Economidou Eléni, Gerner Nathalie, Pichler Christina, Hartl Arnulf, Frauenberger Christopher
Human-Computer Interaction Division, Department of Artificial Intelligence and Human Interfaces, Paris Lodron University of Salzburg, Salzburg, Austria.
Institute of Ecomedicine, Paracelsus Medical University, Salzburg, Austria.
Front Psychol. 2023 Jun 20;14:1126276. doi: 10.3389/fpsyg.2023.1126276. eCollection 2023.
The design of early childhood education and care facilities faces the double challenge of creating a stimulating environment for young children and a supportive workplace for staff. The existing body of research suggests that placemaking strategies serve both requirements. A promising approach to meet placemaking needs is the participation of future occupants in the building design.
We pursued a participatory design study with the community of an Austrian kindergarten aiming to inform the future building renovation. We combined novel cultural fiction probes methods with conventional inquiry methods to gather information from children and teachers about their experience of the built environment. Using thematic and content analyzes we explored placemaking needs from different epistemic perspectives and converged findings through iterative exchange.
Returns of children and teachers were interconnected and complementary. From a design-oriented perspective, children's experience of place was relatable to spatial, temporo-spatial, and acoustic qualities as well as control needs. From a human-centered perspective, teachers' experience of place was relatable to the needs of feeling embedded, protected, enacted, and socially connected. The converged findings revealed dynamic placemaking processes involving the elements of space, time, and control at different levels.
Cross-disciplinary collaboration and research consolidation brought forth valuable insights on supportive structures for both children and teachers, facilitated timely knowledge transfer, and converted into design solutions that foster enacted placemaking. Albeit general transferability is limited, findings are interpretable within a solid framework of existing theories, concepts and evidence.
幼儿教育与照料设施的设计面临双重挑战，既要为幼儿营造一个具有启发性的环境，又要为工作人员打造一个支持性的工作场所。现有研究表明，场所营造策略能满足这两方面的要求。满足场所营造需求的一个有前景的方法是让未来的使用者参与建筑设计。
我们与奥地利一所幼儿园的社区开展了一项参与式设计研究，旨在为未来的建筑翻新提供参考。我们将新颖的文化虚构探针方法与传统的调查方法相结合，从儿童和教师那里收集有关他们对建成环境体验的信息。通过主题分析和内容分析，我们从不同的认知角度探索场所营造需求，并通过反复交流汇聚研究结果。
儿童和教师的反馈相互关联且相辅相成。从以设计为导向的角度来看，儿童对场所的体验与空间、时空和声学品质以及控制需求相关。从以人为本的角度来看，教师对场所的体验与归属感、受保护感、行动感和社交联系的需求相关。汇聚的研究结果揭示了不同层面上涉及空间、时间和控制要素的动态场所营造过程。
跨学科合作与研究整合为儿童和教师的支持性结构带来了宝贵的见解，促进了及时的知识转移，并转化为促进实际场所营造的设计解决方案。尽管一般可转移性有限，但研究结果在现有理论、概念和证据的坚实框架内是可解释的。
