DOI

https://doi.org/10.25772/RRNS-VB89

Author ORCID Identifier

https://orcid.org/0009-0004-4085-4112

Defense Date

2024

Document Type

Thesis

Degree Name

Master of Fine Arts

Department

Interior Design

First Advisor

Roberto Ventura

Second Advisor

Roberto Ventura

Third Advisor

Dr. Sara Reed

Abstract

This research centers on the improvement of early childhood education environments in hopes to reduce the disparities in outcomes among children aged 2-6, widely known as "the achievement gap." It sheds light on designing an inclusive, child-centered school for students with specific learning disabilities (SLD) and speech or language impairments (SLI). Drawing on the IDEA (Individuals with Disabilities Education Act), it underscores the benefits of integrating students with special education needs into mainstream education, thereby fostering inclusive learning environments. (IDEA, 1975).

The research question probes how to create a nurturing and adaptable school environment tailored to the diverse needs of 2-6-year-old students, aiming to facilitate their learning, reduce the achievement gap, and boost self-esteem. This inquiry contributes to the ongoing discourse on designing optimal educational environments for early childhood education. The relevance of this research is driven by my background as a speech pathologist and mother, inspiring a passion for innovative educational practices. Locally, in the state of Virginia 14% of students receive special education; of total learning disabilities, 32% of the students have SLD which encompasses (Dyslexia, Dyscalculia, Dysgraphia...etc.) and 19% of them have SLI (NCES, 2023). Globally, the envisioned learning center incorporates sustainability principles and sensory experiences as a universal language, accommodating diverse learning needs and fostering environmental appreciation.

The study conducts an extensive literature review, focusing on the impact of classroom design on learning outcomes. This includes examining key articles on the influence of colors, classroom layout, and the role of interior architecture in rehabilitation spaces. The study uniquely incorporates a comparative analysis of child-centered educational philosophies such as Montessori, Reggio Emilia, and Bank Street, alongside direct observations in early childhood education settings and interviews with educators. These methods aim to understand young learners' behaviors and the practical challenges in these environments. Notable articles include 'The impact of colors on learning' (Chang et al., 2018), 'The impact of classroom design on learning outcomes' (Barrett et al., 2015), and 'The Future of School Design' (Lange, 2018). Additionally, 'The role of interior architecture in rehabilitation spaces, especially for children with a focus on evidence-based design' (Taheri et al., 2015), provides insights into interior architecture's role in rehabilitation spaces. In addition to seeking inspiration from precedent structures, this study examines notable examples like the Beijing Peninsula Montessori Kindergarten designed by ArkA, and the DS Nursery in Ibaraki Prefecture, a collaborative creation by Hibino Sekkei and Youji no Shiro. (Mairs, 2015) (Shuang, 2017). The study's methodology is further detailed to address the comments. It specifies the tools used for observations, such as structured observation checklists and student-teacher interactions.

Anticipated outcomes of this study include a comprehensive understanding of effective classroom designs that support diverse learning needs. It envisions a learning center designed with a holistic approach, integrating social and collaborative spaces, both indoors and outdoors, to facilitate exploration and semi-structured activities (Migliani, 2020). In summary, this research aims to bridge the achievement gap in early childhood education through an integrated, child-centered school design, rooted in both personal experience and a broader societal context. It aspires to enhance local educational quality and promote global values of sustainability and inclusivity.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

5-8-2024

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