CHILDREN S ORPHANAGE - WordPress.com · 2012. 1. 11. · Diana Marie Rodriguez IND 5626 Project Programming Fall 2011 . T ITLE OF TENTS 1. REVIEW OF LITERATURE

CHILDREN’S ORPHANAGE Diana Marie Rodriguez

IND 5626 Project Programming

Fall 2011

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1. REVIEW OF LITERATURE

Introduction

Background

Purpose of this study

Search of questions

Significance of the study

Literature Review

Needs of children in an orphanage environment

Interior design effects on the experience for children living in an

orphanage

Interior features that affect a child

User age and environmental flexibility

Environmental psychology and orphanage user

References

Annotative Bibliography

Articles- In separate booklet

2. TYPOLOGY

Typology Decision

Potential Public Activities

Potential Semi-Public Activities

Potential Private Activates

Potential Location Options

References

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3. TYPOLOGY HISTORY & PRECEDENT STUDIES

Historic Overview of Education

Historic Overview of a Home

Case Study: Residential

Overview

Adjacency Diagram

Organizational System and Parti-Diagram

Zoning Areas

Precedent Study 1: The International School

Overview

Adjacency Diagram


Zoning Areas

Precedent Study 2: Garrison for Early Childhood Education

Overview

Adjacency Diagram


Zoning Areas

Precedent Study 3: Spruce Street Nursery School

Overview

Adjacency Diagram


Zoning Areas

References

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4. CLIENT OWNER

Owner Narrative

Questionnaire & Responses

Interview Questions & Responses

Overview

5. LOCATION AND SITE

Moscow, Russia Facts

About the Russian Government

Economy

Culture and The People

Geography

Architecture

Examples of Architecture in Moscow

Selected Actual Site

Overview

References

6. CLIENT USER

User

Children

Caseworker

Care Provider

Administration

Personnel

Adoptive Parents

Assessment Guide for Design Development

Activities

FF&E Requirements

References

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7. PROJECT GOALS AND OBJECTIVES

Mission Statement

Organizational Goals and Objectives

Facility Goals and Objectives

8. QUANTITATIVE REQUIREMENTS

Department: Administration

Lounge Area

Reception Area Desk

Security

Offices

Staff Break Room

Department: Food Service

Kitchen

Dining Room

Back of the House

Laundry Room

Janitorial R

Occupants

Infant Bedroom/Nursery

Toddler Bedroom/Nursery

Bathing Room

Care Provider Station

Indoor Educational Lounge

Total Calculations

Adjacency

9. SITE DOCUMENTATION, BUIDLING SELECTION

Building Selected

School of Architecture and the Arts

10. PROGRAMMING ISSUE AND DESIGN GUIDELINES SUMMARY

1. REVIEW OF LITERATURE

INTRODUCTION

Background

Research has been generated in order to better understand a child’s development and their needs of what a

home is to them. “This settlement as home, in the full sense of the words, refers to a place for which we feel

responsible and engaged, in terms of building, nurturing, and preservation, through deep acquaintance with the

place’s natural and human components and through an understanding of ourselves as part of a continuity of

generations” (Heidegger 1977, as cited in, Avriel-Avni, Zion, and Spektor-Levy 2010, p. 138). A child being

placed in a situation where they need to live in an orphanage is not the ideal location for self-development. A

series of studies related to children’s perspectives of life’s evolvement have been undertaken in order to

comprehend better ways of fulfilling a child’s potential. Such studies as understanding a child’s perception of

what a home is, impacts that crowding has on a child psychologically, environmental influence, psychological

impact that architectural interior features has, and the influence that those individuals around have on them.

Based on these studies it appears that children’s needs are constantly being evaluated from several standpoints

in order to maximize a child’s upbringing for a positive outcome.

Purpose of this study

The purpose of this literature review is to cultivate an understanding of problems associated with residents and

the staff of an orphanage, and to comprehend the effects that the design of the interior environment plays in the

psychological health of those occupants. Through this literature review a focus will be placed on the needs of

children of all ages, in an orphanage within an interior environment, the effects that interior design has on the

experience of children living in an orphanage, interior features that affect a child, the users’ age and the

environmental flexibility, the environmental psychological effect on the user, and what design applications will

result from this study in improving the overall experience for those who are involved with the orphanage.

Search questions

Central Question:

How do the benefits of Interior Design relate to the needs of an orphanage infrastructure and its

occupiers?

Sub-Questions:

What are the needs of children in an orphanage?

How can interior design improve or affect the experience for children in an orphanage?

What role does a physical structural feature play in a child’s emotional and psychological stability?

How will interior design changes in the orphanage adapt itself to the different ages?

What psychological improvements will the children benefit from the changes that interior Design will

implement?

Significance of the study

Children living in crowded homes are found to have greater behavioral issues (Evans 2001). It is my opinion

that the beginning years in a child’s life are extremely important, as it is the foundation that will mold a child’s

personality and many factors in confidence. An upbringing could be a difficult time but it is further difficult

without the structure of family. According to the study conducted by Noa Avriel-Avni, Michal Zion, and Ornit

Spektor-Levy, children need to be able to feel an attachment to their home and the town where they live in

(p.139). This study provides a view from a psychological stand point on how children can feel comfortable in an

environment and how they are able to gain emotional stability. This view is from different perspectives of what

are the needs of children from a psychological standpoint. As stated by Avriel-Avni, Zion, and Spektor-Levy,

(2010) children need to be able to feel that they are protected in order to feel an attachment to a place. They

indicate that children need to be able to feel that they have control over a space in which they are able to

personalize. It appears that factors such as these are important to understand, and may actually be

tremendously significant for a child.

It is important for the design community to be able to understand the needs of children in order to be able to provide them with a better lifestyle. Interior Design may be able to improve the needs of an orphanage infrastructure and its occupiers by developing an understanding of children’s needs. The outcomes of this study will be explained in this literature review.

LITERATURE REVIEW

Needs of children in an orphanage environment

Children come to this world without asking to, but unfortunately, there are children that find themselves in an orphanage due to unforeseen circumstances. Being able to understand the needs of children is important as they are our future generation. Children demonstrated in a study conducted by Hadjiyanni, (2000) what their idea of a home was, your typical North American suburban home. Children are drawn to ideas visually and are influenced by television of concepts of a perfect family and life. This study concentrated on a child’s housing median and their ambitions in life. The study compared the children’s ambitions and the housing practices of the island of Cyprus. The data was gathered through a series of interviews conducted by Tasoulla, with one hundred children of refugee families. From the interviews with the children it was understood that children are aware of their current housing conditions and needs. Not only is this study applicable to the children of the island of Cyprus but to the world. As housing aspirations are global needs and want. The study resulted in showing that the children’s ambitions harmonized with that of the island. Some of the desires that the children expressed were that they wanted to be able to have one day a detached single family home. A single family detached home with a bedroom for each child, two bathrooms, living area, and a yard where they are able to play, was expressed as a desire for their future. Children have demonstrated a connection of the idea of a home with the natural environment (Avriel-Avni, Zion, and Spektor-Levy 2010).

According to Hadjiyanni, (2000) “Understanding the housing needs of children and how children perceive housing is important both to families with children and to all those working with or for children, such as architects designing child-friendly housing, policy makers in charge of devising policies to guide housing construction, and planners of public housing” (p. 28-29). It seems important, then, that designers need to be able to take facts such as these into consideration, in order to be able to provide the children to an extent with what they want and need.

Another point that needs to be touched upon is that of crowding in orphanages. Evans (2001) mentions that “low-income children may be especially vulnerable to the harmful effects of residential density, given their exposure to a greater number of multiple stressors than wealthier children” (p.177). Crowding affects a child’s psychological health in combination with the personal obstacles that they face. This affects them psychologically, and in turn how they perform educationally. Children of both sexes living in crowded spaces displayed weakness in regards to manifested motivational deficits compared against children who do not live in crowding (Evans 2001).

