Çocuk ve mekan
Çocuk ve mekan
Dosyalar
Tarih
1999
Yazarlar
Koç, Feryal
Süreli Yayın başlığı
Süreli Yayın ISSN
Cilt Başlığı
Yayınevi
Fen Bilimleri Enstitüsü
Özet
Tezin amacı çocuğun istekleri, arzuları ve algılan doğrultusunda çocuğun çevre ile olan etkileşimini belirlemek ve bu etkileşimin bir sonucu olarak mekana verdiği tepkileri, mekan içindeki davranışlarını yorumlamaktır. İnsan-çevre konulu araştırmaların temelinde çevresel algı ve davranış vardır. İkinci bölüm davranış olgusu üzerinde durmaktadır. Davranış, insan ve çevresi arasındaki etkileşimlerin tümüdür ve gereksinmeden kaynaklanır. Algı, duyular yoluyla çevreden bilgi edinme eylemi;davranış ise amaç ve güdüler doğrultusunda algılara cevap verme eylemidir. Algı teorileri temelde ikiye ayrılır; a) Nativist Teoriler; algının doğuştan geldiğine inanırlar. b) Görgül Teoriler; algıda deneyimin rolünü vurgularlar. En çok bilinen algı teorileri; a) Piaget'in Algı Teorisi b) Geştalt Teorisi c) Bilgi-İşlem Teorisi d) Ekolojik Teori e) Toplumsal Mekansal Şema Teorisi, şeklinde sıralanır Üçüncü bölüm mekan kavramını açıklamaktadır. Mekan, insanın insanla, insanın nesneyle, ve nesnenin nesneyle olan ilişkilerinin ifadesidir. Mekan, bileşenleri ve bileşenlerinin fiziksel özellikleriyle bir bütündür. Renk, doku, form gibi fiziksel özellikler mekanın görsel etkinliğinde çok önemlidir. Tüm bileşenlerin bazı ilkeler doğrultusunda düzenlenmesi ve bütüne ait olması, birbirine yabancı ve uyumsuz olmaması, mekan kompozisyonu oluşturur. Dördüncü bölüm çocuk, çocuk ve yetişkinin farkları, çocuğun zihinsel ve algısal gelişimini içerir. Zihinsel gelişimde Piaget'in belirlediği dört dönem vardır. Zihinsel gelişim aşağıdaki dört dönemi içerir, 1. Duyusal-devinimsel dönem, 2. İşlem öncesi dönem, 3. Somut işlemler dönemi, 4. Soyut işlemler dönemi. Oyun ve oyuncağın hem zihinsel hem algısal gelişimde büyük rolü vardır. Oyuncaklar, çocuk mekanlarında önemli bir yer tutar. Çocuktaki mekansal gelişimin temelinde eylem vardır. Mekansal kavramlar algı düzeyinde oluşur, mantıksal bir gelişim izler. Beşinci bölüm, çocuğun sosyalleşme sürecini anlatır. Çocuk bu süreci hem sosyal, hem fiziksel çevrede yaşamaktadır. Çocuğun fiziksel çevresi, temel gereksinmeler etrafında oluşur ve konut, konut yakın çevresi, parklar,oyun alanları ve okulu ile gelişir. Sosyal çevre ise aile, arkadaşlar, öğretmenler, komşu ve IX akrabalardır. Sosyalleşme sürecinde cinsel rol ayırımı önemlidir. Cinsel role bağlı olarak kız ve erkek çocuğun toplumda çok farlı yerlere sahip olduğu görülür. Son olarak Altıncı bölümde daha önceki bölümlerde anlatılan teorik bilgiler iki ayrı anaokulunda 70 çocuk üzerinde yapılan bir alan çalışması ile sınanmıştır. 36 kız 34 erkek çocuğun mekan algıları, gözlem, anket ve biliş haritaları yardımıyla belirlenmeye çalışılmıştır. Biliş haritalarında topolojik mekan özellikleri, projektif mekan özellikleri ve imaj parametreleri aranmış, elde edilen bulguların cinsiyet, anne babanın eğitim düzeyi ve mesleklerine göre dağılımları belirlenmiştir. Tüm bu çalışmalarla "Çocuk, yetişkinin küçük bir örneği değildir!" savı doğrulanmış ve çocuk ile yetişkinlerin farklı bireyler oldukları görülmüştür. Çocuğun mekan algısının, mekanı kullanım şekli ve süresinin, mekana verdiği tepkilerin, fiziksel boyutlar, bilişsel gelişme, kişisel değişkenlikler, sosyal haklar gibi boyutlarla değiştiği gözlenmiştir. Ayrıca cinsiyetin ve anne babanın eğitim düzeyinin algıda çok önemli bir rolü olduğu belirlenmiştir.
