Children and Architecture Studies in Early Childhood in Turkey: An Evaluation in Terms of Scope and Methodology

Ayşe Burcu Zülfikar

Makale detayları

Children and Architecture Studies in Early Childhood in Turkey: An Evaluation in Terms of Scope and Methodology

Yazarlar:

Ayşe Burcu Zülfikar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Kentsel ve Yapılı Çevrede Çocuk Araştırmaları Dergisi - J-CUBE Vol.1 Issue 1, pp.37-51

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341793

pISSN:

3062-2891

Anahtar kelimeler:

Özet:

 In the face of urban-scale challenges such as environmental issues, population growth, and rapid urbanization, it is crucial for individuals to acquire environmental awareness, problem-solving, and creative thinking skills from an early age. Children and architecture studies, which support children in establishing connections with their physical environment, recognizing environmental problems, and generating solutions, emerge as an effective tool in this context. In Turkey, children and architecture studies, which began in the early 2000s under the leadership of the Ankara Chamber of Architects, initially focused on primary school-aged children. However, recent years have witnessed an increase in studies targeting the preschool period ages 36. This study examines children and architecture initiatives conducted in Turkey during the preschool period in terms of their practitioners, participants, duration, settings, objectives, and methods. Recognizing that the preschool period is a critical stage for laying the foundations of individual development, the use of participatory design techniques in this age group is evaluated. The evaluations reveal that children and architecture studies targeting the preschool period have increased in recent years, are conducted by professionals, demonstrate diversity and development in terms of objectives and methods. However, it has also been determined that there is a need for longer-term programs involving multiple stakeholders and diverse working environments related to the built environment. Such studies are predicted to make significant contributions to the development of childrens environmental awareness, creativity, and social participation skills. In this context, the article highlights the importance of qualified architecture and built environment programs that encourage children to connect with their surroundings from an early age and presents a systematic evaluation of children and architecture studies for the preschool period.

 In the face of urban-scale challenges such as environmental issues, population growth, and rapid urbanization, it is crucial for individuals to acquire environmental awareness, problem-solving, and creative thinking skills from an early age. Children and architecture studies, which support children in establishing connections with their physical environment, recognizing environmental problems, and generating solutions, emerge as an effective tool in this context. In Turkey, children and architecture studies, which began in the early 2000s under the leadership of the Ankara Chamber of Architects, initially focused on primary school-aged children. However, recent years have witnessed an increase in studies targeting the preschool period ages 36. This study examines children and architecture initiatives conducted in Turkey during the preschool period in terms of their practitioners, participants, duration, settings, objectives, and methods. Recognizing that the preschool period is a critical stage for laying the foundations of individual development, the use of participatory design techniques in this age group is evaluated. The evaluations reveal that children and architecture studies targeting the preschool period have increased in recent years, are conducted by professionals, demonstrate diversity and development in terms of objectives and methods. However, it has also been determined that there is a need for longer-term programs involving multiple stakeholders and diverse working environments related to the built environment. Such studies are predicted to make significant contributions to the development of childrens environmental awareness, creativity, and social participation skills. In this context, the article highlights the importance of qualified architecture and built environment programs that encourage children to connect with their surroundings from an early age and presents a systematic evaluation of children and architecture studies for the preschool period.

 In the face of urban-scale challenges such as environmental issues, population growth, and rapid urbanization, it is crucial for individuals to acquire environmental awareness, problem-solving, and creative thinking skills from an early age. Children and architecture studies, which support children in establishing connections with their physical environment, recognizing environmental problems, and generating solutions, emerge as an effective tool in this context. In Turkey, children and architecture studies, which began in the early 2000s under the leadership of the Ankara Chamber of Architects, initially focused on primary school-aged children. However, recent years have witnessed an increase in studies targeting the preschool period ages 36. This study examines children and architecture initiatives conducted in Turkey during the preschool period in terms of their practitioners, participants, duration, settings, objectives, and methods. Recognizing that the preschool period is a critical stage for laying the foundations of individual development, the use of participatory design techniques in this age group is evaluated. The evaluations reveal that children and architecture studies targeting the preschool period have increased in recent years, are conducted by professionals, demonstrate diversity and development in terms of objectives and methods. However, it has also been determined that there is a need for longer-term programs involving multiple stakeholders and diverse working environments related to the built environment. Such studies are predicted to make significant contributions to the development of childrens environmental awareness, creativity, and social participation skills. In this context, the article highlights the importance of qualified architecture and built environment programs that encourage children to connect with their surroundings from an early age and presents a systematic evaluation of children and architecture studies for the preschool period.

