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Procedia Environmental Sciences 34 (2016) 222 – 232

Improving sustainability concept in developing countries

Educational Methods Instruct Outdoor Design Principles:

Contributing to a Better Environment

Indjy M.Shawket1
1
Lecturer at; Modern Academy for engineering and technology, Architecture Department- Cairo, Egypt

Abstract

Several educational methods are used in building up children; each has different settings accordingly different
requirements. The research focuses on Montessori Method that presented innovation in the field of outdoor learning.
Here comes a question ‘Does the educational system instruct the design of outdoor spaces?’
Accordingly, the research introduces Montessori principle ‘exploring surrounding environment’, comparing studies
on children; finding out how educational system could achieve its objectives through its own settings’ requirements
in outdoor spaces’ design. If so; spaces’ design principles should be for each educational system individually in
order to reach maximum benefits of the educational process.

Keywords; Montessori; outdoor spaces; design principles; educational method; natural environment; child
requirements

1. Introduction

Education as a domain prepares children for their outcomes, building up their mentality and personality.
The design of the physical environment -in accordance with the role assigned to it by educational principles- is one
of the means that can be used to transform the educational idea into reality. The translation of educational objectives
into operative design concepts is a complex task; it requires consideration of society’s goals, of the developmental
process and of the particular characteristics of the time and place (Sebba R, and Churchman A, 1986). The starting point for
the definition of general design patterns for educational spaces should be directed accordingly to the educational
method/system, tools required in each space, and the knowledge required reaching students. The research is asking a
direct question ‘Does the educational system instructs the design of outdoor spaces?’, if the answer is ‘YES’ then
designers should stand on the educational system itself and its objectives -before going to the design process and
putting sketches leading to the ‘trial and error’ process- were the design of the outdoor space should fulfil its
requirements.

1878-0296 © 2016 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
([Link]
Peer-review under responsibility of IEREK, International experts for Research Enrichment and Knowledge Exchange
doi:10.1016/[Link].2016.04.021
 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232 223

The research worked on finding out the answer of the question through taking Montessori system as an example to
educational methods, selecting an objective for teaching ‘exploring natural environment’ where the urban space and
its design play a great role, then assessing small aged children –as they are clearly affected by different educational
methods- , and then comparing results between children exposed to Montessori method and others who do not, in
order to obtain physical results showing how could the urban space –through its design and components- affect
child’s exploration, attitude, and personality.

2. Montessori; an introduction

Maria Montessori (1870-1952) is a legend in education, her own professional history being the first woman in Italy
to earn a medical degree exemplifies her need to develop observational skills. Her life as an educator brought her to
be a traveller all over the world moving out of her native Italy to establish a home in India and finally Holland. She
encountered many children who would gain liberty through her new educational methods, disbelieving teachers who
habits of the “old school” made them immune or dismissive of her innovations and educational institutions that were
reluctant to endorse her credo while recognizing its originality (Montessori M, 2013).

2.1 Montessori method in teaching

The teaching role is ambivalent –while helping children to develop it can also entail limiting their development, by
restricting the liberty of exploration. Observing the ways in which teachers intervene in children’s efforts to explore
the environment and make the environment open to children’s exploration- is the basis for her innovation. The
constant contrast between the ‘old school teachers’ and the ones who take over Montessori methods indicate the
locus of intervention needed-in the layer between the developing person (child) and ‘the society’- exemplified by
other persons (teachers) enacting specific social roles in their guidance of children (Montessori M, 2013).
The concept of ‘active’ learning was further developed through the work of Jean Piaget, then Maria Montessori, and
later by Carl Rogers whose work focused on the effective components, describing significantly having quality of
personal involvement (Ritchie C, 2015). Montessori had personal mission; liberation of the developing mind through
observation and support for humanity. The whole educational method is a dialogue between observation and action,
especially regarding the ways in which the two ways of relating become mutually coordinated (Montessori M, 2013).

