Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir;
Author: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018).
Date: 2018-08-23T05:52:18.543456+00:00

2018 Scienceline Publication

Journal of Civil Engineering and Urbanism

Volume 8, Issue 1: 06-11; Jan 25, 2018

ISSN-2252-

0430

Operative Guidelines for Sustainable Designing of Child-

Oriented Architectural Spaces

Mina Khodadad1, Seyyed Moein Moosavi Nadoshan2, Solmaz Khodadad3, Mohsen Sanei1

1M.Sc., Dept. of Architecture and Urban Studies, Politecnico di Milano University, Milan, Italy 2Faculty Member, Dept. of Civil Eng. and Architecture, Shahid Chamran Faculty of Kerman, Technical and Vocational University, Iran 3M.Sc. Graduate Student, Dept. of Architecture, Islamic Azad University of Tabriz, Tabriz, Iran

Corresponding author’s email: mn.sanei@yahoo.com

ABSTRACT: Paying attention to children space has long been important. A large number of researchers have dealt to it, whether in science of psychology and sociology or in the field of architecture. According to the needs of the community and audiences, science of architecture always has seek creative ways to optimize the space for contacts in different fields, such as child-oriented spaces. It has been done with regard to the consideration of human needs O
and the importance of user’s behavior in achieving the goals of sustainable architecture. In addition, according to P

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the theories of psychology, considering the importance of childhood, as one of the most important periods of human c
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life, is so imperative. Therefore, designing a sustainable environment for children is an element, which requires p
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further discussions, and it is necessary to contemplate psychological aspects and behaviors, related to a sustainable d
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approach. In this context, it should be taken into consideration that what the principles of a sustainable design for 5

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children are, and, basically, how sustainable environment’s definition for the children should be. In this paper, the e
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main effort is to take a step towards sustainable development by raising a discussion of child spaces with a 0

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sustainable development approach, and giving a physical dimension to the sustainable development indicators in the 8

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areas of children's centers. The research is a descriptive-analytic study, with use of library research method for data E
collecting, linked with the different categories of sustainability, architecture and psychology. As results, there are some suggested practical solutions to develop physical patterns for designing sustainable children's spaces, each of which could be a field for deeper qualitative and quantitative analysis in future studies.

Key words: Child-Oriented Space, Sustainable Environment, Sustainable Development.

INTRODUCTION

Sustainable urbanism engages with
various aspects of environmental, economic,

Children, because of their physical and
and social sustainability concerning the urban
mental limitations, are more impressible, and
context (Joss, 2015). [This expression], as a
instead, they have lower impacts on the
defined term, is application of sustainability and environment compared to adults; thus, they are
resilient principles to the design, planning, and more subordinates of environmental conditions.

administration / operation of cities (Sharifi, Barker, founder of “ecological psychology”

2016). Sustainability factors in urban contexts
believes there is a specific relationship between
and architecture helps children to understand
physical aspects of architecture and behavior of
the importance of environment, energy and
physical-behavior stations, which expresses
resources, and unconsciously, it learns them to
them with the same concepts (Mortazavi, 2001;
take creative steps to conserve resources and

Young, 1990). In all alive creatures and
their environment. Children obtain information
according to the law of affecting and to be
about environment and interact socially as a
affected in the environment, the tendency to
result of their experiences in the physical
compromise the environment is available, so
environment (Acar, 2013). They are the most
that child tries to compromise with the
sensitive and affected age group of the society.

environment in which they live (Anbari and

They need to experience social life in their own

Soltanzadeh, 2015).

scale in most sensitive and important years of

To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

6
their lives; that means the period, in which their
safety during their presence in such spaces
foundations of personal, physical, mental and
should be the main point and guideline in
social growth forms, until they enter the city.

design and construction concepts and standards.

This requires the availability of a childish and

Children have an active presence in the
intimate space, a space away from the
environment, as long as all their senses are in
commotion of the larger world, a place that
balance. For example, noise and air pollution,
provides context for children's creativity, a
lack of good physical and mental realm and
world full of joy with beautiful colors, where
sense of congestion will prevent children from
the child has the opportunity to express his new
proper interaction with the environment. In
ideas, and breed and grow his talents.

addition, existence of any safety and security

In designing of child spaces, child-
threat, which are detrimental for the balance of
centered designs have priority. This means that
their mental and environmental power, will
the spaces should be designed for temporary
prevent their creative talents.

holding of children and this space and all the

In designing of children space, the aim is
equipment and facilities should be appropriate
to create safety and a sense of belonging to the
for them. A children space should have an
space. Emphasizing on the exciting
exclusive design to meet their needs,
environment, creating the necessary conditions
particularly in interior design and furniture.

for the emotional bond between children in that

Environment is a trainer, and after children’s
environment, expanding their social
parents, it is their first teacher. Children’s
relationships and creating a vibrant
pedagogy is transferred through forms, which
environment requires attention to the views of
are made by architecture and their surrounding
children, as well as quantitative and qualitative
environment. Sustainable design of children
criteria and standards related to space.

spaces locates in a high degree of importance,
because children interact inside and learn from

Sustainability concept
architecture and the space.

