Architectural design of an integrated functional kindergarten for autistic and normally developing children: introducing needs and psychological characteristics

The aim of this study was to identify and introduce the psychological needs and characteristics of autistic and normally developing children to be applied in the architectural design of a functional integrated kindergarten.

The method of this qualitative research was documentary-library content analysis. For this purpose, the developmental psychology theories and the main sources in clinical psychology were used. There were also two series of searches:1) Library search among the books, articles, journals and dissertations that have been done so far about designing space for autistic and normally developing children.2) Regular search of Persian and English databases.

After analysis of the characteristics of normal children, three psychological factors were identified: biological, psychological and social components. Under these three components, nine sub-components or second-level needs, including the need for security, the need to belong to the environment, and the need for mobility were identified. These sub-components were further combined with the clinical features of autistic children. This was end-up to a list of psychological-architectural components of the two groups divided into five categories: space organization, comfort, space predictability, security, and texture of materials. These five categories were elaborated to set the list of the design’s architectural components.

If the design is based on the needs and characteristics of autistic children, it would often bring about more developmental opportunities for normal children and increase their safety, well-being and comfort. This should encourage parents of normal children to use integrated daycare; yet, some exclusive spaces for the education and rehabilitation of autistic children are required.