Abstract
dc:description.abstractThis thesis examines how children's interactions with their environments can inform the design of early learning spaces. Through iterative design cycles and hands-on feedback from educational settings, it demonstrates that real-time observations lead to more functional and adaptable spaces. The final design—a learning center featuring modular structures, movable elements, and a fabric-based building system co-created by children—embodies principles of bricolage, iteration, and child agency, illustrating how adaptability fosters more engaging educational environments.
Degree
thesis:*- Name thesis:degree_name
- Master of Architecture
- Level thesis:degree_level
- masters
- Discipline thesis:degree_discipline
- Architecture
- Department dc:contributor.department
- Architecture
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2025
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Kingsley, Michelle
- Chair dc:contributor.committeechair
-
- Galloway, William U.
- Committee members dc:contributor.committeemember
-
- Vorster, Clive R.
- King, Jonathan Lee
Subjects
dc:subject × 5Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- Dc Identifier Other
- vt_gsexam:43763
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/134197