VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK

Page 126

Trying to define a place that a child is attached to, it is often said that it is the space in which a child is happy, and regrets leaving it and feels dissatisfied when it has to go. However, the real reason for a child's bonding to a certain place in space is that such place has Figure 5.49. Children attached to a space (The never-ending library)

some special attributes.

Source: @google

From architectural point

of view, a certain space and its arrangement as the structures with physical characteristics and measurable material attributes are primarily suitable for physical needs of children. However, it is just one aspect of child-space relation. The next and higher level of this relation is the child's feeling of attachment to a certain architectural unit in space, as a psychological connotation. Thus, the certain ambiance in which a child dwells with its architectural attributes is not only an answer to child's physical needs but has some essential qualities, primarily for psycho-social development. Regarding those facts, it is considered that during latent years of mid childhood the strong connection with family base gradually weakens and decreases in the child's experience, and a physical surrounding becomes more significant through bonding to those places that are architecturally designed in a certain way. When talking about the concept of identification with some place in space, it is considered that kind of identification represents a "factor in the substructure of personal identity, which in a larger context consists also from the knowledge of physical world in which the person lives. Such knowledge consists of memories, ideas, attitudes, values, preferences, meanings and concepts of behaviours and experiences which refer to the wide complex of physical environment and defines, day in day out, existence of every human being". In the essence of such relation with physical environment is the knowledge of some architectural space in the form of the person's past, experienced in a certain environment and ambiance. In that way, the past of the person becomes the part of some place, and architectural space with what constitutes it and what is set inside of it and makes it an architectural unit, becomes an instrument that fulfils biological, social and cultural needs of the person using it.

102


Turn static files into dynamic content formats.

Create a flipbook

Articles inside

9.7. Conclusion

2min
pages 261-262

Figure 9.5.21. Facade development

5min
pages 249-254

Figure 9.4.20. View from Parking

1min
pages 239-240

Figure 9.3.24. Infrastructure

1min
pages 228-230

Figure 9.3.16. Passive climate control

1min
page 223

Figure 7.26. Swimming pool

3min
pages 180-181

Figure 7.27. Site plan zoning

1min
page 182

Figure 7.25. Picture 1 Pathway

7min
pages 176-179

Figure 7.24. Site plan

1min
page 175

Figure 7.14. Recharging ground water aquifers from roof top run off

1min
page 166

Figure 7.23. Location plan of Pathway world school

1min
page 174

Figure 7.9. Off grid solar power system

1min
page 163

Figure 6.22. Role play teaching

9min
pages 149-158

Figure 6.20. Traditional and Multimedia - learning the difference

1min
page 147

Figure 6.18. Traditional method of teaching

1min
page 145

Figure 6.21. Mind mapping

1min
page 148

Figure 6.19. Multimedia teaching process

1min
page 146

Figure 6.7. Sharing and Examining of information

1min
page 140

Figure 6.4. demonstrating

1min
page 138

Figure 6.3. Lecturing method

1min
page 137

Figure 5.51. Light level standards

1min
page 128

Figure 5.56. Window design effecting levels if light

1min
page 131

Figure 5.50. Guardian Early Learning Centre, Newstead

1min
page 127

Figure 6.1. Effective teaching

1min
page 135

Figure 6.2. Student centred and teacher centred

1min
page 136

Figure 5.49. Children attached to a space (The never-ending library

1min
page 126

Figure 5.48. Interactive school designs

1min
page 125

Figure 5.47. Classroom management

1min
page 124

Figure 5.46. Interaction between student and teacher

1min
page 123

Figure 5.37. Green and yellow colour for meeting rooms with some neutral colours

1min
page 118

Figure 5.30. Brown

1min
page 114

Figure 5.19. colours and children

1min
page 108

Figure 5.18. Conclusion for Child development

1min
page 107

Figure 5.17. self-confidence and self-awareness in children

1min
page 106

Figure 5.12. Personal and social development

1min
page 103

Figure 5.11. Piaget's stages of cognitive development

1min
page 102

Figure 5.6. Problem in child development

1min
page 99

Figure 5.1 Children

2min
pages 94-95

school

1min
page 52

Figure 5.4. Children of different socio-economic status and their childcare

1min
page 97

Figure 2.4. computer room

1min
page 33

Figure 5.5 Child having fun while learning and during its development

1min
page 98

Figure 2.7. classrooms

1min
page 35

Figure 2.3. Bus transportation service of vidya Niketan school

1min
page 32

Figure 1.2. Population Statistics – Kalyan-Dombivli

5min
pages 27-30
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.