European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.163788
Volume 2│Issue 8│2016
CHANGEABLE DESIGNS IN PRESCHOOL EDUCATION
ENVIRONMENTS: SUPPORTING SENSORY
DEVELOPMENT AND CREATIVITY
B. Ece Şahin1i, Neslihan Dostoğlu2
Faculty of Architecture, Department of Architecture,
1
Uludağ University, Turkey
. Faculty of Architecture, Department of Architecture,
2
İstanbul K(lt(r University, Turkey
Abstract:
Preschool education has special importance in the development processes of children at
3-6 age, which is the period when the foundations of individual development are
established. In this period, the development of children is supported by education and
appropriate environmental conditions, and in this context, the quality of the physical
environment has great significance in education process. Today, the development of
creative thinking of individuals is considered as one of the conditions which improve
the standards of societies. Since creative thinking is significantly developed and formed
in preschool period, the improvement of children's creativity is considered as one of the
objectives of preschool education. In this context, proposes a design approach taking
changeability as its basis to support creative thinking of children in preschool
environments. This paper is based on the findings of a doctorate thesis, integrating
preschool education and architecture, completed by ”. Ece Şahin at Uludağ University
Department of “rchitecture, under the supervision of Prof. Dr. Neslihan Dostoğlu. The
research was carried out with 30 children of age 5 in three public kindergartens in
Bursa. Methods used in the study can be described as; discussions through the images
of changeable toys, watching a movie about changeability, drawing a desired classroom
and discussions held during a computer game where the action of change is
experienced. In the research, it has been observed that changeable designs, support
mental activity by stimulating feelings, encourage to think differently and to propose
new ideas. Changeable designs can be consider as the products of design which trigger
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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imagination. In this context, changeability can evaluate a parameter in designing
education environments in order to support creativity in preschool years.
Keywords: preschool education, child development, changeable designs
1.
Introduction: The Sensory Development and Creativity in Preschool
Educational Perspective
The developmental characteristics of human life are substantially shaped during the 0-6
age period, which is also identified as the preschool or early childhood. During these
years, a rapid development is observed in all fields related with children. For instance,
it has been determined that 50% of cognitive enhancement is completed until 4 years,
80% until 8 years, and the education provided during 0-6 age period has 33% influence
on school success of children. The development of personality, social sensibility and
creative intelligence begin to form during that period ”aşal,
Poyraz and Dere,
2001; Kartal, 2008). While the concept of care is generally important for the
development of children between 0-3 years old, it is necessary to support the
development of 3-6 year old children. In fact, children who get preschool education are
more successful in their further educational processes and acquire positive
improvements in social, cognitive, behavioural and personal aspects (Sylva and
Roberts, 2010). Supporting the development of children during this period is also
essential in fulfilling the first and most important condition of social improvement and
ensuring a basis for earning a life-long learning approach. In this context, preschool
educational process is more important in comparison with other educational processes.
One of the most important cognitive characteristics that individuals should have
in the 21st century is creativity. From this point of view, the preschool educational
process has a special importance because it has the potential of exposing creativity in
children. Creativity can be identified as applying an original approach to known facts,
producing specific solutions for particular problems, establishing relations which could
not be established previously and thus putting different ideas and products within the
scope of a new thinking scheme (Argun, 2004). The existence of creative individuals
who are vision holders, observant, reactive to problems and deficiencies, open to
cooperation is considered necessary for improving society Robinson,
Oktay,
Yanık,
Üst(ndağ,
. In this context, educational processes are expected to
provide environments for developing creativity as a natural-born ability of children. In
various studies, the necessity of supporting creativity, which children naturally have,
and the importance of revealing creative thinking, which the individuals have from
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early ages by means of environmental conditions and proper education, is emphasized
“rgun,
Turla,
, Üst(ndağ,
, Kasap,
Toğrul,
Oktay,
.
Gardner (2007) expresses the importance of providing choices in education in order to
obtain a creative perspective and identifies the children of preschool period as an age
group which can easily adopt a creative way of thinking without much effort.
Presenting rich sensory stimulants to a child plays a very important role in revealing
his/her creativity.
