The Effect of Texture Colour Form and Memory Perception in Urban Space on Child Development: The Case of Bornova

Abstract

This study investigates how the perception of color, texture, equipment, form, and memory within urban space influences child development, particularly from the perspectives of sensory and cognitive growth. While existing research demonstrates the psychological effects of color, texture, and form on individuals, this study critically examines how these parameters are applied in urban design practices to support children's developmental processes and explores their potential for future implementations. The research focuses on the Bornova district of İzmir, which has been designated a pilot region for the “Child-Friendly City” initiative by UNICEF and has adopted this approach in its urban planning strategies. In the study conducted using a mixed method, data was collected through observations made in parallel with literature reviews and survey results, and organised using the MAXQDA Analysis Programme. The surveys were conducted with children who came to the area at specified times (12:00–13:00 / 17:00–18:00) during the one-week analysis period and their parents, who were the best and primary observers of the children. The originality of the research lies in its effort to fill the gap between sensory design theory and practical urban interventions for children—a connection that remains underexplored in contemporary literature. By synthesizing insights from environmental psychology, neuroscience, and urban design, the study proposes applicable design principles that prioritize the developmental needs of children. The findings reveal that textures significantly influence cognitive mapping, sensory development, and memory formation; forms contribute to motor skills and spatial competence; and colors have a direct impact on emotional states, cognitive focus, and social interaction. Furthermore, symbols and elements that construct urban memory are found to support children's sense of belonging and spatial orientation. The results underscore the necessity of integrating sensory diversity, varied form compositions, intentional color strategies, and memory-supportive elements into future child – friendly urban planning, using child-scale and participatory approaches. These insights offer concrete proposals for transforming cities into active learning environments that holistically support child development.

Keywords

• Child Development
• Child-Friendly City
• Urban Design
• Sensory Design
• İzmir

Kentsel Mekândaki Doku Renk Form ve Bellek Algısının Çocuk Gelişimindeki Etkisi, Bornova Örneği

Abstract

Bu çalışma, kentsel mekândaki renk, doku, donatı, form ve bellek algısının çocuk gelişimini, özellikle duyusal ve bilişsel gelişim perspektifinden nasıl etkilediğini araştırmaktadır. Mevcut araştırmalar renk, doku ve formun insan psikolojisindeki etkilerini gösterirken, bu çalışma kapsamında söz konusu parametrelerin çocukların gelişimsel süreçlerini desteklemek amacıyla kentsel tasarım pratiklerinde nasıl kullanıldığı ve gelecekte nasıl kullanılabileceği irdelenmektedir. Bu irdeleme, UNICEF tarafından "Çocuk Dostu Kent" pilot bölgesi seçilen ve bu yaklaşımı benimsemiş İzmir Bornova ilçesi özelinde gerçekleştirilmiştir. Karma yöntemle yürütülen çalışmada, literatür taraması ve anket sonuçları paralelinde oluşan gözlemlerle veri toplanarak MAXQDA Analiz Programı’nda düzenlenmiştir. Anketler, bir haftalık analiz süresince belirlenen saatlerde (12:00 – 13:00 / 17:00 – 18:00) alana gelen çocuklar ve çocukların en iyi ve birincil gözlemcisi olan ebeveynleri ile gerçekleştirilmiştir. Çalışmanın özgünlüğü, çağdaş literatürde yeterince keşfedilmemiş bir bağlantı noktası olan duyusal tasarım ile çocuklara yönelik pratik kentsel müdahaleler arasındaki boşlukları doldurmasında yatmaktadır. Çevresel psikoloji, nörobilim ve kentsel tasarımdan elde edilen bulguları entegre eden bu çalışma, çocukların gelişimsel ihtiyaçlarına öncelik veren uygulanabilir tasarım ilkeleri önermektedir. Bulgular, dokuların bilişsel haritalama, duyusal gelişim ve hafıza oluşumunu, formların motor ve uzamsal becerileri, renklerin ise duygusal durum, bilişsel odaklanma ve sosyal etkileşimi doğrudan etkilediğini göstermiştir. Semboller ve kentsel belleği oluşturan öğelerin aidiyet ve yönelim becerilerine katkısı belirlenmiştir. Sonuçlar, gelecekteki çocuk dostu kentsel planlamada duyusal çeşitliliğin, farklı form kombinasyonlarının, bilinçli renk stratejilerinin ve bellek destekleyici öğelerin, çocuk ölçeğinde ve katılımcı yaklaşımlarla entegre edilmesinin gerekliliğini ortaya koymaktadır. Bu bulgular, kentlerin çocukların bütüncül gelişimini destekleyen aktif öğrenme alanlarına dönüşmesine yönelik somut öneriler sunmaktadır.

Keywords

• Çocuk gelişimi
• Çocuk dostu kent
• Kentsel tasarım
• Duyusal tasarım
• İzmir

References

1. Ayres, A. J. (1972). Sensory integration and learning disorders. Western Psychological Services.
2. Birren, F. (1978). Color and human response. Van Nostrand Reinhold.
3. Bornova Belediyesi. (2025). İzmir’in UNESCO adaylığında Bornova’nın kilit rolü. Bornova Belediyesi Sitesi. https://bornova.bel.tr/izmirin-unesco-adayliginda-bornovanin-kilit-rolu
4. Burgess, N., Maguire, E. A., & O’Keefe, J. (2002). The human hippocampus and spatial and episodic memory. Neuron, 35(4), 625–641. https://doi.org/10.1016/S0896-6273(02)00830-9
5. Chen, L., & Lee, H. (2021). Reimagining Child-Friendly Cities: Beyond Function to Sensory Engagement. Urban Planning Journal, 6(3), 112-125.
6. Christensen, P., & O'Brien, M. (2003). Children in the city: Home, neighbourhood and community. Routledge.
7. Cordero-Vinueza, A., Niekerk, S., & van Dijk, T. (2024). Child-Friendly Cities and Communities: Opportunities and Challenges. Journal of Urban Planning and Development.
8. Elliot, A. J., & Maier, M. A. (2014). Color psychology: Effects of perceiving color on psychological functioning in humans. Annual Review of Psychology, 65, 95–120. https://doi.org/10.1146/annurev-psych-010213-115035

