Qualitative principles for designing children’s educational environments based on nurturing creativity approach

Abstract

All children show a lot of creativity themselves, but gradually due to the influence of adults and the environments in which they are, their creative power is reduced and finally they become those who lack these superior characteristics. Therefore, centers should be established which make environmental element and materials and required tools to maintain and enhance the creativity of children available to them and enable them to the permanent use of this divine gift by the necessary training. Taking precautions in the design of such spaces which match their physical and mental characteristics, physical flexibility, as well as flexibility in the planning and organization of spaces and activities can dramatically provide an environment in which children’s creativity is properly revealed and promoted. In order to achieve the desired goals, the method of library studies to review the literature and also case and field studies were used. According to the results of this study, it can be stated that rich environmental motivators and appropriate trainings, influence intelligence growth and primary learning and on the other hand ignoring environmental qualitative elements in various forms can have irreparable negative effects on various aspects of growth including motion growth, intelligence and creativity. The purpose of decorating the environment in children's educational space is to simplify the learning of children and teaching of instructors. Materials and tools which are used must be chosen in such a way that they provide multiple opportunities for children to learn different skills. The method used to organize internal and external spaces is vital in creating opportunities for children to express their creativity.