In history, there are various examples of educational approaches dealing with
the senses of children during early childhood. Although the studies important for
developing the field are quite diverse, in this study, only the theories related with the
subject and the associated points are taken into consideration in order to establish a
relation between sensory development of children and consequently the development
of creative thinking and changeability. The importance of education in early childhood
has been emphasized first by Plato in Ancient Greece. The importance of sensory
experience for development during preschool period was pointed out by Comenius in
the 17th century, and during the same era John Locke stated that the environmental
conditions play an important role in the development of people and a good
environment would provide knowledge and experience for children. The importance
for children to act without any restrictions and obstacles has been first emphasized by
Rousseau in the 18th century (Oktay, 2001; Dudek, 2000; Pound, 2006; Poyraz and Dere,
2001; Wortham, 2002).
19th century is a period during which significant developments took place in
preschool education. The first ideas underlying modern educational approach based on
the belief that children can express themselves by means of several materials provided
during the educational process and that children should be encouraged to use these
materials creatively, have been first put forward by Pestalozzi. Pestalozzi has tried to
develop the educational capacity of children on forms, languages and numbers by
means of materials intended for handcraft (Dudek, 2000; Krogh and Slentz, 2011).
Froebel, who has benefited from the experience of Pestalozzi during the second half of
the 19th century, built a system based on games rather than discipline, for the creative
development of children, and developed special educational materials for children.
These educational materials are divided into two groups, specified as gifts and
occupations. Gifts are game and construction materials consisting of 500 pieces and
divided into groups as 1-2-3 and 4-6 in accordance with their geometric specifications
and sizes. Froebel believed that he could understand the symbolism behind the games
played by children and adopted the perspective that steady structures do not allow
such development. Occupations are activities for developing children’s manual
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dexterity, such as weaving, paper folding, cutting, stick-laying, sewing on perforated
cards, bead stringing (Pound, 2006; Krogh and Slentz, 2011). These materials of Froebel,
which are considered as original in educational sense, allow children to create various
forms in different combinations. These materials allowing children to build a bridge or
a tower create significant influences on their development. In fact, a child constructing a
building with blocks in a short period gains lots of confidence, and the senses of
children in relation to concepts such as form, rate, harmony etc. are improved by
adopting these forms without realizing. To support these ideas, the biographies of
important architects, engineers and artists of the 20th century and their comments can
be given as examples (Figure 1). For example, designers such as Buckminster Fuller,
Frank Lloyd Wright, Le Corbusier, Kandinsky etc. were educated in the kindergartens
where Froebel style education was applied, and the materials used in these
kindergartens have become a source of inspiration for these designers’ geometric and
structural approaches (Pound, 2006; Dudek, 2000; Koralek and Mitchell, 2005).
Figure 1: The relation between Avery Coonley Playhouse designed by
Frank Lloyd Wright and Froebel materials (Dudek, 2013)
The idea of using special materials in education was also applied through a similar
system by Maria Montessori at the beginning of the 20th century for children with
mental retardation and emotional problems. The behaviour of children while playing
with materials in the Montessori's kindergarten in Rome, called Casa dei Bambini or
Children’s House , was analysed in 1907. It was observed that children preferred
playing by blocks and constructing a tower to playing with a baby, a ball or a train set,
and that these children became more eager for socializing, and more effective in
communication. In the Montessori school, the materials and furniture were designed to
enable free, individual or joint use of children by providing alternatives for them. The
freedom of action provided for the children, especially the freedom of their hands, has
been accepted as necessary for their education and learning, and furniture suitable for
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their size, which could be moved by them, have been used (Dudek, 2000; Krogh and
Slentz, 2011; Pound, 2006).
