By Thomas G. David, Carol Simon Weinstein (auth.), Carol Simon Weinstein, Thomas G. David (eds.)
As a developmental psychologist with a robust curiosity in kid's re sponse to the actual surroundings, I take specific excitement in writing a foreword to the current quantity. It offers striking proof of the con cern that staff in environmental psychology and environmental layout are showing for the kid as a consumer of the designed setting and indi cates a acceptance of the necessity to practice conception and findings from improve psychological and environmental psychology to the layout of environments for kids. This turns out to me to mark a shift in concentration and drawback from the sooner days of the interplay among environmental designers and psy chologists that happened a few twenty years in the past and supplied the impetus for the institution of environmental psychology as a subdiscipline. no matter if simply because children-though they're shoppers of designed environments aren't the architect's consumers or since it appeared more uncomplicated to paintings with adults who will be requested to make scores of environmental areas and touch upon them at size, a spotlight at the baby in interplay with en vironments used to be relatively gradual in constructing within the box of environ ment and behaviour. because the chapters of the current quantity point out, that state of affairs isn't any longer real this day, and it is a switch that every one taken with the health and optimum functioning of youngsters will welcome.
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Additional resources for Spaces for Children: The Built Environment and Child Development
Example text
Many of these early self-perceptions and place-identity cognitions will persist and determine the kind of experiences the child is likely to have in later settings. Place Identity and the Neighborhood There comes a point in early life when the physical world outside of the home becomes a known quantity. With biological and social growth comes the challenge of learning to be competent not just in the home but ouside it as well. This, of course, is an incremental process beginning with the parents' or other caretakers' having complete supervision and ending with the child's independent use of the neighborhood and finally of other neighborhoods as well.
Four privacy booths were placed in a fourthgrade classroom, and booth use served as the measure of privacy seeking. For boys, booth use was positively related to teachers' ratings of aggressiveness and distractibility and negatively related to ratings of sociability; for girls, a significant positive relationship was found between privacy seeking at home and in school. There have also been a number of studies that have looked at the interaction between classroom seating arrangement and such variables as achievement level IRosenfield, Lambert, &.
And inextricably tied to this question is the no less important one of how physical settings are themselves shaped and influenced in unintended ways by the continuing growth and development of the child. Indeed, there are a number of interest- HAROLD M. PROSHANSKY AND ABBE K. FABIAN· Graduate Center, City University of New York, New York, NY 10036. 21 22 HAROLD M. PROSHANSKY AND ABBE K. FABIAN ing questions raised when one incorporates developmental concepts into environmental psychology theory and research.