Children need to be able to feel that they are important and are significant. Subramanian, (2010) states that “when youth are engaged in their communities and organizations in meaningful ways, they grow up to be adults who are much more likely to be civically involved and philanthropically inclined” (Independent Sector 2002, as cited in Subramanian, 2010, p.26-27). In my opinion, these children need to be provided with an environment and atmosphere where they feel that they belong and can create a connection with it.

Interior design effects on the experience for children living in an orphanage

“Emotional competence is crucial to children’s ability to interact and form relationships with others” (Parke, 1994; Saarni, 1990, as cited in Denham, Blair, DeMulder, Levitas, Sawyer, Auerbach–Major & Queenan, 2003, p.238). Children should be able to create relationships with their peers, as life evolves they need to be able to create all types of relationships. This is achievable through positive social-emotional relationships. An example of this type of relationship is that of a caregiver and a child. Caregiver’s influence a child tremendously, as they spend a good amount of time with the child. Responsive and consistent behaviors from a caregiver tend to benefit the early developmental stages (Raver,2002, as cited in Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall, 2005, p.99). Educated caregivers can increase socially responsive behaviors in the children and staff members (Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall, 2005, p.107).

According to the study which was conducted by Maxwell, (2007) it stated the importance that the physical environment has on the user. For instance, children should be able to have control, privacy, complexity, exploration, restoration, personalization, and legibility of a space (Trancik & Evans, 1995; Weinstein, 1987, as cited in Maxwell, 2007, p.231). Control and privacy can be thought of as being pair, it can be achieved through the use of materials. Personalization, can be as simple as a child hanging a piece of artwork of the on the wall. In my opinion, the literature provides virtuous basis for design. If children implement these factors, I feel that it will affect them in a positive way.

In the previous section, it was mentioned that children expressed a want for a backyard. Studies have shown

that playing outdoors has a benefit that may not be visible to the eye. It was revealed in the study which was

conducted by Kirkby. Children who play in an untraditional play area allow their imagination to flourish. “The

capacity of natural environments to satisfy some of the developmental needs of young children is recognized by

some researchers and design professional. As children’s territorial range expands and their skills increase, their

concept of refuge may also expand and evolve” (Kirkby, 1989, p.11).

Being able to connect to the natural environment is not only important as a form of entertainment, but as a form

of education. Children can be taught how to grow their own fruits and vegetables in order to appreciate the

same things in life. By doing so they are able to feel gratification by planting seed that will grow to become a

plant. In a study conducted by McArthur, Hill, Trammel, and Morris, (2009) a child expressed her feelings

towards gardening, she said “I liked coming out to plant the fruits and vegetables and like to look at what I

grew. I want to not only sell the plants, but I also want to take the food home to my family. I would like to do

this project next summer, if I can. I will also tell my friends to come out because it is a lot of fun. I would love to

have a garden at home because it means that I wouldn’t have to come all the way to the farm to see the garden”

(p.305-306). Children see a positive outcome in gardening. It is my view, that gardening can just be an example

of elements that can be incorporated that will affect children psychologically in a positive manner.

Interior features that affect a child

Stressors are a constant reoccurrence. There are trivial and significant factors that activate stress, each with its

own varieties. For instance stress can be an outcome of an individual being unsatisfied with the appearance of

their home. James and Carswell, (2008) conducted a study in respect to an apartment building and the tenants.

It demonstrated that the tenants’ perceptions are impacted due to the apartment association staff and the ability

of not being able to feel that they have ownership and control over the premise. Human beings want to be able to

make a space their own, by adding personal pieces. According to James, (2008) “human satisfaction is closely

linked to relative standing and perceived control over one’s environment is a finding common to studies in many

domains of life satisfaction” (p.44).

For instance, an individuals’ perception of an interior space with or without a window. It is interesting to know that their viewpoint of the space is altered by a single element, being that of a window. Ozdemir has stated that the reason why individuals perceptions are altered by a single element is because it has been “found that what could be seen from the window is more important that just having a window. She found that a view with only “built” elements did not foster any psychological benefits, although a view with even a few elements of nature made large differences in worker ratings of satisfaction with their job, life and overall health” (Kalplan, 1993, as cited in Ozdemir, 2010, p. 2276). In other words, human beings need to be able to feel a connection with nature one way or another. Being able to look out a window provides the user of an interior space a form of relaxation. As this study has been performed with adults, it as well relates to children in every aspect. For example, a child can use their imagination just by looking outside a window. Being able to see the sun, a rain shower or the night fall can affect a child psychologically in a positive manner. Rather than finding themselves in a room with just four walls and no view towards the outside world.

Children have stated that their major stress points come from shelter life (Huang and Menke 2001). From an early age human beings are dealing with stress in different ways. Stress can be the result of a disaster. Weissbecker, Sephton, Martin, and Simpson, (2008) “research suggests that children (defined as ages 2-19, with a more narrow definition of adolescents as ages 10-19) (World Health Organization 2007) are more severely impacted by disaster than adults” (Norris et al. 2002, as cited on Weissbecker, Sephton, Martin, & Simpson, p.31). As young as five years old, a child is able to comprehend the effects that a disaster has (Weissbecker, Sephton, Martin, & Simpson, 2008). For a child an example of a disaster can be defined as losing their home, changing schools, loss of a friend or pet, change in activity, relocation of family (Weissbecker, Sephton, Martin, & Simpson). When disaster strikes, the post event of an psychological aftermath and how children can understand and cope are vital. During the aftermath coping needs to take place. How a child is able to cope with a disaster can be through a series of activities suitable for the age group, socializing with their peers, drawing, or singing. “ For example, many children coped with Hurricane Katrina by drawing pictures or writing in journals” (Looman 2006; Peek and Fothergill 2006, as cited in Weissbecker, Sephton, Martin, & Simpson, 2008, p.47).

In my opinion, architectural features such as a window can alter a child’s perception a space and their self-esteem. As a person you would not feel the same about yourself in a room in which natural daylight enters through, oppose to a room that does not have any windows. Architectural features such as these are psychologically important, particularly during developmental years.

User age and environmental flexibility

In an infrastructure where children of different ages live in, a space should be identifiable by the different ages.

For instance an outdoor play area is a great example of a space that can cater to the different ages. It has been

found that having a “consistent contact with the outdoors improves children's cognitive development by

improving awareness, curiosity, observational skills, and reasoning (Cain et al. 2001; Cobb 1977; Pyle 2002) and

this type of mental development can stimulate life-long learning (Wilson 1997, as cited in Herrington, 2008,

p.65). Centers that cater to children should incorporate into their outdoor play area natural vegetation that

allows them to use their imagination while they play. Herrington, (2008) has found that “more than 25 years of

research has demonstrated that quality outdoor play environments can contribute positively to young children’s

physical fitness, mental development, and social intelligence” (p.65). ”With regard to social development,

children who have consistent play opportunities in natural environments have more positive feelings about each

other, which stimulate positive social interactions between children” (Bixler, Floyd and Hammitt 2002; Moore

1986, as cited in Herrington, 2008, p.65).

“Children’s participation in environmental change is a critical element in their development of environmental

competence and possibly future participation in the social and political life of the community as adults” (Hartm

1987, as cited in Maxwell and Chimielewski, 2008, p.145). Nature may have an effect on a child’s socio-emotional

development (Maxwell and Chimielewski 2008). It can be stated that the natural environment is exceptionally

essential during the developing stages of every age group.

As children develop and grow they are able to articulate the things that they have done and explain the

significance that a place has to them (Chawla, 2007). Being able to provide the children with spaces that lend

themselves to the different age groups is imperative in order to allow all the children to socialize and interact

with each other, in my opinion. Each space in the orphanage should be able to provide every child a sense of

home, no manner what age group they are in. In my opinion, being able to impact a child’s life through design is

a great success.

Environmental psychology and orphanage user

Factors that influence children during developmental years are the following: first being their parents or caregiver on how they reward or punish the child, second is that of stressful events in their lives, and finally the attention provided to the child by the parent or caregiver (Dercon & Krishnan 2009). It is my belief, that children are affected emotionally first by how they are treated and then follows physical environment.