At the beginning of the 20th century, several approaches have been developed
based on these studies. These findings have been the basis of the modern educational
approach of Dewey and the studies of Steiner where he emphasizes the importance of
the relation with the senses. Beginning from the second half of the 20th century, the
Cognitive Development Theory of Piaget (1963) has provided an important perspective
for the educational process related with the learning of children during preschool
period. This approach, which is identified as constructivism, has presented significant
findings on the intelligence of children in their interaction with the environment
(Wortham, 2002). In this context, educators have claimed that children need to have
experience on materials and the real world actively in order to develop their own
thoughts (Pound, 2006). Preschool education has thrived with contributions of various
theories and approaches in history. A significant approach has been applied by the
teacher Loris Malaguzzi after the Second World War in the first kindergarten opened in
Reggio Emilia in Italy. In this program, known as Reggio Emilia, the child is considered
as protagonist, powerful and capable, and it is aimed to develop and improve the
communication levels, symbolic abilities and creativity of children (Pound, 2006;
Cadwell, 2003; Wortham, 2002). In the Reggio Emilia kindergartens, the creative studio
environments are compared with feasible containers where children can express
themselves, and develop in accordance with their activities (Koralek and Mitchell,
2005). Another educational approach known with the importance it gives to choices of
children is High/Scope. In this approach, a program is applied in a process where
various materials are provided for children to make their own choices in accordance
with the theory that these materials should be analyzed freely by children, with the
expectation that the environment also provides a similar diversity and a functionality
(Kartal, 2008; Dudek, 2000).
In the theories and approaches related with the development of mental
enhancement and creative thinking of children during preschool period, significant
gains are aimed by means of materials presented to children. In this context, it has been
accepted that educational materials should be changeable by children in order to create
various sensory stimulants for them. In this study, in consideration of the evaluated
theories and approaches, it is claimed that the idea valid for the scale of materials can
also be valid for the scale of the physical environment. It is assumed that the
developmental contributions provided to children by the possibility of creating various
forms can be supported by the existence of a changeable environment. In Table 1, the
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relationship between the findings achieved from preschool educational perspective and
the gains estimated through changeability in the physical environment is summarized.
Table 1: The relations predicted by the theories on the development of creative thinking
by changeability
Preschool Education Perspective
Freedom given to children
Changeability in Physical Environment Level
Implementation of changes influencing spatial use in
accordance with children’s choices and flexibility
formed by changeable nature of spaces
Diversity of relations established by senses
Diversification of sensory discoveries by means of
diversity of spatial experience
Encouraging
children
towards
implementing their own activities by means
Diversity presented by spaces with their changeable
nature
of several materials
Thought of using a material as a source of
Establishing physical environment as a part of learning
learning
The perceptual and sensory acquisitions
The contributions ensured by the opportunity to create
provided by the opportunity of creating
various forms in spatial scale by means of experiencing
various forms
changes and effects
Experiencing the acquisitions of interaction
The expectation of strengthening the acquisitions of an
process by materials reflected on life:
interaction with the physical environment through the
biographies of designers and artists of the
potential of creating various experiences by the choice
20th century
of children
In accordance with the predicted relations, it is anticipated that the sensory
development and creativity of children can be improved by the changeability of the
physical form of educational environments in accordance with the skills and abilities of
children. The importance of relations established with senses is emphasized in various
studies. For example, Day (2007) describes that the children are more creative than
adults because they are in a process where they try to understand their environment by
establishing relations with their senses. According to him, the relations established with
senses are the foundations of thinking; thoughts are kept alive by means of rich sensory
experience and stimulants changing due to spatial atmosphere. Similarly, Meerwein
(2007) expresses that the cognitive development of children is related closely with the
diversity presented by environment. According to Taylor (2009), the capacity of
learning is directly related with the environment, which is expected to stimulate the
senses of children through their relations with various materials. Walden (2009)
indicates that development of different senses is provided by impulses and it is
necessary to establish an active interaction with the environment. In this context, it is
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considered that a changeable physical space can create an interesting environment
which invites children for establishing interactions and sensory development and
creativity can be supported by providing contribution to children for experiencing new
sensory relations.
2.
Changeability
In this study which claims that changeability should be taken into consideration as a
design parameter in order for the physical environment to support sensory
development of children in the design of preschool educational environments, it will
especially be advantageous to identify the aspects of this parameter. Within the scope of
the Ph.D. thesis which this study is based on, the concept of changeability is assessed on
the levels in which the stimulants may have variability.
Four examples will be presented here in order to express the potential that the
theme of changeability has. The design implemented by Hoffman Architects for Erika
Man Elementary School can be considered as an example for interior design related
with the concept of changeability (Figure 2). On the second floor of the school, a
solution including various alternatives, which can be used by small children for group
study, reading and discussions, is presented.