2.2 Montessori and Natural environment

The feeling of nature grows with exercise, like everything else; it is certainly not strengthened by us through
descriptions or exhortations made pedantically to a child who is listless and bored being shut within walls and who
is accustomed to see and heat the cruelty towards animals in a necessity of life (Montessori M, 2004). A focus on nature
has a double significance. First, it addresses the emerging sedentary lifestyle health crisis. Children are not spending
enough time outdoors, neither moving their bodies in sustained moderate – to- vigorous physical activity for
sufficient periods of time, nor interacting with their surroundings and each other in ways that insure their proper
physiological, and social development. Lack of movement means insufficient energy expenditure to metabolize food
intake, which, as we know, has increased substantially over the last several years. Second, of direct relevance to
Montessorians is the potential of a carefully and deliberately designed and prepared naturalized outdoor
environment for engaging teachers and learns across curriculum (Moore R, and Cosco N, 2007).

Maria Montessori in her book ‘The Discovery of the child’ said; “it would be premature to say: Set the children
free, let them have fair play, let them run out when it is raining, take off their shoe when they find pools of water,
and when the grass of the meadows is damp with dew let them run about with bare feet and trample on it; let them
rest quietly when the tree invites them to sleep in its shade; let them shout and laugh when the sun wakes them up in
the morning, as it wakes up every other living creatures” (Montessori M, 2004).
The previous paragraph concludes natural interactions aimed by the teaching method, from where designer should
translate these requirements to be as instructions for the outdoor space’s design. As an example, a) selecting
materials integrating with the objectives of the teaching method (sand and grass), b) creating semi-shaded area for
children to sleep in it safely surrounded by the [Link].
224 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232

The translation of educational objectives into physical design is a task for which there are no instructions or
guidelines, but its accomplishment is a necessary under condition of realizing the educational goals (Sebba R, and
Churchman A, 1986).

3. Outdoor educational spaces’ design

Creating physical environment as a means towards advancing educational and developmental processes stems from
recognition of the fact that the environment’s characteristics are likely to influence the information perceived by the
senses, the opportunities for movement, investigation, concentration and social interaction; and the manner in which
one understands the environment and its messages and one’s place in it and social system (Sebba R, and Churchman A,
1986). The lessons learned in outdoor environment not only help children reach developmental milestones; they also
play an important role in the formation of beliefs and attitudes used in decision-making processes later in life (Jeanine
S, 2010).

3.1 Design principles for learning outdoor

A study analyse the design principles to bring increased understanding to the planning and design process. It
identifies the following six design Principles that define basic parameters for good design of educational
environments (Mary Fritz C, 2003):
Design Principle 1: “The learning environment should enhance teaching and Learning and accommodate the needs
of all learners.” Traditional large group, teacher cantered instruction is being replaced with a variety of tactics that
increase student involvement, engaging learners into an active participatory process of doing rather than receiving
and recreating.
Design Principle 2: “The learning environment should serve as centre of the community.” Shared use of facility
space, integrated curricula, collaborative staffing, and utilizing non-traditional settings such as museums, zoos, and
parks strengthen a community’s sense of identity, and engage multiple generations in dialog of their unique
educational issues.
Design Principle 3: “The learning environment should result from a planning and design process involving all
stakeholders.” The planning and design of public schools is an inviting forum for modelling the ways that students
should learn: through collaboration, shared decision making, and democracy.
Design Principle 4: “The learning environment should provide for health, safety and security.” Schools need to be
physically, psychologically, and emotionally safe places. Size and scale of the school can affect health and safety by
influencing students’ and adults’ abilities to form personal relationships. Lighting, indoor air quality and the toxicity
of materials affect the school’s ability to be a comfortable place for learning.
Design Principle 5: “The learning environment should make effective use of all available resources.” School designs
can maximize available resources through multipurpose and shared use, technology, and natural/cultural resources
to become places that support continuous opportunities for teaching and learning.
Design Principle 6: “The learning environment should allow for flexibility and adaptability to changing needs.”
Schools can be expected to continue to evolve and therefore need to have adaptable facilities and flexible attitudes to
meet future demands.
Another study consider list of barriers to overcome when planning a successful outdoor learning experiences and
challenges present in workspace as follows (Ritchie C, 2015);
- Accessibility, time, ease of use and ownership of outdoor spaces
- Place and value of outdoor learning in the culture and ethos of the setting
- Perceptions of team, parent and families in terms of risk/ litigation/ benefits
- Overemphasis on health and safety
- Staff knowledge, understanding, confidence and competence
- Reluctance to use or engage in community spaces
- Lack of resources; suitable for wet/cold weather
- Rigid rations and lack of flexibility
- Weather conditions
 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232 225

Certainly, the ultimate goal is to optimize the school and its surrounding community as an effective setting for
learning. No single school process will be able to address and implement all principles; some may not apply to the
situation. Each educational design principle takes as an underlying premise that all learning environments should be
learner- centred, developmentally- and age-appropriate, safe, comfortable, accessible, flexible, and equitable in
addition to being cost effective. These premises should be understood to moderate the appropriateness in practice
(Lackney, and Jeffrey A., 2000).

