A study on children's multi-sensorial experiences of nature: design approaches and preferences for primary school architecture case studies in Glasgow, Scotland, UK

Abstract

PurposeProviding improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.Design/methodology/approachThis study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.FindingsThis study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.Research limitations/implicationsThe limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.Practical implicationsThe findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.Originality/valueThe authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.