The Interior Architectural Forms of Preschool Child Development Centers in Bangkok that Promote the Learning Environment of Early Childhood Children According to the Brain-Based Learning Approach

Abstract

The objectives of this research paper were 1) to study the interior architectural forms of preschool child development centers in Bangkok that promote the learning environment of early childhood according to the brain-based learning approach, and 2) to propose the interior design guidelines for preschool child development centers in Bangkok in order to enhance the learning environment of early childhood according to the brain-based learning approach. The documentary research technique was employed in this qualitative study using data recording forms and design summary forms to collect data from related documents, textbooks, research studies, and research articles.

The findings of this research are as follows. 1) The interior architectural forms of preschool child development centers were not conducive to the learning environment of children, such as the placement of learning media, the use of wall colors and furniture materials, and inflexible activity areas. In addition to the foci on teachers, learning media, and curriculum, it was considered essential to pay attention to the physical environment, one of the factors that influence and affect children’s development in various aspects. 2) According to the brain-based learning approach, psychological concepts, theories, and colors should be applied to design the interior architecture of each room in accordance with children’s activities and brain development. Moreover, to promote children’s learning and perception, all relevant graphics, such as animal and tree images, should be designed to stimulate children’s interests, foster a learning atmosphere, and improve recognition skills.