الفهرس 
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Abstract
School is a place where children spend most of their daytime learning, developing, acquiring their initial life experiences. The context or learning environment of a school or classroom is an important determinant of the rate at which children learn. Therefore, schools ought to be designed and built in such a way that enhances their potential, as well as promotes a comprehensive and integrated development process in mental, physical, kinetic, behavioral, and social aspects. To optimize developing their skills and their abilities to think, innovate, and imagine. In addition, to ensure better social and health wellbeing and to meet all their growing needs and requirements of this stage. Taking into account the modern design demands of schools that support this process. Therefore, it should be dissimilar from any other institutional or traditional building. For these settings, traditional school design no longer well promotes 21st-century learning and children’s development. Creating a learning environment in the twenty-first century requires a thoughtful, integrated approach to achieve optimum children learning environment.
Education is a comprehensive system, and schools as a learning environment are an integral part of this system. When classroom size is suitable to accommodate children, schoolyards appropriate for children scale and have more shaded areas, a school design fulfills a healthy and motivating learning environment besides visually comfortable, acoustically, and good indoor air quality, and at the same time safe and secure. where a good design supports the children’s holistic development in all aspects besides making their learning fascinating and interesting. In that regard, this thesis probes Egyptian public elementary school design, in terms of assessing how these buildings impact children development and measuring its suitability as a learning environment for children. Unfortunately, the school design guidelines by the General Authority of Educational Building (GAEB) are not paying attention to children’s development aspects in whole public elementary schools.
To carry out this study, two examples of public elementary schools (ordinary and language) in Alexandria city were selected beside several schools all over the country. By using a mixed-methods (Qualitative and quantitative) approach such as a physical survey, observation, questionnaires to examine the appropriateness of the public-school environment for children, as well as interviews with the GAEB engineers and with teachers, students, parents in the selected school.
The investigation has shown that the design of all public schools was formed for the purpose of teaching, not for student/children development or even to meet all their real needs in this stage. School spaces need to have the potential to deliver a comprehensive experience of education, and the design settings have to be more fit for each activity carried out. Also, it should be reconcilable with the children’s age and development cycle.
Finally, children today will be the future leader’s tomorrow who will develop our community. So, preparing children for a successful future begin with school. Therefore, investment in their education and development is an investment for the future. Accordingly, this study provides a new perspective “Design-Based Children Development (DBCD)” on re-looking at public elementary school buildings design in Egypt to develop children abilities and well-being.