Figure 2: Erika Man Elementary School
(http://www.baupiloten.com/archiv/en/projekte/emg1/slideshow4/01.html;
http://www.baupiloten.com/archiv/en/projekte/emg1/slideshow4/07.html;
http://www.baupiloten.com/archiv/en/projekte/emg1/slideshow4/06.html).
The Cafeteria Technical University Berlin can be shown as another example where the
concept of changeability is presented (Figure 3). In this design, the options for changing
illumination colours according to seasons have been created to take advantage from the
psychological effects created by colours. Furthermore, the various uses of furniture
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according to seasons have been taken into consideration, and it has been ensured that
elements have been used according to various preferences.
Figure 3: The changes of winter, spring and summer atmosphere
(http://www.baupiloten.com/en/projekte/cafeteria-wetterleuchten-2/)
In a structure which has been constructed during a regional festival of Australia, the
aim has been to give the structure various appearances, to control and change
illumination in accordance with personal requirements of its users, by means of sliding
panels (Richardson, 2007), (Figure 4).
Figure 4: GucklHupf-Mobile Lookout
(http://transformabledesign.com/project/a-2-1-gucklhupf-mobile-lookout/)
In Slovenia, the shell of the structure of Kekec Kindergarten, which has been designed
by Jure Kotnik, has been expressed as a toy (Figure 5). The freely moving panels used
on three facades of the kindergarten, with one side in natural wood and the other side
painted in 9 different colours, have been expressed as a game and learning tool which
allow children to experience various colours (Kotnik, 2011). In these examples, the
potential of changeability in creating various stimulants can be seen easily. This
supports the judgment that a dynamic structure, which keeps mental activity alive,
invites children to interact, increases motivation and attention of children, can be
provided by interpreting it as a parameter in the design process of changeability.
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Figure 5: Kekec Kindergarten
(http://ad009cdnb.archdaily.net/wp-content/uploads/2011/03/1299532195-kekec72dpi-18.jpg;
http://ad009cdnb.archdaily.net/wp-content/uploads/2011/03/1299532050-kekec72dpi-8.jpg;
http://ad009cdnb.archdaily.net/wp-content/uploads/2011/03/1299532275-kekec72dpi-26.jpg).
3.
Method
In this study, changeability is identified as a design parameter for preschool educational
environments to support the development of children. When the theories and
approaches related with preschool education are analysed, it is observed that the
proposed parameter has a strong relation with the issues which are significant in
developmental aspects. In the case study which has been implemented, the aim has
been to learn how children consider changeable designs and to identify the impact of
interaction with these designs. Considering that there is a possibility that children can
make various remarks according to their socio-cultural and economical status, the study
was implemented in a total of 3 public kindergartens in three different districts with
varying economic levels in Bursa. The study was established as a qualitative, comment
based study in order to present more detailed images related with the subject.
Participants in the study were limited with children between 60-72 months because this
age group has the highest rate in preschool education in Turkey.
Various researchers indicate that children are willing to participate in a study
and perform a correct evaluation if correct and proper methods are applied during the
preschool period. For example, Hart (1992) emphasizes that since children do not have
the same communication skills as adults, we should be more sensitive with them and
that we should apply new methods which develop their communication skills and
make them more willing during that process. According to him, children have great
desire for participation if adults spend enough effort to understand them. According to
Clark (2005), children in preschool period are experts of their own lives and it is
important to hear their voices. In his study, where he approaches the issue of the
relationship between early childhood and the physical environment, he applies a
methodology described as the Mosaic Method where he includes various tools of
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expression. Various methods are included at the center of the preschool education, such
as observation with children, one-to-one and group conversations, photography
(allowing children to take photographs of the things they consider important), field
trips, map making and dialogues with directors and parents. In these studies, apart
from written conversation format, the methods by which children can reflect their
creativity are used and the relations of children with their physical environment are
tried to be understood by means of verbal and non-verbal methods (Clark, 2004; 2005;
2010).
