Çocukların algılamasında etkili olan mimari parametrelerin belirlenmesi

Abstract

Çocuk ve mekan kavramı kapsamında yapılan bu tez çalışmasında ilk bölümde tezin amacı ve kapsamı tanımlanmıştır. Sonraki bölümde ise çocukların çevreyi nasıl algıladıkları sorusuna cevap vermek için cevap vermek için algıya ilişkin kuramsal yaklaşımlar ortaya koyulmuştur. İnsan-çevre disiplini çerçevesinde algıyı açıklamaya ilişkin kuramsal yaklaşımlar temelde nativist ve görgül yaklaşımlar olarak ikiye ayrılır. Nativist yaklaşımlar, algının doğuştan geldiğini kabul eder. İçsel düşünceler duyumsamalardan kaynaklanan zihinsel oluşumlar üzerine yoğunlaşmışlardır, görgül yaklaşımlar ise algısal duyumsamada "deneyimin" rolü üzerinde dururlar. Algıya ilişkin teorik yaklaşımlardan sonra cevap verebilmek için çocuğun fiziksel zihinsel ve algısal gelişimi ve bu süreçlerdeki yapılanmalar incelenmiştir. Fiziksel gelişim sürecinde sinir sistemi ile beyin gelişip olgunlaşır ve zihinsel gelişim için gerekli yapılanmalar kurulur. Zihinsel gelişim süreci ise duyumsal-devinimsel dönem, işlem öncesi dönem, somut işlemler dönemi ve soyut işlemler dönemi olmak üzere dört farklı dönemde gerçekleşir. Algısal gelişim ise zihinsel örgütlenmelerin çatkısı ile zenginleşir ve gelişir. Dolayısı ile çocukların çevreyi algılamaları, zihinsel süreçlerde meydana gelen yapılanmalar sayesinde anlamlandırılır. Mekan kavramının oluşumu ise bu yapılanmalar sayesinde düzenli ve mantıksal bir gelişim gösterir. Önce topolojik mekana ait ilişkiler sonra projektif ve metrik mekana ait ilişkiler ortaya çıkar. Tezin dördüncü bölümünde ise Türkiye' deki yapılaşma ve çocuk yakın çevresi irdelenmiştir. Daha çok çocuğun sosyal yapı içindeki konumu ve tolumsal statüsü üzerinde durulan bu bölümde çocuğa atfedilen değer kavramı ekonomik, psikolojik ve sosyal değerler olarak ayrı ayrı incelenmiştir. Tezin beşinci bölümünde ise somut işlemler dönemini temsil eden 8-9 yaş grubu 77 tane (38 kız, 39 erkek) denek arasında yapılan alan çalışması yer almaktadır. Bu bölümde, daha önceki bölümlerdeki teorik yaklaşımlar anket ve biliş haritaları yardımı ile irdelenmiş ve çocuğun algılamasında etkili olan mimari parametreler saptanmıştır. Son bölüm olan altıncı bölümde ise tezin sonuçları ele alınmıştır. Tezin sonuçlan aşağıda özetlenmiştir.. Çocuğun algılamasında etkili olan mimari parametreler ve mekana ait bileşenler çocuğun yaşı ile bağıntılı bulunmuştur. 8-9 yaş grubu arasında yapılan bu araştırma göstermiştir ki metrik mekana ait ilişkiler, zihinsel olarak bu yaş grubu çocuklarında henüz kurulamıyor.. Mimari parametreler çocuğun cinsiyetine bağlı olarak farklılık göstermiştir. Kız çocuklarının bilişsel şemaları topolojik ilişkiler açısından daha zengindir.. SED' e göre çocukların zihinsel şemalarında farklılıklar bulunmaktadır. Anne-babanın eğitim düzeyi arttıkça çocukların zihinsel semalarındaki zenginlikler de artmaktadır.