 Günümüzde çevre sorunları, nüfus artışı ve hızlı yapılaşma gibi kentsel ölçekli zorluklar karşısında, bireylerin erken yaşlardan itibaren çevre farkındalığı, problem çözme ve yaratıcı düşünme becerileri kazanmaları büyük önem taşımaktadır. Çocukların fiziksel çevreyle bağ kurmalarını, çevresel sorunları fark etmelerini ve çözüm üretmelerini destekleyen çocuk ve mimarlık çalışmaları, bu bağlamda etkili bir araç olarak öne çıkmaktadır. Türkiyede, 2000li yılların başında Ankara Mimarlar Odasının öncülüğünde başlayan çocuk ve mimarlık çalışmaları genellikle ilköğretim çağına odaklanırken, son yıllarda okul öncesi dönem 3-6 yaş için yapılan çalışmaların da arttığı gözlemlenmektedir. Bu çalışmada, Türkiyede okul öncesi dönemde gerçekleştirilen çocuk ve mimarlık çalışmalarının yürütücüleri, katılımcıları, süresi, çalışma ortamı, amaç ve kullanılan teknikleri üzerinden bir incelemesi yapılmaktadır. Okul öncesi dönemin, bireysel gelişimin temel taşlarının atıldığı kritik bir dönem olduğu gerçeğinden hareketle, bu yaş grubuna yönelik katılımcı tasarım tekniklerinin kullanım seviyeleri değerlendirilmektedir. Yapılan değerlendirmeler, okul öncesi döneme yönelik çocuk ve mimarlık çalışmalarının son yıllarda artış gösterdiğini, profesyoneller tarafından yürütüldüğünü, amaç ile yöntem açısından çeşitlilik ve gelişim sergilediğini ortaya koymuştur. Bununla birlikte, bu alanda çok aktörlü, yapılı çevreye dair daha çeşitli çalışma mekanlarını içeren, daha uzun süreli programlara ihtiyaç olduğu tespit edilmiştir. Bu tür çalışmaların, çocukların çevresel farkındalık, yaratıcılık ve sosyal katılım becerilerini geliştirmede önemli katkılar sağlayacağı öngörülmektedir. Bu bağlamda, makale erken yaşlarda çocukların çevreyle bağ kurmasını teşvik eden nitelikli mimarlık ve yapılı çevre programlarının önemine dikkat çekmekte ve okul öncesi döneme yönelik çocuk ve mimarlık çalışmalarına ilişkin sistematik bir değerlendirme sunmaktadır.

Makale detayları

Children and Architecture Studies in Early Childhood in Turkey: An Evaluation in Terms of Scope and Methodology

Yazarlar:

Ayşe Burcu Zülfikar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Kentsel ve Yapılı Çevrede Çocuk Araştırmaları Dergisi - J-CUBE Vol.1 Issue 1, pp.37-51

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341793

pISSN:

3062-2891

children

preschool period

architecture

built environment

participatory design techniquesçocuk

okul öncesi dönem

mimarlık

yapılı çevre

katılımcı tasarım teknikleri

Sayı

Makale detayları

Yazarlar: Ayşe Burcu Zülfikar

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Mimari Tasarım | Mimarlık (Diğer)

Dergi: Kentsel ve Yapılı Çevrede Çocuk Araştırmaları Dergisi - J-CUBE Vol.1 Issue 1, pp.37-51

Belge Tipi: Makale

Yayın Tarihi: 2/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001341793

pISSN: 3062-2891

Sayı

Yazarlar:

Ayşe Burcu Zülfikar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Kentsel ve Yapılı Çevrede Çocuk Araştırmaları Dergisi - J-CUBE Vol.1 Issue 1, pp.37-51

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341793

pISSN:

3062-2891