Different methods are used in order to open various expression channels. In
cases when visuals are used, these visual materials are either prepared jointly with
children or presented to them as ready-made. These methods can also be applied
together (Thomson, 2008). In this study, the second method was preferred in order to
clarify the nature of changeability. Furthermore, the assumption was that children can
express their thoughts by drawing pictures. In fact, drawing is a tool by which children
reflect themselves until they learn how to read and write. The possibility that children
can express their feelings and ideas more easily by creating images, the fact that
children from preschool age group can present more accurate expressions about the
pictures they draw, and the satisfaction that children experience in such a study were
effective in choosing this method (Lange-Küttner, 2008; Leitch, 2008; Holmes, 2005;
Ross, 2008). Moreover, the necessity to evaluate this subject through the contribution of
various opinions, which is called triangulation, was taken into consideration in relation
to early childhood studies (Holmes, 2005). In this context, three perspectives were
obtained from children, teachers and parents.
Through the study, the concept of changeability has been emphasized. It was
concluded that children meet with the theme of changeability by means of toys, as
products of design which have great significance in their lives. In this context, the first
step of this study was to understand how the children evaluate the changeability theme
applied on toys (colour changing cars, baby dolls or toys with changeable
functionalities). Inspired from the conversation method applied by Sanoff (1991)
through the photographs included in his participatory design studies, a conversation
form which consisted of three toys with changeable and stationary characteristics and
furniture sample photographs were used to evaluate how children consider changeable
designs (Figure 6). The furniture design sample was used to make an analysis before
other phases of the study in order to determine how children would assess a
changeable subject other than toys. Within the context of this form, one-to-one
conversations were held with the children, their teachers and parents. The children who
analysed the image were first asked "which one did they want to buy and why"; and in
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order to canalize the subject, the questions as "whether they have such toys or not, what are
these toys used for, how it feels to change them, what the differences of these toys from the others
are, and whether it becomes boring to change these toys after a while" were directed. Their
teachers and parents were asked whether they had any opinion on the choice of their
children, which toys they would prefer for them and the reason behind this.
Figure 6: Two samples used in photo-conversation form
In the next phase of the study, a short-movie with changeable furniture samples was
presented to children in order to express the potential of changeable designs on
children more clearly. The videos used in this short-movie were obtained by using a
video portal of the internet by searching "changeable furniture, flexible furniture" terms
(Figure 7). After, this short-movie was presented to children, a group discussion was
held with them as the first phase. In order to encourage different ideas, the questions as
"whether they have liked the images they watched or not, whether they would like such things in
their classes and how they would use such things if they had them in their classes" were
directed to them by brainstorming. The participation of their teachers as observers was
requested in order to obtain their comments and opinions on the feelings and interest
levels of children related with that movie. Throughout the discussion process with the
teachers, it was asked whether it would be advantageous to use the designs they saw in
the film in preschool environments; they were requested to imagine different designs,
which they could use in their classes and to assess the interest of children in these
designs.
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Figure 7: Frames from the short-movie
In the following phase of the study, picture drawing was included as a method in
which children could express their thoughts individually. In this study, the statements
of the children on the pictures they drew were taken into consideration (Thomson, 2008;
Holmes, 2005). In order to eliminate the possibility that there might be a difference
between the associations evoked in the mind of the researcher and the thoughts of
children, which is emphasized as an important issue in visual study processes of
various studies, one-to-one dialogues were established with children and their
comments on these pictures were evaluated. Time was given to children for telling what
they saw in their own drawings.
In the final phase, in order to see the interest created by the action of changing,
considering the fact that there was not any exemplary environment where this
experience could be provided, it was questioned whether it would be possible to
perform an evaluation by using a computer game. In order to see the interest levels of
children while playing games individually and to obtain their comments and ideas;
children who tried several choices were asked whether they liked the game they played,
whether they have played a similar game before, whether they would like if there are
things in their classroom which they could change and whether they found the game
fine, funny or boring, by using a computer game which the children could diversify
according to their preferences (Figure 8).
Figure 8: Images from the computer game used in the study
(http://www.oyunlar1.com/games.php?flash=5746)
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4.
Results
In the first phase of the study which was performed through photographs, it was
observed that the toys with changeable characteristics and/or issues were preferred
rather than the static ones. In the statements of the children, it was observed that the
toys and furniture presented in the examples, the diversity of their colors and
functionalities stimulated senses such as excitement, curiosity, fun and satisfaction.
