ABSTRACT
The paper analyzes, on experimental basis, the genesis of architectural forms in children and adolescents, and such a genesis is considered as “Conception of Places to Live In”. Using the structural developmental models of Jean Piaget, the experiment detects four main stages in the child’s conception of places to live in. Then, some general assumptions about the interpenetration of perceptual and mental abilities in relation to architectural creativity are stated. Finally, some consequences are established, on one hand, in relation to design education for everybody, and, on the other hand, in relation to design languages considered as tools to build human places.