3.2 Design instructions

The use of grounds for learning activities, when they are protected and solidly connected with the interior, has
become increasingly important in the context of environmentally conscious education. Many pedagogical
experiences, in past and present, are based on life in the open air. Only the block types have some questionable
aspects because the volumes do not usually give rise to intimate exterior spaces. On the other hand, the courtyard
type, by nature, emphasizes the importance of external areas, making it a central topic both from the architectonic
and educational points of view. Studies led to the identification of four design types as seen in figure (1): the
courtyard type, block type, cluster type and town-like type. It is important to note that the basic criteria for the
elaboration of these types were morphology and internal layout. These latter aspects strongly influence the
characteristics of some spatial patterns which are fundamental to the planning process of educational buildings.
They include, for instance, the hierarchy between the various spaces within the facility and the co-existence of
classrooms (or their evolution) and the semi-private areas nearby (Rigolon A, 2010).

Figure 1; Educational building design types

Pathways afford movement through in the landscape. Children together and children working with teachers also
need places to meet; to work on outdoor projects, to collect and organize samples, conduct field observations,
compile records, write field notes, etc. Pathways enable children to go on journey through landscape, exploring,
playing, collecting natural objects, imagining, interacting with wildlife, and immersed in sensory richness. The scale
of pathways and related natural settings must be designed to age. A hierarchy of three types of pathways (primary,
secondary, and tertiary) can together serve a variety of function. Each has design specification, for example, primary
pathways should include the following (. Moore R, and Cosco N, 2007);
226 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232

- Wide curves
- Alignments should void sharp corners, bottle necks, and dead ends
- Small niches can be designed to add interest and opportunities for group interaction and exploration
- Smooth and flat
- Concrete primary paths are preferable

As well, each element in the outdoor learning space (floors, borders, roofs, and furniture) has its own principles that
corresponds its location from geographic, religious, social, and economical dimensions. Aspects of design are wider,
i.e., sound, light, colour, materials and texture, furnishings, shading systems, sloping, visual scene, green elements,
fences, and security, where design aspects differ according to the variables in each project.

4. Empirical study

The empirical study targets;

a. Definition of the outdoor educational space of an educational building following Montessori Method -
within the principle of ‘exploring the surrounding environment’- based on; previous scientific theories,
understanding the educational method, long periods of coexistence, and interviews with stakeholders.
b. A comparative analysis between products of children following Montessori Method and children following
traditional methods.
c. An answer for the question ‘Does the educational system instruct the design of outdoor spaces?’

4.1 Educational outdoor space –nursery following Montessori method-

This part will be divided into two steps to cover the space’s design architecturally, and educationally as well.
First step, introducing the space through a table shows the elements composing the space and commenting on it
technically -supported by a photo- as follows;
Table 1; technical introduction to ‘Pop Leaders’ nursery’s outdoor space -using Montessori Method in teaching-

Sub-
Element Positively Negatively Photos
element
Stamped -well choice, as it is -fairfaced caused a
fairfaced a primary path and lot of slides when
concrete is largely used well cleaned
-helps on keeping -does not match
the space clean & principles of
Artificial children as well Montessori ‘feeling
grass more than natural nature’
grass
FLOOR

-used in the
entrance; helps in
Composite introducing the
marble & indoor reception, ------------
stone and easily cleaned
-used in ramps
avoiding slides
-causes a lot of
Smooth
------------ slides, especially for
marble
children
-primary path, no -the outdoor
Totally need to shade it entrance should not
CEILING

exposed to according to its be totally exposed to

the sun function sun rays as it is a
transformation space
Totally -in summer, playing -in winter, playing
shaded areas are safe from area is not reached
 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232 227

sun rays by sun rays

-there is no semi-
shaded area,
Semi-shaded ------------ although it is a must
for the transfer from
in to outdoor
-are well selected to -no difference
totally isolate between the
between inside and characteristics of the
Buildings & outside nursery’s fence and
hard fences the whole site’s
fence
BARRIER

