DESIGN INTERVENTIONS FOR ORPHAN CHILDREN TO ACCOMMODATE THEIR PSYCHOLOGICAL THEIR PSYCHOLOGICAL NEEDS
DEVVRAT CHOWDHARY 2010 BARC 009
A DISSERTATION DISSERTATION SUBMITTED SUBMITT ED AS A PART OF THE REQUIREMENTS REQUIRE MENTS FOR THE DEGREE OF BACHELOR OF ARCHITECTURE
DEPARTMENT DEPARTMENT OF ARCHITECTURE ARCHITECTU RE SCHOOL OF PLANNING AND ARCHITECTURE, BHOPAL.
9TH SEMESTER YEAR: 2014
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DESIGN INTERVENTIONS FOR ORPHAN CHILDREN TO ACCOMMODATE THEIR PSYCHOLOGICAL NEEDS Devvrat Chowdhary 200 !ARC 00"
A d#$$ertat#o% $&'(#tted a$ a )art o* the re+&#re(e%t$ For the de,ree o* !a-he.or o* Ar-h#te-t&re
DEPARTMENT OF ARCHITECT/RE SCHOOL OF PLANNING AND ARCHITECT/RE !HOPAL1
D#$$ertat#o% Co((#ttee 1 Pro*1 Sav#ta S1 Ra3e 1
Adv#$or4G&#de
1 Ar1 Para(a M#tra 1
Tea-her5#% -har,e
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DESIGN INTERVENTIONS FOR ORPHAN CHILDREN TO ACCOMMODATE THEIR PSYCHOLOGICAL NEEDS Devvrat Chowdhary 200 !ARC 00"
A d#$$ertat#o% $&'(#tted a$ a )art o* the re+&#re(e%t$ For the de,ree o* !a-he.or o* Ar-h#te-t&re
DEPARTMENT OF ARCHITECT/RE SCHOOL OF PLANNING AND ARCHITECT/RE !HOPAL1
D#$$ertat#o% Co((#ttee 1 Pro*1 Sav#ta S1 Ra3e 1
Adv#$or4G&#de
1 Ar1 Para(a M#tra 1
Tea-her5#% -har,e
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A!"#$%"
The psychology of homeless homeless children without parental care shall shall be studied and the issues listed. Most orphans risk powerful cumulative and often negative eects as a result of absence of parental care, thus becoming vulnerable and predisposed to physical and psychological risks. The most prevalent of these issues shall be taken taken as a focus and the architectural design interventions to mitigate the negative eects of the same shall be explored.
6eyword$7 Or)ha% Ch#.dre%8$ ho(e P$y-ho.o,#-a. )ro'.e($ !&#.t e%v#ro%(e%t de$#,% #%terve%t#o%$ Page 3 of 32
LIST OF FIGURES
Figure 1 SOS children’s village Jordan - PLAN (*Source – Aga Khan award or Archi!ec!ure"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""# Figure $ SOS children’s village Jordan- %iew (*Source – Aga Khan award or Archi!ec!ure"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""1& Figure ' SOS children’s village Jordan- %iews (*Source – Aga Khan award or Archi!ec!ure""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""1& Figure ) Or!hogonal grid wi!h diagonal a!hwa+s crea!ing e,ual saces (Archdail+""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""11 Figure .hreshold o saces (Archdail+"""""""""""""""""""""""""""""""""""""""""""1$ Figure / 0eressions ll wi!h rain wa!er !o crea!e re2ec!ive suraces (Archdail+"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""1$ Figure 3 4e2ec!ive 5a!erial (Archdail+"""""""""""""""""""""""""""""""""""""""""""""""1$ Figure 6*Source-7asha5 8 Lucas 0esign 9rou"""""""""""""""""""""""""""""""1) Figure 11 %e!ical real5s (0anica $&&6'""""""""""""""""""""""""""""""""""""""""""""13 Figure #: ;av+ wall line and new s!ruc!ures on i! as dividing ele5en! in saces or children and si5ul!aneousl+ a ga!hering lace """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""13 Figure 1& .he Li!!le School in San Francisco< =ar> ?or!on""""""""""""13 Figure 1) @lose! cu5 s!ools wi!h viran! colours (Bueen Silvia @hildrenCs hosi!a""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 16
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Figure 1$ .ale design wi!h 5oveale< cool colour !iles hel in cogna!ive develo5en!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 16 Figure 1' Furni!ure s+s!e5s"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""16 Figure 1 @lassroo5 wi!h 5ul!ile cen!ers"""""""""""""""""""""""""""""""""""""""""$1 Figure 1/ .+ical classroo5 wi!h one aci!vi!+ cen!er""""""""""""""""""""""""$1 Figure 13 4ec!angular roo5s wi!h noo>s< ancillar+ saces< a+s e!c": Source- Au!hor"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" $$ Figure 16 7oundaries lured e!ween classroo5 and corridoor"""""""$$ Figure 1# Learning landscae invo>ing curiosi!+ and reedo5"""""""""$'
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CONTENTS Abstract.......................................................................................................3 !"T #$ $!%&'("..........................................................................................) *#+T(+T"................................................................................................... !+T'#-&*T!#+............................................................................................ /./ -e0nition of an #rphan1...................................................................2 /. 4omeless in !ndia1............................................................................2 /.3 #b5ectives1.......................................................................................2 /.) "cope1..............................................................................................2 M(T4#-##%6............................................................................................7 ./ 'esearch construt..............................................................................7 . *ase studies...................................................................................../8 ../ "#" *hildren9s :illage ;
