الفهرس 
HUMAN-OUTDOOR ENVIRONMENT RELATIONSHIPSOnly 14 pages are availabe for public view
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Abstract
Primary education is a key factor in developing children’s character and fulfilfulfil their special needs during schooling life. Ssubsequently, the governments and educational organizations pay significant attention to this educational phase. MoreoverFurthermore, the quality of the educational environment impacts educational performance. In most cases, The Egyptian schools ignore underestimate the importance of the design quality of the schools’ outdoor environment other unlike than educationally developed countries especially that those interested in outdoor education. Thus, it is essential to highlight the role of the natural environment and the welfare of the educational outdoors environment for children in schools among the urban planners, designers, and governmental authorities.
Unfortunately, the national Egyptian guidelines for schools’ outdoor environment that set by GAEB (General Authority for Educational Buildings) suffer from lacks in applying the design principles of schools’ outdoor environment. Theseis schools’ outdoor areas considered a guideline based mainly on the area for pupil to be a compleimentary area for the schools building only.
The study adopts that the design language of outdoor spaces is ONE of the means of educational tools. Hence, this study aims to build a design framework principles for an educational outdoor environment for primary schools. This These principles framework studiesy the relationship between the educational settings (based on Bloom’s theory), children’s development dimensions (behavioural dims and social dims) and the characteristics of the children’s outdoor environment. Our The thesis framework classified these environment’s characteristics into three categories: the motivations factors, the usability factors, and the legibility factors to create an active environment for children.
In addition, the compatibility of the principles framework relative to the governmental Egyptian and UK’s design guidelines of the primary schools’ outdoor environment was analyzed. These guidelines of (Egyptian and UK) were analyzed assessed based on the design principles. framework to This analyzes identified review theirthe strengths and weaknesses in supporting the outdoor educational environment. This led the study to analyze these impacts on real schools’ models of both countries. The UK represents different methods and tools to apply these principles other than Egyptian guidelines that represent general lack in applying these principles.
This framework could be utilized to reflect on the national design guidelines and educational requirements that led by operators and official agents of the national community.