over 90% of children wanted access to the outdoors. Elements such as water, pathways, sculptures, and outdoor seating were found to increase relaxation and happiness in over 93% of the 120 children. Furthermore, after the second study was completed, they found that the children were not satisfied with their current spaces because it was too hot, lacked vibrance, and the floor was too hard. In their own redesigns of the space, 50% used blue and 30% incorporated red and green. They also voiced that they wanted the inclusion of seats stored in the walls and living plant walls.