The Evaluation of the Spatial Design Order of Child Protection Centers with User Perception: The Case of Turkish Red Crescent Bağcılar Child Protection Center
Abstract
This study aims to contribute to child-centered architectural design by examining how disadvantaged children perceive and emotionally interpret the spaces they inhabit. Conducted at the Turkish Red Crescent European Side Child Protection Center, the research employed participatory qualitative methods—storytelling, model-making, and mapping—with two age groups (7–11 and 11–15). Findings show that experiences of deprivation and spatial instability heighten children’s sensitivity to safety, belonging, and control. Younger participants emphasized play, nature, and tangible spatial elements, while older children highlighted identity, social relations, and autonomy. Mapping data indicated that play and activity areas were perceived as safe and inclusive zones. Overall, the study demonstrates that disadvantaged children interpret space through emotional and social dimensions as much as physical characteristics. The findings underline the need for flexible, restorative, and inclusive spatial arrangements that support the resilience and psychological well-being of disadvantaged children.
Keywords
Perception, child-space relationship, children's centers, space, storytelling method
Ethical Statement
This article is derived from the Master's Thesis of Büşra Gizem Yılmaz, titled “Evaluation of the Spatial Design Layout of Child Protection Centers Through User Perception: The Case of Turkish Red Crescent Bağcılar Child Protection Center”, completed on 07.01.2022 in the Department of Urban Design, Graduate School of Science and Technology at Istanbul Technical University. The thesis was completed under the supervision of Prof. Dr. Hatice Ayataç.
The article complies with national and international research and publication ethics.
The study was conducted with the official permission of the Turkish Red Crescent General Directorate, Kızılay Academy Presidency, under the decision numbered E-216115-799-119345. In this context, the process for the thesis was carried out with the approval of the Turkish Red Crescent Association General Directorate and the Red Crescent Academy Presidency.
I respectfully request your approval to allow the conduct of the study deemed appropriate by the Red Crescent Academy Presidency within the scope of Büşra Gizem Yılmaz's academic work, provided that the requirements of Personal Data Protection Law No. 6698, Article 94 of Law No. 6458 on Foreigners and International Protection, and the confidentiality principle stipulated in Article 51 of the Temporary Protection Regulation, Decision No. 2014/6883, are adhered to.
References
- Ataman, A. (2005). Gelişim ve öğrenme. Ankara: Gündüz Eğitim ve Yayıncılık.
- Avcı, E., & Dere, S. (2002). Modeling children's spatial perception: The role of model making. Istanbul: Yapı- Endüstri Merkezi Publications.
- Aydıntan, O. (2001). Turkish etymological dictionary. Ankara: Ötüken Publishing.
- Bell, B. (2007). Storytelling for early childhood: Promoting learning through fantasy hypotheses. London: Routledge.
- Çağlayan, G., Korkmaz, Ö., & Öktem, Ü. (2014). The role of visual perception in the architectural design process. Journal of Architecture and Environmental Studies, 5(2), 45–58.
- Chawla, L. (1992). Childhood place attachments. In I. Altman & S. M. Low (Eds.), Place attachment (pp. 63–86). New York, NY: Plenum Press.
- Christensen, P., & James, A. (2008). Research with children: Perspectives and practices (2nd ed.). London: Routledge.
- Christensen, P., & O’Brien, M. (2003). Children in the city: Home, neighbourhood and community. London: RoutledgeFalmer.
- Clark, A., & Moss, P. (2011). Listening to young children: The Mosaic approach (2nd ed.). London: National Children’s Bureau.
- Corsaro, W. A. (2005). The sociology of childhood (2nd ed.). Thousand Oaks, CA: Pine Forge Press.