......................................................................... ........./) 3./ #rphan ?sychology.........................................................................../) 3. Methods to counteract psychological issues..................................../ 3../ 4ealing gardens for children...................................................../ 3.. *olour therapy.........................................................................../@ 3.. Architecture !nterventions........................................................ ./ 3..3 ?sychological eect of shapes...................................................8 '("&T A+- -!"*&""!#+"......................................................................../ ). "patial character suggestions....................................................... ... )../ Articulated classroom................................................................ ).. "pace as a 4ome ase.............................................................. )..3 Threshold space between classroom and corridor.....................3 )..) earning andscape...................................................................) *#+*&"!#+ A+- $&T&'( >#'B............................................................. '($('(+*("..............................................................................................@
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INTRODUCTION
#rphans exist in every age and in all civiliCations. According to the 5oint report of &+!*($, 4!:DA!-" and -evelopment E88F, about /. billion children are orphans worldwide. #ut of this number, Asia contributes @.G orphans and Africa leads with //.7G orphans. *hina have about 3,888 orphans below 2 years old E#rphan reportF, and an estimated @8,888 children are in 'ussian children9s homes. The purpose of this study is to study the eect of the built environment on the vulnerable children, the orphanage should not be limited providing basic housing and sustenance needs but should acknowledge that the homeless children have special mental needs due to the various traumas they have suered in such a delicate age these needs must catered actively by the caretakers as well as passively through design by architects. >hat is *hildhoodH *hildhood is the time for children to be in school and at play, to grow strong and con0dent with the love and encouragement of their family and an extended community of caring adults. !t is a precious time in which children should live free from fear, safe from violence and protected from abuse and exploitation. *hildhood is the age span ranging from birth to adolescence. According to ?iagetIs theory of cognitive development, childhood consists of two stages1 preoperational stage and concrete operational stage. !n developmental psychology, childhood is divided up into the developmental stages of toddlerhood Elearning to walkF, early childhood Eplay ageF, middle childhood Eschool ageF, and adolescence Epuberty through post=pubertyF. :arious childhood factors could aect a personIs attitude formation.
!Id give all wealth that years have piled, The slow result of ifeIs decay, Page 7 of 32
To be once more a little child $or one bright summer day. Jewis *arroll, K"olitudeK
Defnition o an Orphan:
1.1
A child who is below /2 years of age and who has lost one or both parents may be de0ned as an orphan E%eorge, 8//F.
Homeless in India1
/.
The number of orphans in !ndia stands at approximately million children of age 8 to / years, which is about )G of the overall population of /8 million orphans in the world E%*M !ndiaL &+!*($, 88F. !ndia is the world9s largest democracy with a population of over a billion people, of which )88 million are children. Approximately /2 million of this number of children live or work on the streets of !ndia, and ma5ority of them are involved in crime, prostitution, gang related violence and drug trackingL however, a large number of these children are orphans E"hrivastava, 88F.
1.3 •
Objectives: To assess the psychological impact on the children who have lost their parents or those who are growing without biological parents.
•
•
ist the various psychological issues. To understand the relationship between the spatial character and psychology of children with special reference to those who have gone through trauma of separation from biological parents.
•
To make and attempt to mitigate the negative impacts of orphan hood in children through design.
1.4 Scope:
•
The age group of 8=/ years is considered for the purpose of this dissertation.
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•
The study will aim to arrive with schemes to guide the design of children9s homes but will not provide rigid details of design interventions.