For instance, nature has great psychological influence on children. It is interconnected with everything one way or another. Physical activity is important in a child’s life as it involves interaction with others. Great examples of physical activities to incorporate to the facility are those of basketball, running, playground activities, etc… (Handy, Cao, and Mokhtarian 2008). It is my opinion, from the research that children should be able to feel a connection with nature indoors and outdoors.

It is important to keep in mind those children who have healthy eating habits will most likely have a positive self-esteem. “Healthy eating has been correlated with lower risk of disease, healthy body weight, stronger muscles and bones, and increased energy; regular physical activity has been associated with improved growth and development, bone mineral density, self-esteem, body image, and academic performance, as well as levels of anxiety and depression (Kirkcaldy, Shephard and Siefen 2002; Health Canada 2007; Shephard 1997; Sibley and Etnier 2003; Sothern et al. 1999; Sundberg et al. 2002; Tremblay, Inman and Willms 2000, as cited in Tucker, Gilliland, and He, 2008, p.13). In a study conducted by Tucker, Gilliland, and He, (2008) stated that “given the impact home, school and neighborhood environments can have on the physical activity and food consumption behaviors of adolescents, it is important to consider all three environments both individually and collectively to gain a fuller picture of their impact on obesogenic and leptogenic behaviors” (i.e., factors that contribute to fatness or leanness) (Estabrooks, Lee and Gyurcsik 2003; Frumkin, Frank and Jackson 2004; Giles-Corti and Donovan 2002) (p.15).

Another environmental psychological factor that affects children are those found by Paat, (2010) “compelling evidence shows that children and adolescents living in neighborhoods with high social disorder face multiple social disadvantages such as difficulties staying out of trouble, avoiding teenage motherhood, and developing the social skills necessary to be successful in school and later in life” (e.g., Baumer and South 2001; Kowaleski-Jones 2000, as cited in Paat, 2010, p.97). Results found such as these from studies conducted are factors that need to be taken greatly into consideration when designing an orphanage for children as they all come from different backgrounds. Children are affected by their family, but also by their surroundings such as neighborhoods (Paat, 2010). In respect to an orphanage, “the behavior of caregivers is crucial since their behavior carries the intervention to the children” (Sparling, Dragomir, Ramey, and Florescu, 2005, p.139). Caregivers are essential in the lives of children, as they become to certain extent family symbolically.

In an orphanage setting; I believe that design is extremely important but the program which runs the infrastructure has to be able to provide the children with positive guidance that the children require. I believe that with design and a caring team running the orphanage the end result will be a fruitful organization.

CONCLUSION

Interior design impacts and influences everyone in some sort of way. Through design, a designer is able to provide a child with qualities such as emotional, psychological, and spiritual qualities that fill their voids. It is important for a designer to be able to distinguish the qualities that make a space feel comfortable, welcoming, and exciting for a child. The design of the space affects the child and the user in many possible ways. A space can make a person feel relaxed, happy, positive, or on the contrary it can make them feel the complete opposite.

This literature review has provided information on studies that have been conducted in regards to the understanding of problems associated with the children and the staff of an orphanage, and the effects that the design of an interior environment plays in psychological health of the occupants. It is important to be able to understand what children need and want. The literature suggested different tactics of being able to provide children with qualities that will influence them for the rest of their lives.

The study conducted by Hadjiyanni, expressed the importance that children want to be able to have their own space. Providing the children with a space that they can personalize offers them the sense of ownership in which they can call their own.

Connecting with nature is a concept that was proved to be important for children of all ages. Outdoor play areas, demonstrated to be important to children not only for playing, but in order to expand their imagination. An activity that may be able to be incorporated into the outdoor play area can be that of a garden where children are able to plant trees and vegetation; this would allow for the children to understand the cycle of life.

An indoor and outdoor gathering space where children can interact intermingling from space to space and are able to take part in learning activities. This type of space can be used to display a gallery where the children are able to exhibit their arts and crafts; it has been shown that children feel an accomplishment when their work is exhibited.

In my personally opinion, a counseling and meditation area should be incorporated into the orphanage in order

for the children to be able to express their thoughts and feelings.Designers need to be able to provide the

orphanage with the capabilities of a residence that incorporate all the needs of the children. The children need to

be psychological and emotionally stable in order to become successful individuals.

REFERENCES

Avriel-Avni, N., Zion, M., and Spektor-Levy, O. (2010). “Developing a perception of a place as home among children in an isolated desert town.” Children, Youth and Environments 20(2): 116-149.

Chawla, L. (2007). “Childhood experiences associated with care for the natural world: a theoretical framework for empirical results.” Children, Youth and Environments 17(4): 144-170.

Dercon, S. & Pramila, K. (2009). “Poverty and the psychosocial competencies of children: evidence from the young lives sample in four developing countries.” Children, Youth and Environments 19(2): 138-163.

Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S. & Queenan, P. (2003), Preschool Emotional Competence: Pathway to Social Competence?. Child Development, 74: 238–256.

Evans, G.W., Juen, B., Corral-Verdugo,V., Corraliza, J. and Kaiser, F. (2007). “Children’s cross-cultural environmental attitudes and self-reported behaviors.” Children, Youth and Environments 17(4): 128-143.

Evans, G. W., Saegert, S., Harris, R. (2001). Residential density and psychological health among children in low-income families. Environment and Behavior, 33(2), 165

Groark, C. J., Muhamedrahimov, R. J., Palmov, O. I., Nikiforova, N. V., & McCall, R. B. (2005), Improvements in early care in Russian orphanages and their relationship to observed behaviors. Infant Mental Health Journal, 26: 96–109.

Hadjiyanni, T. (2000).Children and their housing – insights from the island of cyprus. Housing and Society, 27(2), 19.

Handy, S. L., Cao, X., Mokhtarian, P. L. (2008). The casual influence of neighborhood design on physical activity within the neighborhood: evidence from northern california. American Journal of Health Promotion, 22(5), 350.

Herrington, S. (2008).Perspectives from the ground: early childhood educators’ perceptions of outdoor play. Children, Youth, and Environments, 18(2), 64.

Huang, C., Menke, E. M. (2001).School-aged homeless sheltered children’s stressors and coping behaviors. Journal of Pediatric Nursing, 16(2), 102.

James, R.N., Carswell, A. T., Sweaney, A. L., (2008).Sources of discontent: residential satisfaction of tenants from an internet ratings site. Environment and Behavior, 41(1), 43.

Kirkby, M.. (1989). Nature as refuge in children’s environments. Children, Youth, and Environments,6(1), 7.

Maxwell, L. (2007). Competency in child care settings: the role of the physical environment. Environment and Behavior, 39(2), 229.

Maxwell, L. & Chmielewski, E. J. (2008). Environmental personalization and elementary school children’s self-esteem. Journal of Environmental Psychology, 28(2), 143-153.

McArthur, J., Hill, W., Trammel, G., & Morris, C. (2009). “Gardening with Youth as a Means of Developing Science, Work and Life Skills.” Children, Youth and Environments 20(1): 301-317.

Ozdemir, A., (2010). The effect of window views’ openness and naturalness on the perception of rooms’ spaciousness and brightness: a visual preference study. Academic Journals, 5(16), 2275.

Paat, Y. (2010). “Influences of mothering and neighborhood on children’s behavioral outcomes.” Children, Youth and Environments 20(1): 91.

Sparling, J., Dragomir, C., Ramey, S. L., Florescu, L. (2005), An educational intervention improves

developmental progress of young children in a Romanian orphanage. Infant Mental Health Journal, 26: 127–

142.

Subramaniam, A. & Fe M. (2010). “Young people’s perspectives on creating a ‘participation-friendly’ culture.”

Children, Youth and Environments 20(2): 25-45.

Tucker,P. , Irwin,J., Gilliland,J. & He,M. (2008). “Adolescents’ perspectives of home, school and

neighborhood environmental influences on physical activity and dietary behaviors.” Children, Youth and

Environments 18(2): 12-35.

