ABSTRACT
Chapter 6 discusses and analyzes children’s experiences of their school environments in Hawaii through surveys of children from three different schools with various levels of spatial articulation. Using sketches and interviews, it was possible to cross-check children’s and adults’ surveys in terms of key considerations for the creation of sense of place in school settings.
Children’s frequently mentioned places are analyzed, and common characteristics of locations forming sense of place for schoolchildren are summarized as follows: place of functional realm with diverse options, place of conceived realm with aesthetic value (place of doing nothing), place where the child participated in place-making, places where the child has experienced personal achievement, place of thermal comfort, place of overlapping realms (functional as well as conceived), and place with the spatial configuration named as a Place Generator. The survey results also showed that children more often cite places in schools with more spatial articulation than in schools with less spatial articulation.