•
#nly literature case studies will be referred for the scope of this dissertation.
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METHODOLOGY
2.1 esearch constr!ct This dissertation will be focused on how to provide the homeless children living in children9s homes with a better living atmosphere to cater to their various special psychological needs. This dissertation would 0rst establish the various facts and statistics of the condition of homeless children around the world and also speci0cally in !ndia. The study would take two case studies of internationally acclaimed children9s home designs to analyCe what was done right and lessons were learnt from them and 0ndings listed. The study would show that the needs of the homeless children are dierent from that of the normal children. The study would then move on to literature review of the various psychological practices cantered around children 8=/ years of age and providing them with mental comfort through the use of landscaping then moving on to colour therapy and architectural interventions after that, 0nally arriving at the psychological impact of shapes on children. The dissertation would then summarise and analyse the literature mentioned above by combining the psychological impacts of various shapes and colours as mentioned to provide a scheme to enhance the built environment of the children to help and nurture their psychological development. Then the study would conclude summarising all the literature and analysis laying groundwork for future work.
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2.2 "ase st!dies 2.2.1 SOS "hildren#s $illa%e & 'ordan The "#" *hildren9s :illage was built, in /77/, at the boundaries of the
residential area of the city of ANaba, in
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Figure 1 SOS children’s village Jordan - PLAN (*Source – Aga Khan award or Archi!ec!ure
Figure " SOS children’s village Jordan- #iew (*Source – Aga Khan award or Archi!ec!ure
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The main entrance into the complexL the scale of the complex is related with the scale of the children themselves in a contained urban setting. EO"ource ; Aga Bhan award for ArchitectureF As a general rule, the main idea of "#" *hildren9s :illages is to provide to children right moral, excellent edi0cation, values that are related with their culture, therefore when they reach adulthood, and it is time to leave the :illages, they will already have learnt how to be independent and stand on their own feet.
Figure $ SOS children’s village Jordan- #iews (*Source – Aga Khan award or Archi!ec!ure%
2.2.2 (msterdam Orphana%e) .*etherlands Amsterdam children9s home was design by, -utch Architect, Aldo :an (yck, in /7@8. The design of the children9s home was concentrating on creating, at the same time, a home and a small city on the suburbs of Amsterdam city. !t is a house that provides accommodation to one hundred and twenty 0ve children between newborn and twenty years old. The children9s home was laid out in an orthogonal grid, and the functions of the building were placed in a diagonal path which this way all the spaces were eNual since they were surrounded by the same analogy of interior and exterior spaces. The children9s home was made out of two dierent module volumesL the smaller volume was the residential area and the larger volume was the public spaces where the children would socialiCe. The modules were built with four round columns at the corners, a domed roof made by pre=cast concrete, and a concrete Poor. The facades of the children9s home were made either by glass or brick wall.
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Figure & Or!hogonal grid wi!h diagonal 'a!hwas crea!ing e)ual s'aces (Archdail%
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Fi ure +hreshold o s aces Archdail
Figure , e'ressions .ll wi!h rain wa!er
The design incorporated various
elements that made the space interesting and dynamic from a child9s scale such as, water rePection, material rePection, in between spaces
2.3 +indin%s • •
*hildren9s scale should be kept in mind while designing the spaces "mall informal pockets create areas of intrigue and discovery for
•
children. *hildren en5oy rePective surfaces. #utdoor spaces should be kept shaded to be usable throughout the
•
day. :ariety of spatial character experiences enclosing spaces as well as
•
in the faQade make it more attractive to children.
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LITERATURE REVIEW
3.1 Orphan ,s-cholo%!.
!!.
