A study on children's multi-sensorial experiences of nature: design approaches and preferences for primary school architecture case studies in Glasgow, Scotland, UK
ISSN: 2631-6862
Article publication date: 4 July 2023
Issue publication date: 14 June 2024
Abstract
Purpose
Providing improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.
Design/methodology/approach
This study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.
Findings
This study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.
Research limitations/implications
The limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.
Practical implications
The findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.
Originality/value
The authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.
Keywords
Acknowledgements
This research was assisted by The Glasgow Academy in Glasgow, Scotland. The authors would like to express their gratitude to all staff, teachers, pupils and their parents of three primary-schools Kelvinbridge, Milngavie and Newlands for their participation and support during the investigation. The authors would like to acknowledge the financial support of the Ministry of Education and Training of the Vietnamese Government for a Ph.D. funding at The University of Strathclyde (Glasgow, Scotland, United Kingdom).
Citation
To, P.T. and Grierson, D. (2024), "A study on children's multi-sensorial experiences of nature: design approaches and preferences for primary school architecture case studies in Glasgow, Scotland, UK", Archnet-IJAR, Vol. 18 No. 2, pp. 225-246. https://doi.org/10.1108/ARCH-02-2023-0053
Publisher
:Emerald Publishing Limited
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