-small movable -selection of trees

fences gives the doesn’t give a visual
children the feel of barrier where no
Trees & soft
non fixation and privacy exists
fences
freedom

-the space is -no sitting areas for

furnished to support children or teachers
FURNITURE

most desirable -no flexibility in the

activates settings of the space
(playgrounds) -non-existence for
several items
e.g.(lighting,
waterscape,... etc)

Second step, introducing some principles of the nursery under the umbrella of Montessori Method, and the
inspection of space’s design serving the principles and teaching objectives;
Table 2; Examples of teaching principles, design principles that would be existed, and the support of the design to the educational requirements

Teaching objectives & principles Design principles Support

*Planting; Natural grass Medium support
doesn’t exist inside the *it is
‘Exploring private nursery’s outer recommended to
Surrounding space, but it is supported use natural grass
Environ- in the courtyard of the instead of
ment’ educational building artificial in
flooring
*Sand, Mud, and Clay; Weak support
lack of existence of any *it is
of these elements. Trips recommended to
outside the nursery are involve these
targeting to replace that natural elements
lack into the space
LAND

*Earth & Natural Medium support

phenomena; Experiments *it is
are done (volcano recommended to
process as in picture), but support the
noticed a shortage of space with a
clean water source in the source of clean
space water
228 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232

*Non existence of any Weak support

water supply through *it is
WATER

pools, fountains or even recommended to

spine. Accordingly, involve
activities replaces are waterscape to
temporary the design

*Variates between
different types of shades Strong support
AIR

makes teaching and fun

activities easier and
joyful

Freely in the
surroundings

*Free movement of
FREE MOVING
& PLAYING

children requires a wider

space than the existing
Medium support
one, and a safer as well
(the height of hand rill
bordering one side of the
space is not enough)
*As these activities are
leaded by teachers in
INSTRUCTED
MOVEMENT

small sub-group, so there

is no problem in the
Strong support
space’s dimensions.
*Services spaces
surrounding the space in
a correct relation
(successful zoning)

* The management
OTHER LIVING
FREELY WITH

ORGANISMS

encourages dealing and

interacting with other
Strong support
living organisms, using
outdoor spaces helps on
applying this interaction
in natural context

-Noticed that most of the medium to week supports - of the design to the educational process – are solved by the
management, in order to achieve the teaching objectives, e.g. (Trips to overcome shortage in design, moving water
manually from inside spaces to the outdoor space, etc.).
-Generally, we can say that the educational objectives are still under control, even if it costs more time, effort, and
money.
-So, comparison between children’s products according to their different methods of learning should take place,
under the principle of “exploring surrounding environment’, in the next step.
 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232 229

4.2 Comparative analysis

Assessment will translate child’s accommodation to the nature around him and the degree of his adaptability as a
result for: a) The difference between a child who was engaged to the nature and environment around him and anther
who was not, due to the educational method that he follows, b) The difference between an assessing in the indoor
and outdoor spaces. Assessment sheets will deeply be related to nature and child’s life.
Comparison method;
- Educational Methods; Montessori method (Pop leaders)
Traditional method (Baby Academy, and Under five)
- Children ages; Two categories are selected –juniors (18m:3y), and seniors (3y:5y)-
- Assessment sheets;
*Juniors- two colouring sheets (contain nature sketches), one will be filled indoor and the other outdoor
(correspondingly)
*Seniors- a drawing sheet contains a small house asking the child to draw the surrounding scene, it will be
filled indoor (as this age could easier express what is absorbed in their souls and mind)
- Samples of assessing sheets will fill up a table to compare products, see Table 3.