According to a study titled R(xperience from BashmirS conducted by *han et al. E88@F on psychiatric disorders among children living in children9s homes to examine the problems of children in children9s homes. An children9s home for young women in "rinagar was surveyed by psychiatrists using -"M=!: guidelines to evaluate children for psychopathology. *hildren were in the age group of to / years. ?ost stress traumatic disorder E?"T-F was the commonest psychiatric disorder E)8.@GF easily attributable to the prevailing mass trauma state of almost two decades. The next commonest diagnoses were ma5or depressive disorder EM--F with G and conversion disorder with /.G. The report says that there is a general agreement among researchers that children placed in special home settings at a young age and for long periods of time are at an increased rate of developing serious psychopathology later in life. According to SA study of psycho social problems in orphans in BeralaS a ?h.-. thesis by enson. + the ma5or psycho=social problems a homeless child faces are1 a. ?roblems of self=esteem b. ?roblems on 'ecognition and approval c. ?roblems on ove and Aection d. ?roblems on "ecurity e. ?roblems on !ndependence f. ?roblems on *reative expression g. ?roblems on +ew (xperience h. ?roblems in dealing with others i. ?roblems on Achievement 5. ?roblems in !solation k. $inancial problems l. ?roblems in dealing with the opposite sex m. ?roblems in dealing with Authorities n. ?roblems in relation with Anxiety o. ?roblems in relation with (motional Maturity
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3.2 ethods to co!nteract ps-cholo%ical iss!es 3.2.1 Healin% %ardens or children Aim here is to create points of interests to make space dynamic, create a
sense of adventure for the children while roaming in the garden, through the following elements1 *hild friendly entry ?rovide dierent spaces for pre=adolescentDadolescent groups if possible #utside telephone *omfortable space for sta and parents Many options as possible for children to interact with nature through their senses and or hands=on activities ?lant a garden and harvest &niversal Accessibility Multi=purpose setting for activities, social gatherings "hade ?rovide plants and trees that drop leaves and twigs = "eeds and stones Add a hill "torage, potting shed for 4TD'T $un signage
Figure 3*Source-4asha2 5 Lucas esign 6rou'
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3.2.2 "olo!r therap*olours that work for one person need not necessarily be as eective for
another person. !n addition, it is believed that overexposure to certain colours can lead to side eects. *olour therapy can be practiced in the following ways1 •
*oloured light bulbs and coloured glass windows can be used as part of
•
the therapy. "ome therapists ask their clients to visualiCe colours under the eect of
•
hypnosis. #ther experts make suggestions about the colour of the food a person should eat, the colour of his clothes and even the colour of his
•
surroundings. "olarised water can be used as a healing tonic. !n this method, puri0ed water is 0lled in a clear container of the prescribed colour and left out in the sun for a couple of hours. The sunIs rays 0lter through the coloured glass container and energiCe the water with the vibration of the prescribed colour.
*olour properties1 '(-= This colour helps to loosen stiness and restraints. !t stimulates the release of adrenalin in the bloodstream and causes haemoglobin to multiply. 4ence, it results in greater strength and energy. 'ed can also make you feel warmer, reducing pain that comes from the cold. !t also helps for people who are feeling lethargic or depressed. #'A+%(=ike red, orange is also an energising colour. &sed in moderation, it has a gentle warming eect. !t helps to lift the spirits of people who are depressed, lonely, who feel hemmed in or who feel that their lives lack direction. 4owever, too much orange can lead to agitation and restlessness like the colour red. 6(#>=6ellow stimulates the intellect and has a generally cheering eect. !t has been found to be useful in facilitating the digestive process and in curing skin problems. 4owever, like red and orange, it is not recommended for people experiencing great stress. #verstimulation could result in exhaustion and depression. Page 18 of 32
%'((+=%reen represents harmony, balance and hope it helps in calming the nerves of anxious children, it helps generate optimism. 4owever a person tends to become complacent as he does not feel a sense of challenge or a need to strive towards any goal. &(=lue is the colour of truth, nobility and serenity. !t has a cooling, soothing and calming eect. !t helps for people who are feeling frightened or Pustered. Meditating on the colour blue before one sleeps helps to ward o nightmares. 4owever, blue can be calming to the point of having a sedative eect. !t can make a person passive and easily led or taken advantage of. An overdose of blue can make you feel cold, sad and depressed. !+-!%#=!ndigo stimulates the intellect. !t gives a person a sense of courage, authority and inner calmness. The colour indigo is associated with the mysterious and the profound. :!#(T=:iolet is a very powerful colour and has strong links with creativity. !t is said that eonardo da :inci meditated upon it and that eethoven had violet curtains. Those drawn to this colour are often shy. !t is useful in treating people who are excessively emotionally agitated. 3.2.2 (rchitect!re Interventions Architecture plays an important role in the life of a human especially in a
child9s life. *hildren9s space should rePect a safe, happy environment which will intrigue their imagination and creativity and with this the child will be able to have a healthier childhood. The most important needs of a child within the space are the following1 The need to feel safe, secure and superior in the space. The need to be active=mentally and physically, and to be surrounded by various devices which will provoke creativity.