It is not possible to make an exact

During this descriptive-analytic research,
definition of sustainability in architecture. It is
which is done by library research method, first,
known that this concept, which had been
definitions of a child space and sustainability,
scrutinized with reference to different priorities
and the necessity and aims of designing
in every different period, has been discussed
sustainable spaces for children are explained.

under various titles since the 1970s. For

Then, after describing two study cases, some
instance, while the concept “environmental
solutions for designing sustainable children
design” was used in 1970s, “green design” in
spaces are suggested, as the outcomes of the

1980s, “ecological design” in the late 1980s and
study. The aim of this study is to offer some
in 1990s, the concept “sustainable design” has
practical design features, which are beneficial
started to be used since mid-1990s (Arslan,
in order to have more efficient child-oriented

2008).

spaces.

Sustainable architecture can be considered

as one of contemporary critical events, a subset

MATERIALS AND METHODS
of sustainable designing, which is a wise
reaction against industry era issues and

Since the aim of this paper is applying the
problems (Sanei et al., 2017). Sustainable
principles of sustainability in the architectural
architecture defines an understanding of
design of children spaces, after reviewing the
environment-friendly architecture under all
basic concepts and necessity of this topic
classifications, and contains some universal
through library resources, and analyzing
consent. In general, it can be argued that in a
examples of sustainable children's spaces, some
building, which is a product of sustainable
results acquired, which led to present executive
architecture, an environment-conscious
and easy proposals for designing child spaces.

architectural code should be used, and
therefore, shaping, positioning and constructing

Child and child space
practice of the building and its relation to the

Child is a Part of the civilized human
topography are of great importance. Currently,
society and considering children is one of the
the buildings could not meet the sustainable
principles of urbanization. In children space
environment requirements with reference to
designing, child-oriented approach has priority.

both unnecessarily consuming energy and

This means that the space should be designed
uncontrollable production of wastes. It is
for the child’s presence. Therefore, children
known that buildings consume 50% of the

To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

7
energy produced in the world and the other half
for using the knowledge in practice. Besides,
is consumed in transportation and industry
students learn much more by seeing real

(Cebeci, 2005). According to another study,
examples rather than hearing about it.

buildings are responsible for the 40% of carbon

Children’s house can be seen as a real example,
dioxide emission in the world (Somali and
a 3D textbook written by an architect.

Ilıcalı, 2009). Sustainable design is an attempt

Architecture discipline deals with
to create maximum comfort of the people with
environmental sustainability and defines
the highest quality of life and create the least
various sustainability criteria. Environmental
damage to the environment (Kiumarsi and
sustainability is related with built environment

Ahmadipoor, 2001).

design and designing with the natural
environment.

Necessity of sustainability for children

When educators create environments, in

Moving and playing are two of the child’s
which children experience mutually enjoyable,
primary needs. The perception of the
caring and respectful relationships with people
environment, space, time and people is
and the environment itself, children respond
dependent on physical activity (Curriculum for
accordingly. When children participate

Kindergartens, 1999). The goal of
collaboratively in everyday routines, events and

“Understanding the role of nature and a clean
experiences and have opportunities to
environment in relation to the physical
contribute to decisions, they learn to live
activities happening there” is the most obvious
interdependently. Children’s connectedness and
one in Curriculum for kindergartens. It should
different ways of belonging with people,
be added that children must study how to learn
country and communities helps them learn ways
throughout their life, as environmental
of being, which reflect the values, traditions and
problems are unpredictable. The children will
practices of their families and communities.

approach these problems in the future as adults

Over time, this learning transforms the ways
and they will act so independently through
they interact with others (EYLF, 2009).

learning completely new skills. The
consequence of such learning will be an

RESULTS AND DISCUSSION
empathetic knowledge (Rifkin, 2009), which
bonds and preserves relationships, emphasizes

Aims of designing sustainable spaces for
quality and strives to maintain and increase
children
diversity, respects the legality of life and has the



Developing healthy physical and mental
responsibility towards the future in a
activities, and fostering children's abilities to,
participative, synergistic and non-aggressive
independently, maintain a healthy and safe life.

way. This, indeed, is what constitutes lifelong



Developing a culture, where sustainable
learning and education for sustainable
practices are embedded in our daily kindergarten
development (Vodopivec, 2011).

routines and activities.

