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140122 ||| eng |
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|a 9781468452273
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| 100 |
1 |
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|a David, T.G.
|e [editor]
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| 245 |
0 |
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|a Spaces for Children
|h Elektronische Ressource
|b The Built Environment and Child Development
|c edited by T.G. David, C.S. Weinstein
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| 250 |
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|a 1st ed. 1987
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| 260 |
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|a New York, NY
|b Springer US
|c 1987, 1987
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| 300 |
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|a XXIV, 346 p. 44 illus
|b online resource
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| 505 |
0 |
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|a I. Introduction -- 1 The Built Environment and Children’s Development -- II. The Impact of the Built Environment on Children’s Development: Research, Theory, and Recollection -- 2 The Development of Place Identity in the Child -- 3 The Physical Environment and Cognitive Development in Child-Care Centers -- 4 The Environment as Organizer of Intent in Child-Care Settings -- 5 The Institutions in Children’s Lives -- III. Designing Spaces for Children -- 6 Designing Settings for Infants and Toddlers -- 7 The Developmental Implications of Home Environments -- 8 Designing Preschool Classrooms to Support Development: Research and Reflection -- 9 Designing Playgrounds for Able and Disabled Children -- IV. Involving Users in the Design Process -- 10 Children’s Participation in Planning and Design: Theory, Research, and Practice -- 11 Imaging and Creating Alternative Environments with Children -- 12 Children’s Spaces: Designing Configurations of Possibilities -- V. Conclusions -- 13 Developmental Perspectives on Designing for Development -- 14 Children’s Environments: Implications for Design and Design Research
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| 653 |
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|a Cognitive Psychology
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| 653 |
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|a Cognitive psychology
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| 700 |
1 |
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|a Weinstein, C.S.
|e [editor]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 028 |
5 |
0 |
|a 10.1007/978-1-4684-5227-3
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| 856 |
4 |
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|u https://doi.org/10.1007/978-1-4684-5227-3?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 153
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| 520 |
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|a As a developmental psychologist with a strong interest in children's re sponse to the physical environment, I take particular pleasure in writing a foreword to the present volume. It provides impressive evidence of the con cern that workers in environmental psychology and environmental design are displaying for the child as a user of the designed environment and indi cates a recognition of the need to apply theory and findings from develop mental and environmental psychology to the design of environments for children. This seems to me to mark a shift in focus and concern from the earlier days of the interaction between environmental designers and psy chologists that occurred some two decades ago and provided the impetus for the establishment of environmental psychology as a subdiscipline. Whether because children-though they are consumers of designed environments are not the architect's clients or because it seemed easier to work with adults who could be asked to make ratings of environmental spaces and comment on them at length, a focus on the child in interaction with en vironments was comparatively slow in developing in the field of environ ment and behavior. As the chapters of the present volume indicate, that situation is no longer true today, and this is a change that all concerned with the well-being and optimal functioning of children will welcome
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