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The need to achieve an emotional relationship with the space=to be close to it and to identify itself with it, as well as to 0nd its own place for being
Figure 78
9av wall line and new s!ruc!ures on i!
as dividing ele2en! in s'aces or children and si2ul!aneousl a ga!hering 'lace
Figure 1:
+he Li!!le School in San
Francisco; or!on *Source- .he Li!!le School in San Francisco< =ar>
alone and in private.
?or!on
>hen talking about the concept of identi0cation with some place in space, it is considered that kind of identi0cation represents a Kfactor in the substructure of personal identity, which in a larger context consists also from the knowledge of physical world in which the person lives. "uch knowledge consists of memories, ideas, attitudes, values, preferences, meanings and concepts of behaviours and experiences which refer to the wide complex of physical environment and de0nes, day in day out, existence of every human beingK.. E-anica 882F !n that way, the past of the person becomes the part of some place, and architectural space with what constitutes it and what is set inside of it and makes it an architectural unit, becomes an instrument that ful0lls biological, social and cultural needs of the person using it. According to -anica, E882F Attachment to a certain architectural space, identi0cation with it, and possibility of regulating privacy and recovering of environment results in appearance of favorite place phenomenon. A place with such attributes has the role of regulating the relation between personal and emotional in a person, after some sudden and conPict situation. Page 20 of 32
Figure 11 #e!ical real2s (anica "::3%$
Figure 1$ Furni!ure ss!e2s
Figure 1"
+a?le design wi!h 2ovea?le;
cool colour !iles hel' in cogna!ive *Source- @ueen Silvia
develo'2en!
hildren’s >os'i!alB *Source- @ueen Silvia hildren’s >os'i!alB
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Figure 1& lose! cu2 s!ools wi!h vi?ran! colours (@ueen Silvia hildrenCs hos'i!a%
These closets with characters are child=welcome. *hildren could see the material9s blur colour and shape through the matt plastic boards. !t triggered children to observe and explore, which was the start point of creativity. Moreover, dierent ways of opening oered children challenges accomplished easily and got the sense of self=con0dence. These closets were built in dierent forms and be hanged on the wall as a displaying area. They could be closet, stool and shelf in dierent forms.
3.2.3 ,s-cholo%ical e/ect o shapes According to the online archives of *alifornia state university "tanislaus,
every shape has a psychological impact on children as well as adults. Therefore the ma5or shapes and their psychological impact on children area as follows1 "ircle *onnection, community, wholeness, endurance, movement, safety, perfection 'efers to the feminine1 warmth, comfort, sensuality, and love. •
•
ectan%le 0 S!are #rder, logic, containment, security. 'ectangles provide a fourth point, which is mathematically the foundation for 3- ob5ects, suggesting mass, volume, and solids. • •
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rian%le (nergy, power, balance, law, science, religion. 'efers to the Masculine1 strength, aggression, and dynamic movement. • •
•
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RESULT AND DISCUSSIONS
4.1 es!lt
After reviewing the literature the next step in this dissertation is to design a scheme for the ) ma5or activities happening in an children9s homeL namely, (ating, "tudy, *reative and resting. +ow basic shape and colour scheme for such spaces is analyCed referring to the literature mentioned earlier. (ach shape has its own psychological attributes and so does each colour mentioned earlier. +ow the combination of the two elements in sensible permutations can give us nurturing spaces. !t is important to note that the result achieved may not necessarily be the pro0le of the of the space but it can take form of various other architectural elements mentioned in this study, the idea is to use these combinations of shapes and colours as visual stimuli to accentuate the space in a nurturing manner. There were also some psycho=social issues seen in orphans as described in a study by enson +. E88F, now some of those issues may be passively addressed through such combinations of colours and shapes. These would make a basic guideline on how to address these issues using simple shapes and colours. The table mentioned below would not constitute as the only method to tackle the psychological issues but the scope of this study has been limited to a more broad approach. ("I$I S,(I( "OO6 ,S"HOO7I"( "H(("5 ISS65 (DD5SS5D / 5atin% ectan%le ello8 Independence9 Dealin% 8ith others St!dectan%le9 l!e9 %reen Sel esteem9 *e8 rian%le e;perience9 Independence9 (chievement 3 "reativ "ircle ed9 7reen9 Isolation9 "reative e $iolet e;pression9 Sec!rit-9 Dealin% 8ith others9 sel esteem estin "ircle Oran%e9 l!e (n;iet-9 Sec!rit-9 ) % dealin% 8ith others
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+a?le 1 ela!ionshi' ?e!ween sha'es; colours and !he 'schological issues addressed
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4.2 Spatial character s!%%estions 4.2.1 (rtic!lated classroom The learning spaces usually are designed in a excesseively surveyable
unarticulated space. This makes the space feel intimidating and rigid. An unarticulated rectangular classroom makes for instruction, the unidirectional transfer of knowledge that forms the basis of teacher fronted lessons. The teacher gets an ideal overview of her students. >hereas an articulated space by contrast is less easily surveyable and provides more places for dierent groups or individual to engage themselves in dierent kinds of activities simultaneously in the same room without distracting each other. "o, here we have greater number of options and several centers of attention rather than 5ust one.