In this thesis,the aim is to research affects between child and environment. There are many researchs regarding adults of environmental perception and cognition. The lack of information about child's perception and cognition causes focus on concept of the child and environment. The aim and content of the thesis which consantrated on relationship between child and space is completed in the first chapter. In the second chapter, theoretical approachs related to perception is examined to find an answer to the question of how a child perceives environment. There are two basic sets of theories of perception.. Nativist theories. Empirical theories Nativist theories are concentrated on role of innate ideas and making of rational inferences from sensations. But empirical theories focuses on the reception of sensory experience. The most well-known theories are as follow 1. Piaget Theory of Environmental Perception 2. Geştalt Theory of Environmental Perception 3. The Transactional Theory of Environmental Perception 4. Ecological Theory of Environmental Perception 5. Cultural Theory of Environmental Perception 6. Schema of Social-Spatial Theory of Environmental Perception -Piaget Theory of Environmental Perception The theory belonging to Piaget is based on nativist approach. The concept of the perception and perceptual activity is distinguihed in the theory. Perception is defined as quick, immediate view of stimulus one gets at first galance. But perceptual activity includes experience, judment, and correction of distorted first impressions. -Geştalt Theory of Environmental Perception Geştalt theory basicly has three important concepts such as form, isomorphism, and field forces.Form is an essential concept in this approach. ix -The Transactional Theory of Environmental Perception Transactional theory emphasizes the role of experience in perception and focuses on dynamic relationship between person and environment. Transactionalists posed that knowing and understanding the environment based on content and form of knowledge and experience gained from the stimulation with the environment. -Ecological Theory of Environmental Perception Ecological theory considers exist of senses which are in perceptual systems. -Cultural Theory of Environmental Perception Cultural theoy is based on Rapoport's definition. His definition determines that perception is a dynamic process whereby the perceiver tumspotential stimuli into effective stimuli and sensory messages interact with the charecteristics of the perceiver such ashis motivation, knowledge and hypotheses. -Schema of Social-Spatial Theory of Environmental Perception The last theory which is included in the thesis emphasizes concept of schema. These spatial schemes provide to find a way and direction.The image of city has five elements which are below:. Landmarks. Nodes. Pathes. Edges. Districts In the third chapter, intellectual, physical, and perceptual development of a child are examined to find an answer to the question of how a child perceives environment. In the physical process, brain and nervous system develop and mature. Intellectual development has fourth different stage which are below:. Sensory-Motor period ( first two years). Preoperational period (two to seven years). Concrete Operational period (seven to eleven years). Formal Operational period (eleven years to adulthood) a) Sensory-Motor period (first two years) Internalization of sensory-motor behavior patterns and beginnings of symbolic representation. Invention of new means through internal experimentation rather than external trial and error b preoperational period ( two to seven years) Characterized by egocentric thinking expressed in animism, artificialism, realism, and magic omnipotence. Development of perceptual constancy and of representation become in this stage which is called Preconceptual Stage (2-4 years). In the second stage which is Perceptual Stage (4-7 years), prelogycal reasoning appears, based on perceptual apperances untempered by reversibility. c ) Concrete Operational period ( seven to eleven years) Characterized by thought that is logical and reversible. The child understand the logic of classes and rellations and can coordinate series and part-whole relationship dealing with concrete thing. d ) Formal Operational period ( eleven years to adulthood) Characterized by the logic of propositions, the ability toreason from a hypothesis to all its conclusions, however theoretical. This involves second-order operations, or thinking about thoughts or theories rather than concrete realities. Perception and intellegence evolve indepently of each other; that intellegence is contiunally developing, whereas perception shows no such development but rather is "enriched" by the emerging structures of intellegence. Spatial has three properties which are defined as follows:. Topological properties. Projective properties. Euclidian or metric properties Topological properties are simple qualitative relations like proximity and separation, open and closed, which remain invariant under continuous deformations excluding tears or overlaps. Projective properties are relations in terms of a particular perspective or point of view, such as a straigt line, a triangle, or parallel lines which remain invariant under projective or perspective transformations. Euclidian or metric properties of space are relations in a system of axes or coordinates whose equivalence depends on mathematical-geometric equality; for example, an angle, an equal interval, or a distance. In the fourht chapter, child's status is examined in condition of Turkey. Child has many status in the house.In the changing world, also his status is changing. We know that the physical environment has a great impact on children. In the same time social environment effects children. So in this section, social environment is emphasized which has impact on children. In the fifth section of the thesis deals with a case study in Büyükçekmece. This case study is an application of data collection and to obtain architectural parameter. This case study makes between 77 children which are aged from 8 to 9 years old. 38 girls and 39 boys are selected. They are asked a mental map which define the route that how he goes to school. Their drawings are examined and their XI economical levels, what with he goes to school, and their parents' education are obtained. The data derived from the questionary is evaluated in two categories. The first category is architecteural parameters; -Landmark -Nodes -Edges -Districts -Path -Barriers The second category is compenents of space; a)Topological space -Proximity -Seperations -Surrounding -Continuity -Order b)Projective space -Perspective -Straight lines -Paralel lines c) Metric space -Distance -An angle -Interval Consequently, conclusions of the thesis in the last chapter can be summarized as follows:. The child's perception is changing acording to his ages. The children of concrete operational stage do not construct relations of metric space.. Their mental maps show that gender is an important factor on perception. The schemes of girls are richer than boys'. The schemes of girls has many topological properties.. The mental schemes of children change acording to the their SEL. In the children of parents which have high education, spatial properties are become more. Xll . The mental schemes of children are related to how goes to school. If we generalize this subject; mental schemes are effected