Designing Learning Environments for Children : An Affordance-based Approach to Providing Developmentally Appropriate Settings

Abstract

This thesis explores the potential of a developmental-affordance framework for designing learning environments for children that are more congruent with their environmental perception and behaviour, and which can more effectively support learning and development. Specifically this paper focuses on the design of school settings which facilitate developmentally-significant play experiences for children.

A developmental-affordance framework recognizes children's functional interpretation of their environments as well as the influence of development on children's environmental needs and behaviour. This approach uses the distinctive patterns of children's environmental perception and behaviour to suggest functional opportunities that can be embedded within the physical environment to support their unique interests. The potential of this framework is explored by determining the affordances for play experiences conducive to the development of a healthy self-concept. A developmental affordance model is found to be a viable framework for the design of environments that are more supportive of children's learning and developmental needs.