Gülse (3): I have seen such changeable toys. A normal ball, I have handled and squeezed
it under my foot, the ball got bigger and surprised me. I would buy the changing baby
doll because its colors change. It is very beautiful. I have also a baby doll with colorful
hair, it changes colors in water, I feel very different when it changes, "I fall into a coma"
(she is very excited while she was telling that and uses that word).
Batuhan (1): I would like the changing ball, if blue does not shine while changing or red
does not shine, maybe green shines. I already have changeable toys, I have a car which
turns into yellow in hot water and orange in cold water. Changeable toys are more
beautiful and funny.
Yağmur 3 : I would like the changing sofa because it is beautiful and it is fun to change
it. I would be very happy while it is changing.
In this context, as indicated by Taylor (2009), Meerwein (2007) and Day (2007),
increasing learning capacity and improving creative thinking, imagination and different
sensory centers is essential for establishing an environment which supports sensory
development and creativity of children. Taking advantage of designs with changeable
characteristics in preschool education environments is taken into consideration as an
accurate and proper decision in order to increase the number and diversity of
stimulants which children experience. The statements indicate that it is possible to
provide interesting, exciting and engaging environments by means of changeability.
4.1
Watching a movie and group conversation
After the short-movie, showing furniture designs with changeable characteristics, was
shared with the children, the questions such as "do you like the movie you have seen" were
directed to them. Then, a conversation on "what would the children use such things for" was
held and the children were assisted for consideration by a question as "what would you
do with that extending sofa if it was in your classroom". The study was concluded by a
brainstorming on "what would be the things they would like to use in their classroom similar to
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the ones they have watched". While there was an assumption before the study that the
interest levels of children would be lower because furniture unfamiliar for them was
used, the result showed the opposite. The children wanted to see the movie again and
this was considered as an indicator of children’s interest during the discussions. In
addition to these findings, it was observed that children could imagine different
changeable designs and suggest using alternatives for designs after such an experience.
Changeable designs are enabled to different relations and connotations in children’s
minds.
I wish when the table was moved, a dining table was formed; we could eat something in
the class when we liked (1).
We could make a road and drive our cars on it, if we had it in the class (2).
We can make balance walk on the extended couch (3).
The extended couch can be a table as we paint (2).
It is very beautiful that the sofa is extending, I really like it very much. Actually, if it was
multicolour, it would be more beautiful (1).
During the movie phase where a closer relation was established by using
changeable designs, it was observed that these designs led the children to think under
the light of their own experience and consequently to create new and unique ideas.
4.2.
Painting study and individual expressions
In this phase, it was requested from children to draw the classroom of their dreams and
at the beginning, the purpose of the study was explained to them by the following
question: "how would your classroom become more beautiful?" In order to make children
relax before beginning to draw, it was stated that they could draw anything that would
make their classroom more beautiful, it would not be a problem if they could not
continue drawing when they had difficulty in imitating because everyone would have
the chance to explain what they wanted to draw at the end of the session. In this
context, it was expressed that it was important that everyone should draw on their own.
No verbal communication was experienced among the children while drawing. The
children focused on their drawings and continued their work and their thoughts were
transferred on the paper in a short period. Therefore, it was accepted that some visual
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interactions were not important, and it was predicted that children could attribute
various meanings to the same drawings. As a result of the study, it was observed that
this judgment was right. Similar figures were used by only two children among thirty,
however during individual statements it was understood that there was not any
exchange of ideas between them and that they attributed different meanings to these
objects in their drawings.
Almost all children reflected the nature of changeability in their drawings. This
situation was taken into consideration by their teachers as an important finding when it
was indicated that the children did not reflect anything they did not like on their
drawings. The tendency which began with a question of a student, such as "can we draw
two pictures?", influenced the entire class and the children spent effort for drawing
different things, and various ideas were presented by more than one picture. Within the
scope of this study, the findings which supported the themes presented during photodialogue,
post-movie
group
discussion
and
brainstorming
were
obtained.
Changeability was found to be interesting because it turned into a form in accordance
with the idea or preference of the children (Figure 9).
Figure 9: Drawing of Sude (1)
When you touch the window, the glass of the window becomes the colour you want.
This is an extended couch (black colour), this is also an extended couch (green colour and
dotted), sitting on it feels good. There are colourful Legos; they do not have any function.