Table 3; Comparison of children’s assessing sheet products

Montessori Method Traditional Methods Traditional Methods

Pop Leaders Baby Academy Under Five
SENIORS # INDOOR

Rojayn (Girl) Alia (Girl) Ahmed (Boy)

When looking rapidly on the three sketches we can see that Ahmed followed the traditional way of drawing the
surrounding environment, while Alia is feeling that home = mumy+dady. Rojayn is completely different as she draws
the two surroundings, one is related to nature as: sea, sand, and butterfly, while the second is related to her dreams as: a
telescope on the roof, and a rocket to visit the planets.
JUNIORS # OUTDOOR

Youssef (Boy) Lyan (Girl) Mariam (Girl)

Outdoor; it is really easy to let them cheet from surroundings. Yet, Lyan has no trees at all in her nursery’s outdoorspace
-well reflected through her colors-. Mariam and Youssef both have trees in their nursery’s outdoor space, but youssef is
much better in representing the nature around him. Here comes the teaching method and its effect on a child.
230 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232

JUNIORS # INDOOR

Lyan (Girl) Mariam (Girl)

Youssef (Boy)
Indoors is sonmething totally different for small ages, as they have to be totally filled with their experiences in watching
and recognizing an element to be able to re-present it through coloring or sketching, and later on, through any other skill.
All of the three children were not able to represent the colors of the bee correctly –as it is not all time seen-, but
charachters of children and their attitude are reflected through their coloring. Lyan and Mariam as many other girls love
to use Lifable colors, while Youssef who is a boy looks different in his way of colouring. Overall, the effect of
Montessori’s method in child’s attitude is well reflected in the proper way of coloring.

¾ Notice ; all sheets were filled through the teacher of the class
¾ Notice; no fixed time was given to any child

5. Results

From all previous theoretical and empirical study and according to the table of comparison (Table 3) the following
results were obtained;
- The outdoor space’s design affect children’s perceptions
- Designing a space supports educational strategies to go on their right path (notice; building up a mind full
of curiosity to see surroundings, let Rojayn draw a rocket willing to see the outer space)
- Water, sand, and other natural materials should be all existed in the outer space of an educational building
follows Montessori Method. Although this does not occur in our case, but they tried to cover this weak
point by trips where natural materials largely exists.
- Urban designers play a role on children’s dreams. When asking Rojayn the reason of putting four light
sources, the answer was ‘to cover all the green area, so I would be able to play wherever I want’.
- Swimming pool place was chosen to be near the sand, in Rojayn’s point of view, to walk on it if the floor
around the pool is hot. Selecting materials is a part of designer’s task; it should be through designing
process and not after finishing it.
- Landscaping is important as well, trees drawn by our sample were having fruits and vegetables over them.
- Roofscaping, with an unbelievable though, sorry to say many designers neglect roof usage. On the other
hand, a small child –grown up on the concept of think freely- managed to use the roof of her house.
- Those points raise the alarm to all designers telling them to give a great attention how far does their designs
affect the coming ages.
- All previous results show how much a designer could be a supporter in achieving teaching objectives.
 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232 231

Figure 2; through a child sketch; how could a design makes a dream come true?

Conclusion

The research finds out that;

- No one knows the requirements of a space more than its stakeholders, so design process in educational
outdoor spaces should be based on the awareness of the educational objectives. Otherwise, waste of time,
money and effort will be waste.
- Dealing with the surrounding environment, gives children self-confidence and lets them be more sociable.
- Urban designers directly affect child’s behaviour in the space, and the child’s assimilation to several
elements.
- Outdoor space’s furniture should cope with the overall principles, as ‘the butterfly homes’ that could be
added to the outdoor space. This will support the principle of ‘exploring surrounding environment’.
- Involving new technologies -as using clean energy- will encourage new generations to follow our
footprints.
- Contributing to better environment is based on future, were children are the core, so contributing a better
environment should be built on contribution of a better child.
Leads to
Better child Better environment
232 Indjy M. Shawket / Procedia Environmental Sciences 34 (2016) 222 – 232

- Each teaching method has its own objectives; these objectives affect the child and his needs, these needs
have to be fulfilled through the space’s design. On the other hand, the space’s characteristics may restrain
child’s ambitions, affecting negatively educational process as well as child’s personality.

Effect on Put design principles Outdoor

Educational
Child’s Needs space’s
Method
Support OR restrain Support OR restrain Design

Then; the answer of the research raised question is ‘YES’, educational methods instructs outdoor design principles.

Acknowledgment

I give great thanks to my teachers who helped in building up my mind. Also, I would like to thank all whom I
interviewed to support this research. Finally, a special thank you should go to my family for their support in
preparing this research.

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