ABSTRACT
The emphasis in Part III is on how ideas are communicated within the design process. The attention moves from the direct interactions with young children to look at how young children’s interests and priorities may be the catalysts for exchanges with architects, practitioners and parents. The communication of ideas among these different participant groups requires crossing many boundaries. There are disciplinary boundaries between architecture and education. There are professional and lay boundaries between architects and education practitioners and parents. These are in addition to the generational boundaries between children and adults involved in the design process. Crossing boundaries requires time to establish common languages and understandings and to discover new modes of listening. Perhaps the hardest boundaries to cross are those which remain unarticulated, where different individuals who are involved in a process of change are unaware of others’ assumptions and perspectives. Different hierarchies of power add to these complexities. What theories and practice may help facilitate exchange when designing and reviewing learning spaces?