Weissbecker, I., Sephton,S., Martin,M., & Simpson,D. (2008). “Psychological and physiological correlates of

stress in children exposed to disaster: current research and recommendations for intervention.” Children,

Youth and Environments 18(1): 30-70.

ANNOTATED BIBLIOGRAPHY

Purpose Statement

The purpose of this literature review is to develop an understanding of problems associated with residents and the staff of an orphanage, and to understand the effects that the design of the interior environment plays in the psychological health of those occupants.

Central Question

How does the benefits of Interior Design relate to the needs of an orphanage infrastructure and its occupiers?

Sub-Question 1: What are the needs of children in an orphanage?

Reading List

Annotated Bibliography

Sub-Question 2: How can interior design improve or affect the experience for children in an orphanage?

Reading List


Sub-Question 3: What role does a physical structural feature play in a child’s emotional and psychological stability?

Reading List


Sub-Question 4: How will interior design changes in the orphanage adapt itself to the different ages?

Reading List


Sub-Question 5: What psychological improvements will the children benefit from the changes that interior Design will implement?

Reading List


Typology Decision

The two possible typologies being considered are that of Hospitality and Residential Design. The reason why I

have chosen to design an orphanage for these two type of typologies, is because an orphanage can be considered

a child’s home, place of refuge, or a temporary place to stay similar to that of a hotel.

Sub-Question 1: What are the needs of children in an orphanage?

Reading List for Sub-Question 1:

Avriel-Avni, N., Zion, M., and Spektor-Levy, O. (2010). “Developing a perception of a place as home

among children in an isolated desert town.” Children, Youth and Environments 20(2): 116-149.

Evans, G. W., Saegert, S., Harris, R. (2001). Residential density and psychological health among

children in low-income families. Environment and Behavior, 33(2), 165

Hadjiyanni, T. (2000).Children and their housing – insights from the island of cyprus. Housing and

Society, 27(2), 19.

Subramaniam, A. & Fe M. (2010). “Young people’s perspectives on creating a ‘participation-friendly’

culture.” Children, Youth and Environments 20(2): 25-45.

Annotated Bibliography 1:

Avriel-Avni, N., Zion, M., and Spektor-Levy, O. (2010). “Developing a perception of a place as home among

children in an isolated desert town.” Children, Youth and Environments 20(2): 116-149.

The authors of this article, Noa Avriel-Avni is affiliated with the Dead Sea and Arava Science Center in Mitzpe

Ramon, Israel; and Michal Zion and Ornit Spektor-Levy are both affiliated with the School of Education of Bar

Ilan University of Israel. The study emphasized the idea of a place being interpreted as a home. The research

was conducted to understand how a persons’ perspective adds to the growth of environmental citizenship. The

study took place in a remote desert town. (Avriel-Avni, Zion, and Spektor-Levy 2010) stated that “Young

children's need to be protected makes the feeling of personal security one of the main factors of place

attachment development” (p.119).

One of the phrases that is quoted in the research that I found to be very important when thinking of my first

sub-question is that of (Heidegger 1977) “This “settlement as home,” in the full sense of the words, refers to a

place for which we feel responsible and engaged, in terms of building, nurturing, and preservation, through deep

acquaintance with the place’s natural and human components and through an understanding of ourselves as

part of a continuity of generations” (p. 138). Not only should the design focus on the needs of the children at the

moment, but also on the needs of those children to come.

The outcome of the study developed groupings that would define a child’s perspective in respect to the

environment. The authors of this article include a set of interview questions and responses which they use to

conduct their research. This is particularly helpful in my literature review as it provides an insider look at what

are the needs of children that may better their experience in an orphanage.

Children’s perspective of a home:

The children demonstrated that they respect their home, but do not feel like if they had much responsibility for

it.

Results:

Each of the children connected their perception of a home to the environment. Children need to be able to feel a

sense of attachment to their home and the town in which they live in.

Quotations:

(Avriel-Avni, Zion, and Spektor-Levy 2010) stated that “Young children's need to be protected makes the

feeling of personal security one of the main factors of place attachment development” (p.119).

(Heidegger 1977) “This “settlement as home,” in the full sense of the words, refers to a place for which we

feel responsible and engaged, in terms of building, nurturing, and preservation, through deep acquaintance

with the place’s natural and human components and through an understanding of ourselves as part of a

continuity of generations” (p. 138).


Evans, G. W., Saegert, S., Harris, R. (2001). Residential density and psychological health among children in low-

income families. Environment and Behavior, 33(2), 165

Residential Density and Psychological Health among Children in Low-Income Families, written by Gary W.

Evans, Susan Saegert, and Rebecca Harris have published this article through Sage Publications on behalf of

the Environmental Design Research Association. The article begins by giving an overview introduction of the

writers’ background, then goes on to provide an abstract of the article, and begins by detailing the study

performed. The authors credentials are the following: Gary W. Evans is a professor for the University of Cornell

in the College of Human Ecology. Susan Saegert is an environmental psychology professor for the City

University of New York Graduate Center. Finally, Rebecca Harris is a graduate student whom is researching

group behaviors for The Pennsylvania State University.

The hypothesis that the authors proposed for this study was that vulnerability accounts for the relationship

amongst crowding and a child’s mental health. Background information is provided in order to demonstrate the

impact that residential crowding has on the mental health of child. Two studies were conducted, the first being

that of low-income households and the other in higher density homes. The low-income study was conducted in

the projects of East Harlem, New York. In this study nineteen girls and twenty-one boys participated with an

average age of 9.8 years. Out of the participants 66% were African American and 34% were Hispanic. From the

individuals living in the households 26% did not complete their high school education, 68% single parents, and

only 8% graduated from college. The researched resulted in demonstrating that boys living in low-income

households are much more susceptible to negative results. The higher density study was performed in five

different counties of New York. The participants were recruited from the New York State Cooperative Extension

program. In this part of the study fifty-eight girls and fifty-five boys participated with an average age of 9.2

years. Out of the participants 94% were White. From the individuals living in the households 18% did not

complete their high school education, 38% single parents, and only 4% graduated from college. This part of the

study demonstrated that children from a higher density home are much less probable to persevere in success

or solving problems. The researchers gathered their data by visiting the different households that being

low-income or the higher density.

How is this article significant to the sub-question of, what are the needs of children in an orphanage? As it is understandable, that many children may need to live in an orphanage for a period of time. As a designer it is my concern to make sure that all the right decisions are made while designing the space for the children. For the reason mentioned I feel that this article is demonstrating good quality research as it is narrowed down to low income and higher density households. It as well provides a noteworthy study showing that crowding affects a child’s psychological health. Crowding along with a child’s personal obstacles may be decreasing their experience at the orphanage. But if all the right decisions are made, the orphanage can be seen as being an enjoyable hotel like place stay. The research can be related to the typology chosen as the orphanage may be more than likely a place of refuge or home for many children.

Results:

The study demonstrated that children from a higher density home are much less probable to persevere in success or solving problems.

(Evans 2001) Low-income children may be especially vulnerable to the harmful effects of residential density, given their exposure to a greater number of multiple stressors than wealthier children (p.177).

Quotations:

(Evans 2001) Children from more crowded homes have greater behavioral problems in the classroom (Evans, Lepore, Shejwal,&Palsane, 1998; Saegert, 1982), and there is greater conflict among parents and children in more crowded homes (Booth & Edwards, 1976; Evans et al., 1998; Saegert, 1982). Parents in more crowded homes are also more critical and less responsive to their children (Bradley&Caldwell, 1984; Evans, Maxwell, & Hart, 1999;Wachs, 1989)(p.166).

(Evans 2001) Furthermore, crowded girls and boys in the two samples manifested motivational deficits related to learned helplessness in comparison to their uncrowded counterparts (p.177).

(Evans 2001) Young children living in more crowded homes are less likely to persist when confronted with a challenging puzzle (p.177).