9. Evans, G. W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423–451. https://doi.org/10.1146/annurev.psych.57.102904.190057
10. Field, T. (2010). Touch for socioemotional and physical well-being: A review. Developmental Review, 30(4), 367–383. https://doi.org/10.1016/j.dr.2011.01.001
11. Gibson, E. J. (1988). Exploratory behavior in the development of perceiving, acting, and the acquiring of knowledge. Annual Review of Psychology, 39, 1–41. https://doi.org/10.1146/annurev.ps.39.020188.000245
12. Grünwald, L., & Becker, J. (2024). Nature-Based Solutions and Color Psychology in Urban Childscapes. Cities & Health, 8(1), 1-15.
13. Hart, R., & Moore, G. (1973). The development of spatial cognition: A review. In R. Downs & D. Stea (Eds.), Image and environment: Cognitive mapping and spatial behavior (pp. 246–288). Aldine.
14. Hillier, B., & Hanson, J. (1984). The social logic of space. Cambridge University Press.
15. Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.
16. Kim, J., & Choi, H. (2023). Cultural Symbols and Memory Formation in Child-Friendly Urban Environments. Children's Geographies, 21(5), 600-615.
17. Kinoshita, S., Cortese, S., & Castle, J. (2021). Screen time and problem behaviors in children: A systematic review and meta-analysis. JAMA Pediatrics, 175(12), 1258–1266. https://doi.org/10.1001/jamapediatrics.2021.3412
18. Kolb, B., & Gibb, R. (2011). Brain plasticity and behaviour in the developing brain. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(4), 265–276.
19. Kolb, B., Gibb, R., & Robinson, T. E. (2003). Brain plasticity and behavior. Current Directions in Psychological Science, 12(1), 1–5. https://doi.org/10.1111/1467-8721.01210
20. Küller, R., Ballal, S., Laike, T., Mikellides, B., & Tonello, G. (2006). The impact of light and colour on psychological mood: A cross-cultural study of indoor work environments. Ergonomics, 49(14), 1496–1507. https://doi.org/10.1080/00140130600858142
21. Lynch, K. (1960). The image of the city. MIT Press.
22. Malone, K. (2001). Children, youth and sustainable cities. Local Environment, 6(1), 5–12. https://doi.org/10.1080/13549830120024215
23. Moore, R. C. (1986). Childhood's domain: Play and place in child development. Croom Helm.
24. Pallas, S. L. (2001). Intrinsic and extrinsic factors that shape neuronal development. Trends in Neurosciences, 24(8), 417–423. https://doi.org/10.1016/S0166-2236(00)01897-3
25. Ranganath, C., & Ritchey, M. (2012). Two cortical systems for memory-guided behaviour. Nature Reviews Neuroscience, 13(10), 713–726. https://doi.org/10.1038/nrn3338
26. Salingaros, N. A. (2006). A theory of architecture. Umbau-Verlag.
27. Scannell, L., & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of Environmental Psychology, 30(1), 1–10. https://doi.org/10.1016/j.jenvp.2009.09.006
28. Singh, S. (2006). Impact of color on marketing. Management Decision, 44(6), 783-789.
29. Smith, A., & Jones, B. (2022). Urban Sensoryscapes and Child Development: A Neuro-Cognitive Perspective. Journal of Environmental Psychology, 88, 101987.
30. Spencer, C., & Blades, M. (2014). The Child in the Physical Environment: The Development of Spatial Knowledge and Cognition. John Wiley & Sons.
31. Topçu, H., & Erdin, H. E. (2025). Kentlerde Akıllı Kent Uygulamaları ve Mekânsal Etkilerinin İncelenmesi: İzmir Bornova Örneği. Urban 21 Journal, 3(1), 64-101.
32. Tuan, Y. F. (1977). Space and place: The perspective of experience. University of Minnesota Press.
33. Öztürk, M., & Demir, E. (2021). The Role of Natural Elements in Urban Play Spaces on Children's Sensory Integration During and Post-Pandemic. Journal of Urban Design, 26(4), 450-465.
34. Ulrich, R. S. (1984). View through a window may influence recovery from surgery. Science, 224(4647), 420-421.
35. UNICEF. (2018). Shaping urbanization for children: A handbook on child-responsive urban planning. United Nations Children’s Fund. https://www.unicef.org/reports/shaping-urbanization-children
36. Valdez, P., & Mehrabian, A. (1994). Effects of color on emotions. Journal of Experimental Psychology: General, 123(4), 394-409.
37. Wang, F., & Li, C. (2022). Investigating the Relationship Between Urban Form Complexity and Children's Spatial Cognition. Journal of Environmental Psychology, 80, 101789.
38. White, C., & Brown, D. (2023). Tactile Experiences in Urban Playgrounds: Promoting Proprioception and Motor Skills in Early Childhood. Landscape and Urban Planning, 230, 104620.
39. Woolley, H., & Lowe, A. (2013). Exploring the relationship between design approach and children’s play: A comparison of three UK play spaces. Landscape Research, 38(1), 53–74. https://doi.org/10.1080/01426397.2011.640432