Akademik Veri Yönetim Sistemi
EARLY YEARS, 2025 (SSCI, Scopus)
This study uses a qualitative approach to examine the classroom environment that children imagine, analyzing the drawings and interviews of 84 children aged 5-6 to understand what they expect to see in their learning environment, and attempts to understand the differences between real and ideal classroom environments. Three main themes emerged: (1) Aesthetic preferences and classroom design, (2) Learning resources and play materials, and (3) Connecting with nature. The findings suggest that children desire more functional furniture and space for movement and play. Additionally, they expressed a need for more technological tools, play and learning materials, and natural elements in their classrooms. These insights are valuable for designing learning environments that support children's holistic development. The study's findings have significant implications for teachers, school principals and policymakers, offering guidance on creating educational environments that align with children's preferences and developmental needs. By understanding and incorporating children's ideas, more effective and engaging learning spaces can be designed, fostering their overall development.