In the era of dwindling oil supplies and



Developing a culture that supports children to
rising energy costs, the need for low energy
understand the need for sustainable practices at
lifestyles has never been greater than today
kindergarten, at home and in the community.

(Khodadad and Sanei, 2017). Over the last



Developing a culture that encourages every
decades, interest and investments in sustainable
member of our community to reduce, reuse, recycle and
energy have increased and, indeed, sustainable
rethink.



Developing a community that understands,
energy solutions are increasingly playing
important roles in meeting the energy needs of
recognizes and respects people and their connection to
the global community. However, little attention
the land (The Sustainable Kindergarten Project – year
has been paid to the sustainable energy needs of
one, 2013).



Children develop a sense of belonging to
children, despite the fact that sustainable energy
groups and communities and an understanding of the
solutions can provide major opportunities in
reciprocal rights and responsibilities necessary for active
terms of improving their health, education,
community participation
well-being and development (Strohmeier,



Children respond to diversity with respect

2015).



Children become aware of fairness

Today, in educational sciences,



Children become socially responsible and show

“environmental sustainability” is one of the
respect for the environment (EYLF, 2009).

main subjects that lesson programs include
several studies about. Telling “what

The impacts of spaces and design
sustainability is” only by words is not enough
elements on children

To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

8

Design elements of the physical
appropriate color combinations of open spaces.

environment of child care facilities are thought

With different colors, it is possible to illustrate
to have important effects on children’s behavior
size and weight of a certain object smaller or

(Moore et al., 1995). The physical
larger, lighter or heavier. Basically, warm and
environments of children have been
bright colors cause development of objects and
investigated primarily in terms of spatial
extend them, while cold and dark colors make
understanding (Wohlwill and Heft, 1987).

objects appear smaller than their size.

Based on Gibson’s (1979) theoretical ideas, we
would expect that what the physical

Main spaces in a child-oriented
environment affords would have an influence
designed environment
on children’s perception, learning, and behavior

An environment designed for children
within that environment. Therefore, all
should include the following spaces:

1. Natural spaces, such as trees, water and living
affordances within a physical environment
creatures, which form the most basic and important
affect children’s behavior, particularly
space for the children.

cooperative behaviors. These affordances

2. Open spaces and wide spaces, in which children
include all elements that are used and designed
could run freely and release their internal energy.

in architectural design of a child space, like

3. Road spaces, which were children's main
differentiation in vertical space, wall colors, and
playground before the presence of cars. They are places,
their combination. So it is important to pay
in which children meet each other, and networks, which
attention that what elements are defining in a
connects various spaces together.

design and how. For example, colors have

4. Spaces for adventure, which are filled with
important effects in the character of human
complexity that strengthen children’s power of
beings, especially children and create an
imagination.

emotional experience, such as joy, laughter,

5. Hiding spaces, which make children's
sadness, grief, comfort, irritability, stillness and
autonomy grow.

excitement. The designers of spaces specific to

6. Spaces for play structures (playgrounds), which
children cannot be indifferent with valuable and
are designed with children’s playing and gaming
important conclusions in recognizing colors and
facilities and fascinate them to play, where playing
their impacts on children (Alaghbandrad et al.,
becomes important (Mahdizadeh, 2006).

2003). For the children inside whom this
feature intensified, they prefer vivid and mixed

Examples of sustainable architectural
colors that are combined with each other in the
design for children

Two examples of successfully designed
right combination, due to their own pure, happy
children spaces are presented below (Table 1).

and vibrant spirit. This is the subject, which

Related figures are illustrated in article
should be considered in designing, decorating
graphical abstract.

and painting of interior spaces and, also, in

Table 1. Sustainable children space examples

Project Location &

Project Title

Important Criteria

Architect(s)

Koh Kood Sub-district,

- Children communicate with each other through fun

Children’s Activity &

Thailand / 24H-architecture
activities, in order to increase children's awareness.

Learning Center
group

- Compatible design with bioclimatic aspects.

- Structural design of the roof in a cantilever form.

- Building innovative exhibits using natural fabrics and

Madison, USA /
recycled materials.

Madison Children’s

- Tackling indoor air quality and instituting green incentives

Museum

The Kubala Washatko
for employees.

Architects

- Taking a local approach to an ecological design with a green
roof, solar panels and rainwater harvesting.

