Exploring the social logic of preschool environments structured with Waldorf, Montessori, and Reggio Emilia A semantic and syntactic study on preschool environments

Name: Exploring the social logic of preschool environments structured with Waldorf, Montessori, and Reggio Emilia A semantic and syntactic study on preschool environments
Author: Çanakçıoğlu, Nevşet Gül

İsim	Exploring the social logic of preschool environments structured with Waldorf, Montessori, and Reggio Emilia A semantic and syntactic study on preschool environments
Yazar	Çanakçıoğlu, Nevşet Gül
Basım Tarihi:	2022
Basım Yeri	- Western Norway University of Applied Sciences (HVL)
Konu	Kindergarten, Montessori, Preschool education, Reggio Emilia, Waldorf
Tür	Belge
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	978-829367767-3
Kayıt Numarası	079633e7-741e-43ac-a88f-6627783c6d9a
Lokasyon	Architecture
Tarih	2022
Örnek Metin	Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the early years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students’ project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Kaynağa git Özyeğin Üniversitesi

Aramaya Dön

Özyeğin Üniversitesi

Kaynağa git

Exploring the social logic of preschool environments structured with Waldorf, Montessori, and Reggio Emilia A semantic and syntactic study on preschool environments

Yazar Çanakçıoğlu, Nevşet Gül

Basım Tarihi 2022

Basım Yeri - Western Norway University of Applied Sciences (HVL)

Konu Kindergarten, Montessori, Preschool education, Reggio Emilia, Waldorf

Tür Belge

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 978-829367767-3

Kayıt Numarası 079633e7-741e-43ac-a88f-6627783c6d9a

Lokasyon Architecture

Tarih 2022

Örnek Metin Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the early years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students’ project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.