This is a toy, as it becomes wet; it changes to multicolour, the colour changes.
In addition, the findings obtained during the drawing process related with the
nature of changeability stimulated the ambition of the children to make suggestions on
what they saw and what they imagined. Changeable designs contributed to children for
establishing various associations and relations in their minds. Children were observed
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to reinterpret the changeable designs, which they had seen before, in order to make
them suitable for their own desires and requirements. In these suggestions, it was
observed that the furniture which was light brown due to its raw material paper, which
was identified by them as an extending sofa, could be reinterpreted by children in a
way to reflect the diversity they looked for; they reflected that furniture with its new
colourful form in accordance with the existing function which they liked (Figures, 10, 11
and 12), and moreover they suggested different functions for that design which could
be used for various purposes as a seating element (they imagined the extending sofa as
a bridge and/or road for their cars) (Figure 13).
Figure 10: Drawing of Simay (2)
This is an extending sofa; I think it would be more beautiful if it was colourful like that
(it was drawn in multiple colours with bends) this is a heart-shaped green pillow. I could
collapse these sofas easily and turn them into different forms.
Figure 11: Drawing of İsmail Emir
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This is our shoe cabinet with the triangle form on top and this can be turned into a bed
but ours cannot, we could lie when we are tired. These are the windows without grills
(with purple frames) and this is the extending sofa, I would like it if it was colourful, it
would be more beautiful in that way. “lso, the blue sofa can be changed.
Figure 12: Drawing of Minel Sude (1)
“ double-decker, sometimes it changes colours. This is also a bendable sofa but mine is
more fancy (coloured .
Figure 13: Drawing of Recep Taha (2)
This is the extending sofa with an extending sofa cabinet, it becomes a bridge. This is
also another extending sofa, but its colour changes. I would turn that sofa into a door, I
would use it as a toy box and this car is a toy which changes colours.
The children who were introduced with changeable design examples, behaved
eagerly to reinterpret the designs presented to them in accordance with their taste and
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generate new suggestions. Moreover, they found out that it was possible to integrate
various functions into a positive design, and from this point of view they could imagine
new designs with multiple functions which combined various possibilities (Figures, 14,
15 and 16). These findings indicated the accuracy of acquisitions that support creative
thinking by keeping children in a changeable environment.
Figure 14: Drawing of M. Kağan
I would like a bed which turns into a cabinet, while mine's colour changes. These are
changing sofas. This device turns into a (the things it turns into are drawn
connected to two levers in the middle of the paper) computer, a mp3 player, a
camera, a phone and a bed changing colours when you touch it. I have drawn a
foldable table (grey), it turns into a bed when you open its cover.
Figure 15: Drawing of M. Kağan
It means that we are going to a place for having a picnic but there is not any sea. We
take a luggage with us, then when we pull on its handle, it turns into sea, an umbrella, a
sun bed and a water ski.
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Figure 16: Drawing of Didar (1)
The door of this school turns into multiple colours and its lamp (he/she wants to draw a
ceiling) also becomes colourful, it is always different, the way you want it.
The findings related with the changeability process can be summarized below:
they experience in accordance with their expectations.
children to create different forms and new ideas.
It was observed that children can reinterpret the changeable design examples
It was observed that finding changeable designs interesting can encourage
Experiencing changeable design examples direct children to think of new
designs with different functions (such as imagining a luggage which turns into a
sun bed, a bag and several various features when it is required or the lighting
apparatus which gives light in changing colours in the classroom).
4.3.
Computer games and one-to-one conversations
In the study where computer games were used, almost all the children considered the
action of changeability interesting. The children desired to try all options of the game,
and thus feedbacks were given for incomplete options. It was observed that children
were satisfied with the opportunity provided for making choices and none of them
made a random choice. Related with changeable designs, it was observed that the
feeling of curiosity became more prominent in this phase. It was indicated that such a
game was played by them for the first time and the computer game phase was
considered interesting. An assumption before the game was that the boys who would
like more active games would not like such a game and would consider it as boring.
However, both the boys and girls found the game, where the furniture in a room was
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changed, interesting. The children stated that they would never become bored of such a
game because it was beautiful to experience or do something different every time.