The purpose of the thesis, is to realise and interpret the spatial reactions and behaviours of the child with respect to the child's perception, needs and demands. Environmental perception and behaviour constitutes "environment-behaviour research". The second chapter explains the process of behaviour. The behaviour is the result of the man-environment interactions and the demand is its resource. Perception is the act of receiving information from the environment with the respect of senses. Behavior, on the other hand, is the act of responding to the perception with respect to the purposes and the instincts. The theories on perception covers two topics: a) Nativist theories the birth itself is the recourse of perception b) Emprical theories experience is emphasized in the perception The most well known theories are as follow; a) Piaget's Theory of Environmental Perception; The theory of Piaget is based on Nativist approach. The concept of the perception and perceptual activity is emphasized in this theory. Perception is defined as the quick and immediate vision of stimulus one gets of the first glance. But perceptual activity includes the experience, the judgement and the correction of the correction of the distorted first impression. b) Geştalt Theory of Environmental Perception; The core of the Geştalt Psychology is the relationship between the elements. According to Geştalt psychologists, it is not the elements themselves, but the way they come together, that gives meaning to the integrity. c) The Transactional Theory of Environmental Perception; This theory emphasizes the role of experience in perception and focuses on dynamic relationship between person and the environment. Transactionalists believed that knowing and understanding the environment is based on the content, the form of knowledge and the experience gained from the stimulation of the environment. d) Ecological Theory of Environmental Perception; This theory accepts the sensory organs as the basis of the perceptual system. These system are the orientation, hearing, touching, tasting, smelling and visual systems. e) Schema of Social-Spatial Theory of Env. Perception; The last theory which is included in the thesis emphasizes the conceptual schemata. These spatial schemes provide a way and a direction. The image of the city has five elements which are the landmarks, the nodes, the paths, the edges and the districts. The third sections explains the concept of "space". The space is the phrasing of the relationship between man and man, man and the object, object and object. The XI space is an integrity with its elements and physical properties. The physical properties such as color, texture and form are very important in the visual effectiveness of the space. It is the organization of these elements with respect to certain principles that make up the "architectural composition". In an architectural composition, the elements has to be fit with each other, as to form an integrity to. The fourth section covers the concept of child, the differences between the child and the adult, and the mental and perceptual development process. According to the Piaget, there are four periods in the mental development of the child; a) Sensory-Motor Period (First two year) b) Preoperational Period (two to six years) c) Concrete operational Period (seven to eleven years) d) Formal operational Period (eleven years to adulthood) The play and the playing tools have an important role both in the mental and perceptual development. The playing tools constitute an important part with respect to space of the child. The basis of the spatial development, on the other hand, is the "act". The spatial concepts formes at the perceptual level and traces through a logical development scheme. The fifth section explains the socialization process at the child. The child lives this process through the social and the physical environment. The physical environment of the child, departs on the basic needs and develops with the experiences of the house, the near house environment, the park play areas and the school. The social environment, on the other hand, covers the family, the friends, the teachers, the neighbours and the relatives. The gender role differences are important in the socialization process, as well. Finally, the theoretical begins for the thesis has been tested through the case study. The sixth section covers the results of this work applied in two different schools on 70 children that of the 36 are female and 34 are male. The spatial perception of the children has been realised through observation, survey and cognitive mapping. Typological and Projective space properties and image parameters are deducted through cognitive mapping. The results are then accumulated with respect to the differences in gender, the educational level and the occupation of the parents. Typological Space properties are proximity, seperations, surrounding, contiunity, order. Projective Space properties are straight lines, paralel lines, perspectives. Image Parameters are landmarks, nodes, edges, paths, districts. The conclusion reached with thesis that; The child is not the small copy of the adult. In fact, the child and the adult are different individuals. The gender and the educational level of the parents play in important role in the perception. The spatial perception, the use of space and timing, spatial reactions changes with physical dimensions, the cognitive development, the personal variables and the social rights.