(Evans 2001) Low-income children may be especially vulnerable to the harmful effects of residential density, given their exposure to a greater number of multiple stressors than wealthier children (p.177).


Hadjiyanni, T. (2000).Children and their housing – insights from the island of Cyprus. Housing and Society, 27(2), 19.

Children and Their Housing- Insights From the Island of Cyprus was written by Tasoulla Hadiyanni. Hadiyanni is an architect and sociologist for the University of Minnesota in the Department of Architecture. The article begins by providing an abstract of the article, and then goes on by detailing the study performed.

Quantitative and qualitative data has been used in order to gather information from interviews performed with eighty children. This study concentrated on a child’s housing median and their ambitions in life. The study compared the children’s ambitions and the housing practices of the island of Cyprus. The data was gathered through a series of interviews conducted by Tasoulla, with one hundred children of refugee families. From the interviews with the children it was understood that children are aware of their current housing conditions and needs. Not only is this study applicable to the children of the island of Cyprus but to the world. As housing aspirations are global needs and want. The study resulted in showing that the children’s ambitions harmonized with that of the island. Some of the desires that the children expressed were that they wanted to be able to have one day a detached single family home. This house would contain a one bedroom for each individual, more than one bathroom, a backyard, and a swimming pool.

How is this article significant to the sub-question of, what are the needs of children in an orphanage? This study shows how children know at an early age the things that they want and need in life. A designer needs to consider children’s desires as the orphanage should be designed for them, but keeping in mind the staff.

Results:

A good number of children demonstrated an interest in having a yard as being an ideal image of a home.

Two bathrooms were preferred

The children stated that each child should have their own bedroom.

Preferred single family detached home

Quotations:

(Hadjiyanni 2000) Improving housing conditions, on the other hand, led to children having higher

aspirations (p.20).

(Hadjiyanni 2000) Children want a house that resembles the North American suburban of house with two

stories, large rooms, a bedroom for each child, a green lawn, and amenities such as two or more bathrooms,

and exercise facilities (p.26).

(Hadjiyanni 2000) Understanding the housing needs of children and how children perceive housing is

important both to families with children and to all those working with or for children, such as architects

designing child-friendly housing, policy makers in charge of devising policies to guide housing construction,

and planners of public housing (p. 28-29).


Subramaniam, A. & Fe M. (2010). “Young people’s perspectives on creating a ‘participation-friendly’ culture.”

Children, Youth and Environments 20(2): 25-45.

Young people’s perspective on creating a “participation-friendly” culture has been written by Aarti

Subramaniam and Fe Moncloa. The article has been published in the Refereed Journal of Children, Youth and

Environments. The article begins by providing an abstract of the article, goes on by detailing the study

performed, and concludes the article by providing an overview background of the authors. Aarti Subramaniam

received a doctorate degree from the University of California in Human Development. She as well received a

Master’s Degree in Psychology in India. Since 2001 Subramaniam has been supporting the California 4-H Youth

Development Program. On the other hand Fe Moncloa is an advocate of underserved populations. She has

worldwide and nationwide community development experience.

Organizations that target the youth population is interested in having young people work with them in order to

assist those youths with issues. This research shares the perspective of young people on how to acquire

participation from the youth community in these types of organizations. The research was conducted through a

series of focus groups. The focus groups consisted of thirty-one young people and seven adults from six different

youth development programs from the city of California. In these focus groups the young people along with the

adults would share ideas on how leadership and decision making. The study resulted in showing that

organizations need to integrate young people into their policies, state the role that they play in their program,

and provide mutual learning for both of participate and the community.

How is this article significant to the sub-question of, what are the needs of children in an orphanage? This

article brings to the light the importance that a mentor has on a young adult. As the children of the orphanage

tend to not have any families, the staff of the orphanage needs to be able to provide them with support day in

and day out. Activities can be provided in the orphanage where the children living there can have a role of

daily activities, giving them importance and the ability to voice their opinions.

Results:

The study resulted in showing that organizations need to integrate young people into their policies, state the role

that they play in their program, and provide mutual learning for both of participate and the community.

Quotations:

(Subramaniam 2010) When youth are engaged in their communities and organizations in meaningful ways,

they grow up to be adults who are much more likely to be civically involved and philanthropically inclined

(Independent Sector 2002) (p.26-27).

(Subramaniam 2010) In the context of a leadership program, one young person stated, It was really hard to

say what kind of relationship it was because she was not only coordinator, but she was a supporter, friend,

mentor, teacher (p.33).

(Subramaniam 2010) Young people in all six of the nominated programs also spoke of the significance of

having older youth serve as role models and mentors to younger ones, and to facilitate youth voice and

shared decision making in relationships with adults (p.34).

(Subramaniam 2010) Young people and adults in our study agreed on the importance of mutual respect and

positive attitudes and expectations. These characteristics were fundamental for creating a safe space where

young people could voice their opinions and decisions without fear of being ridiculed (p.39).

Sub-Question 2: How can interior design improve or affect the experience for children in an orphanage?





Maxwell, L. (2007). Competency in child care settings: the role of the physical environment. Environment and Behavior, 39(2), 229.

McArthur, J., Hill, W., Trammel, G., & Morris, C. (2009). “Gardening with Youth as a Means of Developing Science, Work and Life Skills.” Children, Youth and Environments 20(1): 301-317.



Preschool Emotional Competence: Pathway to Social Competence has been written by Susanne A. Denham, Kimberly A. Blair, Elizabeth DeMulder, Jennifer Levitas, Katherine Sawyer, Sharon Auerbach-Major, and Patrick Queena. Susanne A. Denham works in the Department of Psychology for George Mason University. Kimberly Blair works in the Department of Counseling, Psychology, and Special Education in Duquesne University. Elizabeth DeMulder works in the Initiatives in Educational Transformation for George Mason University. Jennifer Levitas, Katherine Sawyer, and Sharon Auerbach-Major, all work in the Department of Psychology for George Mason University. Patrick Queena is part of the Devereux Foundation. The research was sponsored by the National Institutes of Mental Health grant R01MH54019. The article begins by providing a detailed explanation of the study conducted.

In this study a child’s way of expressing him or herself, the way their emotions are controlled, and the knowledge which they have in respect to emotion were the factors that were addressed. Using latent variable modeling a child’s competency was evaluated. One hundred forty-three middle income children participated in the study, the age ranges were from three and four years old. Out of the one hundred forty-three, seventy-five were boys. The study was conducted in Washington, D.C. where preschools and daycare centers participated. The data was gathered by interviewing the children and sending home questionnaire for the parents to complete. Apart from this the children were observed during their regular school activities. In order to understand that a child understood what emotion is, the authors used puppets with detachable heads that would express different emotions.

Results:

The study resulted in showing that the children showed good levels of understanding emotions. During the ages of three and four a child’s emotional competence contributed to their social competence, in other words the emotional competence that they have developed during this time will become constant. If a child feels good about themselves, it will be much easier for them to enter the peer world.

The Interior Design of the orphanage must be able to incorporate positive reinforcements in order to give the children a positive vibe. Being able to accomplish this may just alter the way a child feels about the orphanage and him or herself. In a household setting you are taught how to express your emotions, but at the same time how to speak about what you feel.

Quotations:

(Denham, Blair, DeMulder, Levitas, Sawyer, Auerbach–Major & Queenan, 2003) Emotional competence is crucial to children’s ability to interact and form relationships with others (Parke, 1994; Saarni, 1990) (p.238)

(Denham, Blair, DeMulder, Levitas, Sawyer, Auerbach–Major & Queenan, 2003) As noted earlier, the association of emotional expressiveness and emotion regulation also makes intuitive senseFchildren who experience and display more negative emotion probably have more to regulate, but this undertaking may be overwhelming, leading to venting in less experienced 3- and 4- year-olds (p.244).

