유아의 공간인지 증진을 위한 실내 공간 연구

Abstract

Along with paradigm change in education to pursues flexible and creative early childhood education, space that affects early childhood development and education became a prominent figure. The purpose of this study is to suggest spatial recognition as influential element to children and to suggest positive effects to children after adopting spatial recognition. Children’s brain starts to develop in the early stage of life. In particular, right brain which is in charge of creativity and non-verbal capability starts to develop in this period. In addition, right brain is associated with spatial ability. Thus, this study confirms the correlation between right brain and improved spatial cognition ability. This study defines spatial recognition as intuitively understanding space and having right recognition of spatial structure and relation and forming internal restructuring. In addition, this study classifies ability to recognize spatial traits, ability to recognize physical space and space restructuring ability as sub factor of spatial recognition. The sub factors of spatial cognition are as follows. First, spatial cognition abilities are spatial memory and perception of spatial relationship which are realized cognitive element and morphological spatial cognition (physical elements). Second, physical spatial cognition ability is both inducing movement and exploring space. The cognitive elements are sensitive spatial cognition and dynamic spatial cognition. Third, spatial reconfiguration ability suggests vertical and horizontal depth of space as spatial element for spatial reasoning and dimensional thought. Based on these factors, this study analyzes children’s space and reveals the possibility of specific space embodiment.