Investigating the Conceptual Model of Child–Nature Interaction in Architectural Spaces Using Grounded Theory

Abstract

Objectives: To explore factors affecting the quality of child–nature interaction (CNI) based on the views and desires of children themselves and to offer solutions and strategies to provide this kind of spaces. Background: CNI is one of the most important needs of children which causes very profound effects on the psyche of children from different aspects. Space and context that have the ability and characteristics to provide opportunities to establish this interaction have an important role in the cognitive and social development of children. Methods: The qualitative data were collected by draw-and-write technique from a study of 119 children aged 2–6 years from five nursery schools located in the city of Hamedan, Iran. Then, the qualitative data were coded based on the grounded theory using three main steps of open, axial, and selective coding and a conceptual model of CNI is provided by the MAXQDA software. Results: The conceptual model developed from CNI consisted of seven core categories: “intertwining with nature,” “objective natural elements,” “nature conservation,” “colors,” “exaggerated plant perceptions,” “path perceptions,” and “nature-home similarity.” Conclusions: To reach an optimal CNI within architectural spaces, thus children should have a sense of belonging to nature, be engaged in it, and protect surrounding natural elements. It is of utmost importance to reflect on some points, such as colors, familiar signs, scales, natural elements, the boundary between natural environments and interior spaces, and natural element circulation and placement in designing and planning spaces made specifically for children.