الفهرس 
IntroductioOnly 14 pages are availabe for public view
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Abstract
Throughout history, our ancestors -the Homosapiens - used to rely completely on the natural world in all aspects of life. The idea that being exposed to a diversified and healthy natural environment is essential for human physical, psychological, and even moral wellness strongly supports this interdependence. Indigenous Architecture all around the world was a real representation of (who we are) and (the specific place they are built in).
Children nowadays, in particular, are more disconnected and deprived from nature than ever before in human history. Modern children spend 90% of their time indoors in artificially constructed settings (Kellert, Heerwagen, & Mador, 2008); Less unstructured outdoor play and more interaction with the digital and cyber world have taken the place of the natural connectedness. We are just lately beginning to grasp completely new health impacts that arise from this decreased exposure to nature named “nature deficit disorder” (NDD). As a result of this nature deficit, childhood obesity and type 2 diabetes are rapidly increasing, in addition to many psychological disorder symptoms.
The word ”biophilia,” which focused on the value of connection with nature, was first introduced by ”Erich Fromm” in the middle of the 20th century. It could impact human physical and cognitive states, rehabilitation, and overall performance. Children may respond positively to this interaction, such as improved concentration and brain development, cognitive function, increased social and creative play, positive emotional and mental state, and improved motor skills.
This interdisciplinary research aims to develop architecture that enhances children’s early years by examining the relationship between people, nature, and the built environment (three to six-year-old age group), by investigating the significant impacts of being in an outdoor nature-based educational environment on children’s health and well-being and by comprehending it through biophilia and biophilic design. A comparative ethnographic case study method is suggested by the research. Through analysis of the spatial forms of the chosen three nature-based educational environment, field observations, interviews, and a survey of children’s perceived well-being, significant literature was reviewed and empirical evidence of the natural surroundings, the key nature principles were extracted and gathered. The insights and data synthesis reveal opportunities for integrating these extracted nature´s key principles with Biophilic design patterns and attributes through a “Biophilic toolbox” to aid designers to both improve children’s health and well-being in educational spaces.