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Zahra Alsadat Ardestani, Elham Parvizi,
Volume 9, Issue 43 (12-2021)

The phenomenon of orphaned children, and the anomalies associated with it, is a dilemma that contemporary societies face. Appropriate living space for these children, according to the categories of the effect of space on the psyche and development of the child, can be effective in reducing and compensating for some of the problems caused by the neglect and abuse of these children. In this study, it was necessary to study the components of designing spaces for orphans in order to improve the educational conditions of children. The present study is applied in terms of purpose, qualitative in terms of data, and foundation data in terms of the nature of the study. Data collection was done first in the library, and then field studies in the form of in-depth interviews with activists in the field of orphans, as well as the collection and analysis of drawings and essays of orphans through meeting in space by researchers. In this article, based on Piaget's approach, homeless children between the ages of 7-11 years old in two care centers in Omid and Sobh Roish in Rey city in 1399 through selective sampling in qualitative research, and painting and writing with the subjects of their living space perception up to Information saturation time is received. Information through content analysis and re-coding, and after explaining the psychological needs of children, an interview with space design experts to provide architectural features of orphanages in four categories of body, meaning, equipment and program in the care of this age group to The title of architectural design priorities is explained. The result shows that the need for children to socialize, and to know the world around them and design for the future can be one of the expected priorities of the collection space.

Dr. Elham Parvizi, Dr. Zahra Alsadat Ardestani, Dr. Farhad Balash,
Volume 11, Issue 45 (12-2022)

One of the most important challenges facing education is to develop students' health and create a sense of attachment to the educational environment in them, which will lead to an increase in the quality of education and training. Architecture as a container of human behavior has a great impact on this matter. The organs of the building and the relationships that govern them are effective in the process of understanding, recognizing and then the way people respond to the environment. According to studies of mental health and environmental psychology, students quickly feel emotionally uncomfortable when dealing with certain educational spaces and feel homesick. People enter the attachment process faster with places in harmony with subconscious schemas. In this article, emphasizing the need for attachment to place in school design, this question is raised, recognizing cultural schemas in the collective subconscious of students and orienting them to design school architecture can increase students' mental health and promote a sense of attachment to educational places? The research method in this research is qualitative and analytical-descriptive. At first, the materials were collected in the form of library study, collect documents in the field of psychology and unconscious cognition and the stages of perception and cognition by it in the human mind, and then analyzed analytically. As a result, examining how students perceive space is effective in creating qualities such as "familiarity" and "identity." In this article, by looking at the category of the unconscious in the field of mental health and architecture and analyzing the collective unconscious schemas, it emphasizes the mechanism of its effect on how students recognize and interpret semantics. Collective help can help the cognition stage lead to the promotion of attachment to the place properly.

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