Study provides a conceptual model to incorporate children’s perspectives of their interactions with nature into architectural designChildren’s perspectives can inform architectural solutions that support child–nature interaction (CNI) and provide children with a sense of connection to nature that is aligned with their needs and preferences. However, few studies have explored environmental design solutions for built environments that facilitate CNI from the perspectives of children. This study aims to explore children’s views of their interactions with nature in order to identify the design elements that strengthen CNI and to create a conceptual model of CNI in built environments.
A total of 163 children (age 2–6 years) recruited from five early childhood education centers in Iran participated in this study. Data was collected using a drawing and writing technique (DAWT) to explore children’s beliefs and desires. With the help of early childhood educators, children were asked to draw pictures of nature. Written sources of data were obtained by asking children to explain their picture and their responses were recorded by the researchers. Data analysis employed qualitative coding methods to examine and extract concepts from the drawings and written descriptions. A process of integrating codes was used to develop a conceptual model of design solutions for built environments specifically aiming to encourage children’s connection to nature.
Analysis of children’s drawings and written descriptions identified seven categories that comprise a conceptual model of CNI: “intertwining with nature,” “objective natural elements,” “nature conservation,” “colors,” “exaggerated plant perceptions,” “path perceptions,” and “nature-home similarity.” The finding “intertwining with nature” calls for design that encourages children’s active connection to nature through flexible spaces with changeable or movable walls and floors, and also through the utilization of natural materials and textures such as grass and soil. Children’s drawings featured many “objective natural elements,” a highly effective factor in CNI. To address this finding, design should incorporate elements that are common in children’s imaginations and desires for nature, such as trees, clouds, animals, colorful flowers, grass, and water features, among others. The researchers explain that “the more lovely and familiar these elements and natural items were to children, the more they would feel interested in interacting with natural environments.” Creating spaces that facilitate “nature conservation” where children engage in active protection of nature and feel their impact on the surrounding natural environment is also an important factor in supporting CNI. The finding “colors” suggests that colors representative of natural elements can encourage interactions between children and the physical environment. “Exaggerated plant perceptions” calls for designers to “use natural elements in small sizes and appropriate to the scale of children, and in great detail because children’s perception of nature is heightened by these two factors.” The finding “path perceptions” suggests preserving natural textures when creating pathways that allow children to view natural spaces from an external perspective, while avoiding the creation of artificial paths and barriers between the indoor environment and nature. Finally, the finding of “nature-home similarity” encourages designers to utilize elements that are familiar to children that instill a “sense of belonging to space and turn nature into a safe and peaceful space like their own home.” Additionally, to support increased CNI, children should feel like they are in nature at all times. This may be accomplished through large windows with views of natural settings which were a common element of children’s drawings.
The study contributes children’s perspectives of their interactions with nature which can inform design solutions to create built environments that further their connection with nature. Findings highlight the importance of children’s sense of belonging to nature by actively interacting with nature and engaging in action to protect the surrounding natural environment. Design implications outlined by researchers offer architectural solutions that address the needs and desires of children.
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