Suggested solutions for designing sustainable



Choose a location near other facilities that
children spaces
children can get to easily.



Make sure the location and designed places are



Make diversity in designing of spaces.

accessible to both disabled and non-disabled children.



Provide a wide range of play and activity
experiences.

To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

9



Develop the project in close co-operation with



Provide natural lighting and ventilation, as
the local community who use the site, to be loved by the
much as possible.

community.



Design proper building envelope.



Design places that allow children of different



Decrease the heat island effect by using outdoor
ages to communicate and play together.

green areas or high-albedo materials.



Use flexible desinging, which allows change



Use water recycling methods together with
and evolution.

renewable energy production; e.g. solar panels.



Make the places more inviting to explore, by



Use rain and recycled water for green area’s
building some spaces with no predefined function and no
irrigation.

sense of where the activity space begins and ends.



Design green and usable roofs or facades; e.g.



Consider safety regulations with respect to
façade agriculture.

natural disasters and fire.



Design interior green areas, which adds variety



Consider safety monitoring of the space for
and liveliness to the space.

unexpected hazards.



Consider visual comfort terms (level of light,



Cogitate how to minimize vandalism, as you
balance of contrasts, appropriate colors, etc.) in
design.

designing.



Use industry standards for playing equipment to



Use proper glazing and insulations and not too
ensure children are not exposed to unreasonable risks or
much insulated places, as it is important to maintain a
unexpected hazards whilst playing.

loose relationship with the outside in order to ensure



Consider safe methods for in-site car transport;
appropriate immunity and adaptability.

e.g. underground routes.



Consider the position, shape and morphology of



Design wider hallways and good spatial
the building with respect to sun location and the
visibility of people to prevent running collisions.

prevailing directions of the wind.



Consider safe conditions of the floor or ground



Design accurate localization of openings and
surface, as most children’s accidents involve falling
using suitable types of openings and shading systems,
down.

relative to sunlight and wind direction.



Make spaces Ecological, Economic and



Use appropriate materials in terms of heating

Healthy by using trees and shrubs in the design.

capacity.



Make comfort zones by planting trees in hard



Determine drainage flow and avoid planting
surfaces to shade areas of active play.

trees in areas subject to salt runoff.



Locate the place close to nature, when possible.



Consider using permeable paving on walkways



Plant a variety of tree and shrub species for
and in parking lots to reduce water runoff and increase
teaching and learning purposes.

ground percolation.



Plant species, which are manageable and



Use a color or stain for paving to reduce the
sustainable.

sun’s glare and reflection.



Choose plants which are fast growing, easy to



Strike a balance between areas of hard and soft
maintain and resilient.

surfacing.



Choose native plant species, if you want to



Design places, which allow children to
encourage wildlife.

manipulate natural and fabricated materials, use tools,



Avoid using plants, which are poisonous or
and have access to bits and pieces of all kinds.

uncomfortable to the touch (which have thorns, or leaves



Provide suitable solutions for water playing in
with sharp edges) or contain substances that could
order to learn the consumption culture.

irritate the skin.



Provide suitable solutions for sand playing that



Use plants and trees for natural ventilation of
fosters construction play, social interactions and
the environment.

experimentation with physical properties.



Consider the conservation, and ideally



Use native, natural, recycled or sustainably
enhancement of wildlife habitats in and around the
sourced materials, instead of synthetic materials
space.

wherever possible.



Stimulate the five senses by providing access to



Avoid constructing with wood that has been
music and sound, and different smells made by plants
treated with chemicals.

and leaves.



Use appropriate materials, which are resistant



Provide natural elements for playing, such as
against water in walls (washable walls).

sand and water with considering the sustainability of
sources.

To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

10



Use granitic sand rather than brick sand or
examples of children spaces, to have clearer vision of the
concrete sand, which tends to blow around on dry windy
most effective design solutions.

days and can be a safety concern.



Choose the best surface material for the

Authors’ Contributions
activities planned – not always the cheapest or easiest

All authors participated equally in this research.

surface to maintain. A good choice of surfacing will add
activity value to a scheme.

Competing Interests



Use pathways to separate areas in the play

Authors declare that they have no competing
space that serve different functions and provide a
interests.

boundary to areas that should not be entered.



Provide a variety of path choices to enhance

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To cite this paper: Khodadad M, Moosavi Nadoshan SM, Khodadad S, Sanei M (2018). Operative Guidelines for Sustainable Designing of Child-Oriented Architectural Spaces. J. Civil Eng. Urban., 8 (1): 06-11. www.ojceu.ir

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