(Denham, Blair, DeMulder, Levitas, Sawyer, Auerbach–Major & Queenan, 2003) It could be that children who experience fewer intensely negative emotions, and avoid unrestrained outbursts when they do feel negative, also are more able, by kindergarten, to use more constructive emotion regulation strategies, such as active problem solving, cognitive restructuring, and avoidance (p.244).



Improvements in early care in Russian orphanages and their relationship to observed behaviors written by Christina J. Groark, Rifkat J. Muhamedrahimov, Oleg I. Palmov, Natalia V. Nikiforova, and Robert B. McCall was published in the Infant Mental Health Journal. The authors are affiliated with the following universities, Christina J. Groark and Robert B. McCall with the University of Pittsburgh, Rifkat J. Muhamedrahimov and Oleg I. Palmov is both affiliated with St. Petersburg State University. Natalia V. Nikiforova works with the Baby Home 13 in St. Petersburg. The article commences by beginning with an abstract of the article and then continues to provide a detailed explanation of the study which was conducted.

The study takes an effort in trying to encourage positive social-emotional relationships amongst a caregiver and a child. This study was conducted in and orphanage situated in St. Petersburg, Russia. The age groups of the children living in the orphanage were from birth to forty-eight months old. From the children living in the orphanage fifty percent of them have been detected with a type of disability. Sixty percent of the children are adopted from other countries. The study showed that the caregivers of these children showed little interest in them. Due to this the children were growing up with poor behavior attachments. What is meant by this is that the children were not showing openness, minimal eye contact with adults, imprudent, and anger. The authors decided to use an interventions called quasiexperimental design. Quasiexperimental design is divided into two categories, the first was to train the caregivers in order for them to show the children their feelings towards them, and the second would be to provide staff that would encourage this type of relationship building. The study conducted in one of the orphanages involved training and providing staffing in order to assist in the relationship building. The second orphanage only involved the training aspect. Finally the third orphanage did not receive training or staffing. At first observations showed that amongst the children and the caregivers positive emotions and conversations were being demonstrated. The study resulted in showing that there was an increase in the stability of the caregiver’s behavior towards the children. The children began to show development progression in their language, behavior, physical growth, social skills, etc… Training the caregiver’s and the staff of an orphanage with educational backgrounds and changing the structure results in positive feedback. This showed positive increase in the caregiver’s behavior towards the children.

How can interior design improve or affect the experience for children in an orphanage? Interior Design must be

able to incorporate into the facility interactive spaces where children and the caregivers are able to develop a

relationship. For example and outdoor play area where the caregivers are able to interact with the children as a

parent would. This would serve as well as an example of residential design as an outdoor play area can be

incorporated into the design of a household.

Results:

At first observations showed that amongst the children and the caregivers positive emotions and conversations

were being demonstrated.

The study resulted in showing that there was an increase in the stability of the caregiver’s behavior towards the

children.

The children began to show development progression in their language, behavior, physical growth, social skills,

etc… Training the caregiver’s and the staff of an orphanage with educational backgrounds and changing the

structure results in positive feedback. This showed positive increase in the caregiver’s behavior towards the

children.

Quotations:

(Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall 2005) Children who are emotionally well-

adjusted have a better chance of future success, and those who experience early emotional distress have

increased risk of poor outcomes (Raver,2002) (p.99).

(Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall 2005) Therefore, it appears that early

responsive and sensitive behaviors from a few consistent caregivers benefit children, and the out-of-home

care environment for children may foster behaviors likely to enhance interactions, attachment, and

appropriate social-emotional development (Phillips & Adams, 2001) (p.99).

(Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall 2005) These results indicated (a) more caregiver

positive affect, involvement, and scaffolding and less negative affect, insensitivity, inconsistency, and

anxiety; (b) a better quality of play, interest, and attention and less dysregulation and irritability by the

children; and (c) dyads that showed greater mutuality and reciprocity and less disorganization and tension

(p.107).

(Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall 2005) These early findings indicate that

training can increase socially responsive caregiving behaviors in staff and has the further effect of improving

the social interactions of the children— at least temporarily (p.107).



MaryAnn Kirkby is affliated with Island Garden Design of Mercer Island, WA. Interior play areas are studied in

order to understand a child’s preference of a play area and how they behave. From the study it showed that

children are more likely to enjoy playing in a natural or in a built environment rather than from what is known

to be a playground in the United States. The study consisted of three play area settings; refuge 1, refuge 2, and

the built refuge.

Refuge 1:

The largest refuge of the three

Roof element formed by birch tree canopies

Main entrance was marked by five bollards

Refuge 2:

Smaller space

Less overhead canopy

Layout was linear

Multiple access points

Secret entrance

Built Refuge:

Two elevated decks connected by a bridge

Space below the decks were enclosed

Small door allowed access to the enclosed space

In each of the spaces the children were observed in how they interact with the different spaces. (Kirkby 1989)

states “The capacity of natural environments to satisfy some of the developmental needs of young children is

recognized by some researchers and design professional. As children’s territorial range expands and their skills

increase, their concept of refuge may also expand and evolve” (p.11). In other words, what this study has shown

is that children need to be provided with spaces where their imagination can expand, rather than providing

them with a typical play area.

Results:

The natural environment tends to be much more exiting to play in rather than your typical play area.

(Kirkby 1989) Children’s designed environments should be inspired by the ordinary daily events of play shared

by all children (p.12).

Quotations:

(Kirkby 1989) The capacity of natural environments to satisfy some of the developmental needs of young

children is recognized by some researchers and design professional. As children’s territorial range expands

and their skills increase, their concept of refuge may also expand and evolve (p.11).


Maxwell, L. (2007). Competency in child care settings: the role of the physical environment. Environment and

Behavior, 39(2), 229.

Competency in Child Care Settings: The Role of the Physical Environment has been written by Lorraine E.

Maxwell. The article has been published through Sage Publications on behalf of the Environmental Design

Research Association. The article begins by providing an abstract of the article, and goes on by detailing the

study performed. Lorraine E. Maxwell is a professor at Cornell University for the Department of Design and

Environmental Analysis.

The hypothesis that the author proposed for this study was that children in preschool demonstrate that their

competency level is associated to the physical environment of the child care space. The study was compared

through a rating scale that was particularly developed for preschool classrooms. The rating scale measures the

physical environment, being that of the classroom, in order to see if it classroom setting integrates traits that

help in a child’s competency development, personality, self-control, discovery, etc…

A child’s progress of cognitive and social capability is measured by the rating scale in order to determine the

physical environments position in affecting a child’s development. This scale was used in ninety eight different

classroom settings. The study resulted in showing that the physical environment is linked to a child’s

competency level and their perception. Younger children in the age range of three years old demonstrated that

their competency is much more affected by the physical environment than older children in the age range of four

years old. What is considered as high quality child care is based on the child’s experience in the out of home child

care facility. It has been shown that children whom are in high quality out of home child care facilities have

shown that they have advanced competency levels. Previous studies conducted have shown that teachers

play an important role in influencing children specifically in the cognitive and verbal communication

development.

The study conducted in this article by Maxwell demonstrates the importance that the physical environment has

on children of different ages. This article examines a child’s capability through a physical environmental

perspective and points out the positive influences that the physical environment has on competency. The author

Lorraine Maxwell ends the article by stating that the physical environment should be assessed in order to

provide a high quality child care environment. How is this article significant to the sub-question, how can

interior design improve or affect the experience for children in an orphanage? After reading this article it is

obvious that the orphanage must provide an overall feel in which will improve and better a child’s competency

levels. For example, spaces need to be provided where children are able to use their imagination and carry out

what is described as being attributes; control, privacy, complexity, exploration, restoration, personalization, and

legibility. By doing so, it will not only improve their competency levels but will help them in the future.

Results:

The importance that the physical environment has on children of different ages.

Child’s capability through a physical environmental perspective and points out the positive influences that the

physical environment has on competency.

Quotations:

(Maxwell 2007) For example, boundaries and adjacencies are related to control, privacy, exploration, and

legibility (p.234).