The purpose of the thesis, is to realise and interpret the spatial reactions and behaviours of the child with respect to the child's perception, needs and demands. Environmental perception and behaviour constitutes "environment-behaviour research". The second chapter explains the process of behaviour. The behaviour is the result of the man-environment interactions and the demand is its resource. Perception is the act of receiving information from the environment with the respect of senses. Behavior, on the other hand, is the act of responding to the perception with respect to the purposes and the instincts. The theories on perception covers two topics: a) Nativist theories the birth itself is the recourse of perception b) Emprical theories experience is emphasized in the perception The most well known theories are as follow; a) Piaget's Theory of Environmental Perception; The theory of Piaget is based on Nativist approach. The concept of the perception and perceptual activity is emphasized in this theory. Perception is defined as the quick and immediate vision of stimulus one gets of the first glance. But perceptual activity includes the experience, the judgement and the correction of the correction of the distorted first impression. b) Geştalt Theory of Environmental Perception; The core of the Geştalt Psychology is the relationship between the elements. According to Geştalt psychologists, it is not the elements themselves, but the way they come together, that gives meaning to the integrity. c) The Transactional Theory of Environmental Perception; This theory emphasizes the role of experience in perception and focuses on dynamic relationship between person and the environment. Transactionalists believed that knowing and understanding the environment is based on the content, the form of knowledge and the experience gained from the stimulation of the environment. d) Ecological Theory of Environmental Perception; This theory accepts the sensory organs as the basis of the perceptual system. These system are the orientation, hearing, touching, tasting, smelling and visual systems. e) Schema of Social-Spatial Theory of Env. Perception; The last theory which is included in the thesis emphasizes the conceptual schemata. These spatial schemes provide a way and a direction. The image of the city has five elements which are the landmarks, the nodes, the paths, the edges and the districts. The third sections explains the concept of "space". The space is the phrasing of the relationship between man and man, man and the object, object and object. The XI space is an integrity with its elements and physical properties. The physical properties such as color, texture and form are very important in the visual effectiveness of the space. It is the organization of these elements with respect to certain principles that make up the "architectural composition". In an architectural composition, the elements has to be fit with each other, as to form an integrity to. The fourth section covers the concept of child, the differences between the child and the adult, and the mental and perceptual development process. According to the Piaget, there are four periods in the mental development of the child; a) Sensory-Motor Period (First two year) b) Preoperational Period (two to six years) c) Concrete operational Period (seven to eleven years) d) Formal operational Period (eleven years to adulthood) The play and the playing tools have an important role both in the mental and perceptual development. The playing tools constitute an important part with respect to space of the child. The basis of the spatial development, on the other hand, is the "act". The spatial concepts formes at the perceptual level and traces through a logical development scheme. The fifth section explains the socialization process at the child. The child lives this process through the social and the physical environment. The physical environment of the child, departs on the basic needs and develops with the experiences of the house, the near house environment, the park play areas and the school. The social environment, on the other hand, covers the family, the friends, the teachers, the neighbours and the relatives. The gender role differences are important in the socialization process, as well. Finally, the theoretical begins for the thesis has been tested through the case study. The sixth section covers the results of this work applied in two different schools on 70 children that of the 36 are female and 34 are male. The spatial perception of the children has been realised through observation, survey and cognitive mapping. Typological and Projective space properties and image parameters are deducted through cognitive mapping. The results are then accumulated with respect to the differences in gender, the educational level and the occupation of the parents. Typological Space properties are proximity, seperations, surrounding, contiunity, order. Projective Space properties are straight lines, paralel lines, perspectives. Image Parameters are landmarks, nodes, edges, paths, districts. The conclusion reached with thesis that; The child is not the small copy of the adult. In fact, the child and the adult are different individuals. The gender and the educational level of the parents play in important role in the perception. The spatial perception, the use of space and timing, spatial reactions changes with physical dimensions, the cognitive development, the personal variables and the social rights.
Açıklama
Tez (Yüksek Lisans) -- İstanbul Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, 1999
Anahtar kelimeler
Mekan,
Çocuklar,
İnsan çevre etkileşimi,
Space,
Children,
Human-environment interaction