Investigating Effective Factors on Designing of Educational Spaces with an Approach to Increase Learning Rate and to Improve Creativity among Children

Abstract

The environment and space in which we are living affectour spirit and thought. Creativity is a potential ability within thehuman being. This ability is flourished in theproperand cherishing environment. An environment that is able to flourish a child’s potential abilities seems to be necessary, regarding the importance of the childhood ages and learning at that time. At thefirst stage, an environment designed to develop a child’s creativity should be able to fulfill his physical and mental needs. Securing tranquility and safety of children isthe firstrequirement of a proper environment for children. It will prepare the ground for children’s creativity. In the present research, we studied child’s behavior in the environment by field studies, and some solutions and models extracted and presented to design proper environments by applying thepsychological study of children and approachesto develop creativity in educational systems as well as investigating children behaviors in the environment. First of all, the present theories of the psychology about designing educational spaces is discussed and then hypothesis test is carried out by an inductive approach and applying a survey research. So, we prepared a questionnaire to measure indices and then distributed the questionnaire on some nurseries. After that accumulated data were described and analyzed by applying (SPSS)software, finally, a model is presented to show the manner of the effectiveness of the factors. it was concluded that creativity is not limited to certain people and it can be acquired and learned. Developing creativity in childhood will have major effects on adulthood creativities. The elements which have an effect on children creativity are play and their ability to explore in the environment. Stimulation of the curiosity sense as an external factor in guided discovery learning is deemed to be one of the major constituents of guided discovery learning.