(Maxwell 2007) Control, privacy, complexity, exploration, restoration, personalization, and legibility are

identified as attributes associated with child care settings that are responsive to children’s needs and

promote the development of competence (Trancik & Evans, 1995; Weinstein, 1987) (p.231).

(Maxwell 2007) One, a variety of materials and equipment provides children with a level of control by

enabling them to pick their own level of challenge (p. 231).

(Maxwell 2007) Two, the reduction of behavioral constraints can increase children’s control over the

environment (Trancik & Evans, 1995) (p. 231-232)

(Maxwell 2007) Three, children’s ability to personalize the child care space gives them a sense of

environmental control (Weinstein, 1987) (p.232).

(Maxwell 2007) Four, privacy is related to environmental control (p.232)


McArthur, J., Hill, W., Trammel, G., & Morris, C. (2009). “Gardening with Youth as a Means of Developing

Science, Work and Life Skills.” Children, Youth and Environments 20(1): 301-317.

“Gardening with Youth as a Means of Developing Science, Work and Life Skills,” written by Jacqueline

McArthur, Walter Hill, Guy Trammel, and Carlton Morris. Jacqueline McArthur is the Director for the Field

Instruction of Tuskegee University as well as a social worker. Walter Hill is the Dean of the College of

Agricultural, Environmental, and Natural Sciences, and the Director of the Carver Agricultural Experiment

Station. Guy R. Trammell, Jr. who is the Project Director of TuskMac Youth Safe Haven for the Tuskegee

Institute in Alabama. Finally, Carlton Morris who works in the Tuskegee University as a professor and Interim

Dean in College of Liberal Arts and Education. The article is organized in a manner which is clear and simple

for the reader to read, it first begins by providing an abstract of the article, continues to provide a detailed

explanation of the study, and concludes by providing background information of the authors.

In the southern areas of the United States children are growing up in poverty, this equals to lower educational

standards and low households income. For instance in Alabama there is a county by the name of Macon County

who’s population is eight-three percent are African-Americans’ and forty-four of the population of its youth live

in poverty. During 2004 a group of social worker students from the University of Tuskegee and along with a

group of children whom were part of after-school and summer programs developed a partnership. Three years

later, the Youth Garden Project began in order to emphasis a child’s interest in the areas of science, nature, and

agriculture. The students from the University of Tuskegee became mentors to the children whom participated in

this project. They were taught how to plant, water, and even harvest vegetation. By doing so the children found

a connection amongst themselves with nature. A child’s perspective was taken from the artwork they produced

and the conversations they had with their mentors. It resulted in showing that teaching these children how to

garden provided them with positive inspiration. Furthermore by these means their behavior and learning

techniques improved.

This article can be related back to the sub-question of, how can interior design improve or affect the experience

for children in an orphanage? Being able to take into consideration the study that was conducted by McArthur,

Hill, Trammel, and Morris is extremely important as it provided that children being able to connect with nature

provided them with an understanding of science, nature, and agriculture. Even by a simple activity of gardening

improved their behaviors. Through interior design nature can be incorporated into their daily lives through

activities such as gardening and even bringing nature indoors. This article can be tied to the typologies chosen

as in a home you are able to bring to your house some sort of nature inspired piece that brings you calmness,

relaxation, and makes you feel at peace. In a hotel like setting landscapes may be found in the exterior and even

may be incorporated into the interior.

Results:

The children found a connection amongst themselves with nature.

Quotations:

(McArthur, Hill, Trammel, & Morris 2009) I liked coming out to plant the fruits and vegetables and like to

look at what I grew. I want to not only sell the plants, but I also want to take the food home to my family. I

would like to do this project next summer, if I can. I will also tell my friends to come out because it is a lot of

fun. I would love to have a garden at home because it means that I wouldn’t have to come all the way to the

farm to see the garden (p.305-306).

(McArthur, Hill, Trammel, & Morris 2009) The Youth Garden Project has strengthened their ability to

resist peer pressure and take stands against negative activities (p.310).

(McArthur, Hill, Trammel, & Morris 2009) The children looked up to the undergraduate students and

perceived them as role models, so were readily willing to work with them on new and different projects and

try new things (p.313).

Sub-Question 3: What role does a physical structural feature play in a child’s emotional and psychological stability?



James, R.N., Carswell, A. T., Sweaney, A. L., (2008).Sources of discontent: residential satisfaction of tenants from an internet ratings site. Environment and Behavior, 41(1), 43.

Ozdemir, A., (2010). The effect of window views’ openness and naturalness on the perception of rooms’ spaciousness and brightness: a visual preference study. Academic Journals, 5(16), 2275.

Weissbecker, I., Sephton,S., Martin,M., & Simpson,D. (2008). “Psychological and physiological correlates of stress in children exposed to disaster: current research and recommendations for intervention.” Children, Youth and Environments 18(1): 30-70.



The authors of the article, Chu-Yu Huang, MS, RN and Edna M. Menke, PhD, RN conducted a study in order to determine what the stressors of homeless children living in shelters are and how they cope with the situation. The study was conducted through a series of interviews and Ryan-Wenger’s (1992) coping taxonomy was used in order to determine the children’s coping behavior. The children demonstrated that they cope by social support and distraction. The study resulted in a great number of children stating that their major stressor comes from the shelter life. Having to deal with the environment, home, and boredom. (Huang and Menke 2001) state “Based on the assessment, nurses can work with the child and parent to reinforce the use of existing coping behaviors and develop some new coping behaviors that may lead to positive outcomes, without giving prescriptive direction for the specific copingbehavior to be used” (p.108). In an orphanage setting children can be taught how to deal with their everyday stressors brought upon them because of their situation. But through an Interior Designer perspective what causes the stressors for these children must be taken into consideration when designing the space.

Results:

Children state that their major stressor comes from the shelter life

Quotations:

(Huang and Menke 2001) state “Based on the assessment, nurses can work with the child and parent to

reinforce the use of existing coping behaviors and develop some new coping behaviors that may lead to

positive outcomes, without giving prescriptive direction for the specific coping behavior to be used” (p.108).


James, R.N., Carswell, A. T., Sweaney, A. L., (2008).Sources of discontent: residential satisfaction of tenants

from an internet ratings site. Environment and Behavior, 41(1), 43.

Sources of Discontent: Residential Satisfaction of Tenants from an Internet Ratings Site has been written by

Russell N. James III, Andrew T. Carwell, and Anne L. Sweaney. The article has been published by Sage

publications on behalf of the Environmental Design Research Association. The article begins by providing an

abstract of the article, goes on by detailing the study performed, and concludes the article by providing an

overview background of the authors.

Residential satisfaction rankings were obtained from one of the largest websites www.apartmentratings.com for

the U.S. Apartment Resident. Seven factors were reviewed which helped determine the tenant contentment of

the property. Those factors were parking, the noise intensity, the appearance of the location, safety, the

associations office staff, and up keeping of the premises. Ratings from January 01, 2000 to January 01, 2007

were utilized from 464, occupant satisfaction responses. The factors were rated through the perspective that the

tenants have in respect to the overall apartment premises. From the responses provided by the tenants in the

satisfaction survey it showed that the association office staff is one of the major factors that drive the tenants’

satisfaction in respect to the apartment. The authors mention in their conclusion that they would not be

surprised if more disappointed tenants posted their ratings on websites such as U.S. Apartment Resident, than

those whom are happy with the apartment complex they live in. But still the ratings obtained from the website

are significant as there is a big chunk of the population trying to voice their opinions’ of areas that can be

improved within an apartment complex.

After reading this article it shows how tenants perception are impacted due to the apartment association staff

and the ability of not being able to feel that they have ownership and control over the premises. In respect to the

orphanage, the orphanage must be able to provide the children with their own space that they are able to

control and personalized. In a residence a person has control over their personal space, oppose to a hotel

room the visitor has limited ownership of the space for the length of the stay.

Results:

The tenants’ perceptions are impacted due to the apartment association staff and the ability of not being able to

feel that they have ownership and control over the premises.