Nejdet Alp (2): Wonderful, wow! There are very different things. It is not boring at all.
Researcher: Will you be bored if you play it long?
Nejdet Alp (2): Never, because I like that very much. I have played it for the first time in
my life, it is very different, there are lots of items which I have turned into different
things. (New options appear after the next button on the screen is pushed) Wow! Are
there new and changed items? Ooo, it is very beautiful, a season closet (a closet with
leave figures has been described like this), let's see what this is?
Didar (1): I think, this game is very beautiful, it is very funny to change items, it is not
boring. It would be good to have that in the classroom, I would always change things, I
would never be bored. I would like to change the closets, cabinets, rugs, lamps, tables and
walls, it would be very funny.
In this study, only a single child indicated that he/she did not like that game.
However, at the end of the one-to-one dialogue, it was observed that this child desired
that the changeability options of the game had been more, and wished that these
changes would be in real life.
Sude Naz (3): I think this game is boring. It takes an hour for me to change things,
because there are not too many different options in that game, there is only changing.
Researcher: If it was real, would it be boring again?
Sude Naz (3): If it was not a game but reality, I would like it then. It is boring in the
game but it would not be in real life, I would do it in an hour but I would not be bored at
all. When I did it, my school would be brand new and it would be as if I was coming to a
new school.
5.
Evaluation
Many researchers indicate that sensory stimulants are variants and a physical
environment which stimulates various sensory stimulants on children has the potential
of supporting mental enhancement and creative thinking. In this context, changeability,
based on its relation with the senses, has been taken into consideration as a parameter
in designing preschool education environments. In fact, a physical environment where
changeability is ensured can provide contribution to the development of children, by
being formed in accordance with the preferences of children, and can produce various
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sensory stimulants. Throughout the case study, findings have been obtained which
support this hypothesis. Experiencing changeable designs has encouraged children to
think differently and to create new solutions and suggestions. In this context,
changeable designs can be considered as triggers which activate the imagination and
the creative thinking of children.
Within the scope of this study, it has been tried to establish communication with
children by various means such as conversations through photographs, only directing
questions, watching movies and having group conversations, drawing a picture of the
classroom of their dreams and playing computer games. It has been observed that the
use of visuals have made it easier to extend the conversation due to the children’s
willingness to look at the pictures. In fact, watching movies attracted the attention of
children the most, and became the most effective way to convey the desired feelings
and thoughts of children. It was observed that the children who hadn't seen such
furniture designs before could comprehend the theme in a short while. The accuracy of
this judgment has been proven by observing that the children could identify new fields
of use for the examples they had seen and create new suggestions reflecting that theme
on their drawings related with the classroom of their dreams in accordance with their
own requirements during the brainstorming process. It has been observed that the
concentration level of children was high while they were drawing and they could
express the information they had adapted related with the issue presented to them
previously by going through their imagination and creativity. From this point of view,
it can be suggested that it is important to see the creative potential of children by
conveying their ideas through drawing pictures in accordance with an appropriate
theme after information on that theme was provided to them in order to obtain
individual and unique ideas from them. Various questions were asked by some
children from the study group which could be considered as unattractive for them such
as the materials used for a furniture they had seen in the movie, the stability and
strength of the design and how a material becomes a bearing element while using it.
Nejdet Alp (2): We watched a movie tomorrow, what was the couch made from? The
extended couch was taken by a boy, he walked on it.
Researcher: It was made out of cardboard (It was understood later from his speaking that
he asked the question to be sure from the conversations made that day).
Nejdet Alp (2): I told to my mum, that it is a cardboard couch that it extends like a paste,
a rubber, she was very surprised, it was very different.
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This interpretation can be defined that the child found the changeability feature
in the movie so different and interesting he shared it with his family. He was interested
by the material that he knows could be used for another different purpose, he shared it
with his mother and to be sure he asked again the question although quite time was
passed. This paper is an example indicating that the issues which the children from 6072 months group are interested can be more sophisticated than the predictions of
adults. It has been observed during the computer game process that the level of
attention was high. In this context, it can be stated that it is necessary to take advantage
of the methods which enable the participation of children in both research and design
processes, in developing studies intended to enable changeability of environments.
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