ABSTRACT
This chapter explains the position and the methodology of the research in this book. The basic methodology of the research introduced in this book is qualitative. Based on a phenomenological approach, the personal experience of research participants (children and adults) constructs collective meaning, elucidating “lived experience” in childhood school environments. The author adopted various media such as guide maps of the school, memory sketches, interviews, written descriptions, and questionnaires to assess the spatial qualities, including the presence of a Place Generator of the childhood memory of adults to be cross-checked with the drawings of the children’s current favorite school places. School settings for investigation are selected based on the degree of articulation of the spatial elements to test the hypothesis that schools’ levels of articulation will influence the developmental stages based on the theory of transition in attachment: from social to physical place and from functional place to place of aesthetic value.
