چكيده به لاتين
The present study seeks to analyze scientific theories and philosophical, psychological and sociological ideas, to gain a deeper understanding of children, as key users of educational and cultural environments. Firstly, the first step is to analyze the theories of development, that were constructed in the modern era. The theory of "Social Constructionism", the most comprehensive development theory to date, has been analyzed and applied in this study. The next step is to demonstrate that paying attention to socio-cultural artifacts throughout the history of every society, is particularly important for analyzing human perceptions of the environment; to do so, we enter the field of environmental psychology, applying the Russian philosopher Vigotsky's historical-social theories, which have had a direct impact on the formation of the social constructivist definition of childhood, and on human issues in general. We will see that socio-cultural artifacts have a direct impact on the way a society interacts and how people perceive it. In fact, the use of successful historical and social patterns that have been transformed into the nature of that society through thousands of years in the culture of each society, will contribute to better social interactions and better communication with the artificial environment.
Secondly, to examine the results found in the first two steps of the study, namely the study of theories of human development, and perception of the environment in environmental psychology, the socio-cultural history of childhood has been studied. Childhood history is one of the new topics in the humanities and has examined the definition of childhood in the context of social history. The need to understand the socio-cultural historical context of any human phenomena and subject is one of the key findings of this study that contributes to a better understanding of today's childhood issues. By examining the evolution of children's social history, and the results of modern developments in children's lives, it has been observed that children's social status has historically been diminished, with the shrink of child's presence in society, the need to protect her and her compulsory education. Many studies have reported the effects of this approach on children over the past three decades and have been studied in this study. There is no doubt that education is vital to a person's growth and therefore to society, but the quality of that education, its environment, and its timing are controversial. Compulsory education legislations have increasingly changed the place experience of children, which had previously been shaped at home and local community, with the increasing years of schooling, and later day-care before schooling coming into the lives of children as new experiences, and with modernist machine logic, the organized, separated space for schools was defined. The negative results of this approach to education have been beginning to be noticed since the 1960s. This research has shown that efforts that have begun over the past four decades to improve children's educational conditions are aimed at restoring that active part of children's social status that has been lost in recent century developments: (1) transplantation again with the community; But this time, with the emphasis on (2), children’s bilateral interaction with society as a key factor in development.
Given these two results, as well as the importance of using successful historical-social patterns in the built environment, the Neighborhood Center model as a social environment where interactions have taken place successfully at the local community level throughout the history of Iranian cities, plus a key feature of Iran's architecture and urbanization, the "Spatial Integration," was chosen for the child center design to help children become more active in the community and have active experiences in combination with new educational methods. Childcare Center for Children 3 to 6 years old and Child Center for Children 7 to 12 years old as a complement to traditional education system, and Research Center for Teacher-Researcher for research activities related to education and children are three main constituents of this community center. Cultural-service-recreational spaces will help maintain the presence of all the social groups within the neighborhood.
Key-words: Child, Neighborhood Child Center, Social history, Environmental psychology, Spatial Experience, Iranian Architecture, Spatial Integration.