Figure 10 +'ical classroo2 wi!h one aci!vi! cen!er
Figure 1 lassroo2 wi!h 2ul!i'le cen!ers
4.2.2 Space as a Home ase %enerally the spaces in an children9s home though for children are
controlled by the administrative people and the children act as visitors, though the children know where they belongL it is debatable if the child feels at home there. There should be some permanent spaces for the individuals something like a nest from where you take o and keep returning to meet up again.
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Figure 1, ec!angular roo2s
>e can distinguish successive stages of spatial development1 /. An increase in the number of places within a space with niches, nooks, bays etc. . The addition of a Cone between a room and the corridor Ethe thresholdF which can be used as an extension to enlarge the space when needed. 3. The emergence of a learning landscape where classrooms disappear altogether. 4.2.3 hreshold space bet8een classroom and corridor
The claim on space outside your territory automatically changes the nature of what it is that separates classrooms from corridors. >ith corridors changing from circulation area to work area comes an even greater need for opennessL there needs to be a surveillance of those working outside as well as inside of the teacher and even though there is a physical detachment the children should feel connected. The principal of threshold area as stated in the book Ressons for students of Architecture= 4erman 4ertCbergerS is1 Rprovides the key to the transition and connection between areas with divergent territorial claims and, as a place in its own right, it constitutes, essentially, the spatial condition for the meeting and dialogue between areas of dierent orders.S
Page 28 of 32 Figure 13 4oundaries ?lured ?e!ween classroo2 and corridoor
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>hen the threshold Cone is shaped correctly and with the appropriate means it can give a smooth transition between corridor areas and classroom that is more an articulation than an enclosure. This will leave the whole larger instead of smaller, even though this Cone is at the cost of the area of the classroom. >ith the classroom opened up and the pupils spilling out, the space for education, or rather the learning space as a whole has become bigger.
4.2.4 earnin% andscape
The idea of a landscape makes its entrance wherever freedom is suggested and structure is felt to be unduly imposed from above. "ituations and processes that seem to evolve unaided, as if naturally tend to appeal more and appear more democratic than those which are orchestrated and controlled. A landscape is a structure too, kept up by an often subtle balance of forces. As this structure is often invisible. $lexibility is the spatial eNuivalent of freedom E4erman 4ertCberger= "pace and learningF the freedom not to have to 0x anything remains a irresistible illusion and gives the impression of having conNuered time. "patial cohesion is a must. "patial articulation is all about 0nding an unchanging framework that can adapt to dierent situations without having to change itself. !n that sense it is has multiple meanings as a spatial element and is able to adapt to ever new situations.
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CONCLUSION AND FUTURE WOR&
There are eight million children living in children9s homes and other institutions, children who have lost their parents, or even, worse have been abused by them. There is no doubt that there are good and bad children9s homes in the world and no matter what people believe, children9s homes cannot vanish given that there are a lot of children out in the world left all alone and unprotected. "uch children are vulnerable to develop psychological as well as social disorders. "o, what people need to do rather than 0ghting is to re=evaluate children9s homes so from a cold accommodation becomes a home. -ierent case studies such as the "#" *hildren9s :illage or the Amsterdam *hildren9s home have shown that it is possible for orphans to live happy in an children9s home so what should be done is positive and even the negative outcomes from these cases should be taken into consideration in order for other children9s homes to improve the living conditions of orphans. *hildren in order to live a happy childhood have to be surrounded by an environment that provides them safety, attention, time and space that will intrigue their imagination and creativity. Therefore, passive techniNues to accentuate these feelings is necessary this can be done through the use of various shapes and colours to synergiCe with their various activities and at the same time nurture their various psychological needs. The method of generalising the activities gives us a broad picture and may not be enough to cater to a signi0cant degree to their psychological needs, more interventions are needed to provide a better grooming and nurturing atmosphere. 4owever, this study provides a concept on how a little more attention on the shapes used in various spaces and their respective colours can give a signi0cant change in the mental growth of the children.
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