Preschools are special spaces for children personality development. The pupils, aged from 3 to 6 years, change rapidly, everyday. The intensity of change varies from subject to subject and the stimuli received are responsible for much of their development. The educators are familiar with the behaviors that children exhibit in this particular period of their life, especially because their communication is particularly evident, extroverted. In terms of color, this amplification produces a consequential adult behavior: they provide colorful spaces for children. In fact, usually strong colors are provided for pupil objects environment (toys, clothing, household goods, furniture, etc.) and for the spaces where they live. In particular, the preschools fully reflect this logic. We apply many different wall colors, sometimes using colorfulness, chroma and saturation often irritating. In addition, the colors of our society use color as a kind of conviction marketing weapon, increasing colorfulness, chroma and saturation. We can see colors affecting large segments of population, unaware of being unconscious tools for marketing purposes. These changes and the use of electronic devices in everyday life (different from the classical paper read/write) are stimulating educators to update their theories and approaches to the teaching in every school degree. Sensitized by this, as researchers, teachers and architects, we activated a research concerning a new approach to color in the schools.
Colors in preschools, between theory and praxis
ZENNARO, PIETRO
2012-01-01
Abstract
Preschools are special spaces for children personality development. The pupils, aged from 3 to 6 years, change rapidly, everyday. The intensity of change varies from subject to subject and the stimuli received are responsible for much of their development. The educators are familiar with the behaviors that children exhibit in this particular period of their life, especially because their communication is particularly evident, extroverted. In terms of color, this amplification produces a consequential adult behavior: they provide colorful spaces for children. In fact, usually strong colors are provided for pupil objects environment (toys, clothing, household goods, furniture, etc.) and for the spaces where they live. In particular, the preschools fully reflect this logic. We apply many different wall colors, sometimes using colorfulness, chroma and saturation often irritating. In addition, the colors of our society use color as a kind of conviction marketing weapon, increasing colorfulness, chroma and saturation. We can see colors affecting large segments of population, unaware of being unconscious tools for marketing purposes. These changes and the use of electronic devices in everyday life (different from the classical paper read/write) are stimulating educators to update their theories and approaches to the teaching in every school degree. Sensitized by this, as researchers, teachers and architects, we activated a research concerning a new approach to color in the schools.
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