Quotations:

(James 2008) That human satisfaction is closely linked to relative standing and perceived control over one’s

environment is a finding common to studies in many domains of life satisfaction (p.44).

(James 2008) (Rotter (1966) presents the general framework of a “locus of control” approach reflecting the

degree to which a person expects to control his environment (internalized locus of control) or be controlled by

his environment (externalized locus of control) (p.44).

(James 2008) The presence of a landlord—a relationship that does not exist for homeowners—

simultaneously reduces the control and the relative standing of tenants (p.46).


Ozdemir, A., (2010). The effect of window views’ openness and naturalness on the perception of rooms’

spaciousness and brightness: a visual preference study. Academic Journals, 5(16), 2275.

“The effect of window views’ openness and naturalness on the perception of rooms’ spaciousness and brightness:

A visual preference study,” written by Aydin Ozdemir, whom is part of the Ankara University in Turkey working

with the Department of Landscape Architecture. The article is organized in a format that makes it easy for the

reader to read, it first begins by providing an abstract and then goes on to provide a detailed explanation of the

study.

The study which was conducted looks into the effects that window views have on a space. For instance providing

a perception of making the space look and feel much more spacious then it is, being brighter. The study took

place in the school campus building of the Department of Landscape Architecture at Ankara University, where

eighteen identical offices in the three-story building were analyzed. The users of the space were interviewed in

order to be able to acquire a feel of how they perceived the space in respect to space, the brightness, and

satisfaction. Those rooms that were located on the upper floors of the building were seemed to be much larger

due to the open window views, according to the occupants. But those rooms that were located in the lower floors

of the building, according to the occupants were much darker. The study concluded in that those occupants with

offices on the upper level and with larger windows rated their offices with a higher satisfaction level. The

purpose of this study was to provide a case study where designers are able to see the results and impact that a

window has on an office.

After reading this article, it is clear that the orphanage must have great number of windows around the

perimeter of the building. This should be able to give the occupants and staff a perception of brightness and

welcoming feel to the environment. Another important aspect to think about is the landscape that needs to be

incorporated into the property of the orphanage. Providing large window openings, the occupants and staff need

to be able to look out into nature, which provides them positive psychological effects.

Results:

Occupants with offices on the upper level and with larger windows rated their offices with a higher satisfaction

level.

Quotations:

(Ozdemir 2010) Urban environments were found to lack the beneficial restorative properties of nature. On

the other hand, viewing natural scenes contributes to reducing stress and promotes more positive feelings

(Ulrich, 1981, 1984; Ulrich et al., 1991; Verderber, 1986; O'Connor and Davidson, 1991; Heerwagen, 1990;

Devlin and Arneill, 2003; Beauchemin and Hays, 1996) (p.2275).

(Ozdemir 2010) A view of vegetation through a window, produces positive psychological effects, and the

presence of windows appears to increase healing (Pitt and Zube, 1987; Ulrich et al., 1991; Butchart et al.,

2006) (p.2275).

(Ozdemir 2010) Kaplan (1993) found that what could be seen from the window is more important that just

having a window. She found that a view with only “built” elements did not foster any psychological benefits,

although a view with even a few elements of nature made large differences in worker ratings of satisfaction

with their job, life and overall health (p.2276).

(Ozdemir 2010) People use luminance distribution as a basis forjudgments about the appearance of a space

(Veitch,2001) (p.2277).


Weissbecker, I., Sephton,S., Martin, M., & Simpson, D. (2008). “Psychological and physiological correlates of

stress in children exposed to disaster: current research and recommendations for intervention.” Children, Youth

and Environments 18(1): 30-70.

“Psychological and physiological correlates of stress in children exposed to disaster: current research and

recommendations for intervention,” has been written by Inka Weissbecker, Sandra E. Sephton, Meagan B.

Martin, and David M. Simpson. Dr. Inka Weissbeckers’ area of expertise is in global mental health issues and

health psychology. She works in the University of Louisville as an assistant professor. Who as well has a Ph.D.

in Clinical Psychology from the University of Louisville and the University of South Florida. Sandra E. Sephton

works with James Graham Brown Cancer Center as an associate professor of psychology. Sephton is the Co-

Director of the Biobehavioral Research Laboratory in the University of Louisville. Meagan B. Martin is a past

student of the University of Louisville who graduated with a B.A. in Psychology focusing in the Natural

Sciences. She specializes in researching children health psychology. David M. Simpson works as well with the

University of Louisville where he is the Fifth Third Bank Professor of Community Development within the

School of Urban and Public Affairs. The article begins by providing an abstract of the article and the goes on by

detailing the study performed.

The study begins by explaining how disasters affect a child, as the beginning of a child’s life the physical,

mental, and social development take place during this period. Any psychological impacts during this time of a

child’s life may just shape the rest of their life. The authors explain different biological mechanism that may be

factors, such as stress, illness, etc… It as well discusses the impacts of protective and danger factors in a child’s

life and how it may affect their mental, physical, and physiological. Experimental literature was evaluated by

the author’s using a system called Medline and PsychInfo, this was one of the methods employed. Another

method used was that of reviewing policy documents and their guidelines from associations such as the United

Nations. The article mainly defines the impact of a disaster on two levels, being the psychological and physical

state of a child’s health. The authors state that a child may go through a state of anxiety and depression

after a disaster. An example given in the article was that of Hurricane Katrina, the children coped by

drawings pictures and writing their emotions in a journal.

A major change that it will need to be incorporated into the orphanage will be providing counseling and a space

where the child may be able to feel at home. This space that will need to be incorporated may include a

meditation area where they are able to share their feelings with other children or just mediate on their own. The

physical and mental health of children is an important factor that the orphanage wants to incorporate into their

facility and programs that would provide the children with. This article relates to the typologies chosen as a

hotel provides comfort and relaxation to the guest and a home gives the resident a sense of peace.

Results:

The impact of a disaster on two levels, being the psychological and physical state of a child’s health.

Quotations:

(Weissbecker, Sephton, Martin, & Simpson 2008) Research suggests that children (defined as ages 2-19, with

a more narrow definition of adolescents as ages 10-19) (World Health Organization 2007) are more severely

impacted by disaster than adults (Norris et al. 2002) (p.31). (Weissbecker, Sephton, Martin, & Simpson 2008)

Because children are rapidly developing in the areas of mental, social and physical health, they are

especially at risk (Madrid et al. 2006; Markenson et al. 2006) (p.31).

(Weissbecker, Sephton, Martin, & Simpson 2008) Children as young as five years old are cognitively capable

of understanding the effects of disaster (Pynoos, Steinberg and Raith 1995) (p.31).

(Weissbecker, Sephton, Martin, & Simpson 2008) Children exposed to disaster must cope with a cascading

series of life stressors set into motion by the event: loss of home and personal property, change of schools,

loss of friends and pets, altered leisure activities, disruption of family and community resources and

relocation (Silverman and La Greca 2002) (p.32).

(Weissbecker, Sephton, Martin, & Simpson 2008) Age-appropriate childhood activities following disaster in

safe, protected and structured settings can provide stimulation, enable protection and promote bonding

between children and caregivers (Inter-Agency Standing Comittee 2007) (p.47).

(Weissbecker, Sephton, Martin, & Simpson 2008) Active play, stimulation and socializing with others

(Morris et al. 2007; Jacko 2007; Nadkarni and Leonard 2007) may help children buffer the effects of stress

(p.47).

(Weissbecker, Sephton, Martin, & Simpson 2008) Expression of emotions through art, drama or songs may

also be effective for reducing the stresses of a disaster in children (Inter-Agency Standing Committee 2007)

(p.47).

(Weissbecker, Sephton, Martin, & Simpson 2008) For example, many children coped with Hurricane Katrina

by drawing pictures or writing in journals (Lo

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CHILDREN S ORPHANAGE - WordPress.com · 2012. 1. 11. · Diana Marie Rodriguez IND 5626 Project Programming Fall 2011 . T ITLE OF TENTS 1. REVIEW OF LITERATURE