Nurturing Affective Intelligence through Biophilic Design in Early Childhood Education: A Designers' Analysis

Shams Dolatabadi, Hosna Sadat; Sadeghi, Zahra

doi:10.22034/iepa.2025.525736.1534

Nurturing Affective Intelligence through Biophilic Design in Early Childhood Education: A Designers' Analysis

Document Type : Original Article

Authors

Hosna Sadat shams dolatabadi

Zahra Sadeghi

Department of Art & Architecture, Faculty of Architecture, University of Kharazmi, Tehran, Iran

https://doi.org/10.22034/iepa.2025.525736.1534

Abstract

Objective: Environmental crises, public policies, and shifts in cultural decision-making have diminished traditional opportunities for direct engagement with open spaces and nature. The reduced human-nature connection has led to significant psychological effects, particularly among children. Numerous studies highlight the pivotal role of green and natural environments in enhancing social well-being by offering diverse spaces that respond to children's needs and interests, thereby addressing the aforementioned issues.
Creating a spectrum of sensory variations fosters enriched emotional development in children and effectively regulates their emotions. Additionally, such environments enhance children's emotional capacities, including self-confidence, group interactions, dynamic communication, exposure to diverse emotions, and motivation for learning—elements closely tied to emotional intelligence. In this regard, urban design, architecture, and landscape architecture hold substantial potential for preserving and reinforcing nature experiences within contemporary built environments.
Method: This study goes beyond conventional cognitive learning frameworks by employing a biophilic approach tailored to children's developmental needs, examining its influence on emotional intelligence. The primary objective is to identify biophilic design characteristics that effectively support the enhancement of children's emotional intelligence. To achieve this, expert perspectives were systematically analyzed using Q-factor analysis, allowing for the extraction of key indicators that define the relationship between biophilic design and emotional intelligence. This methodological approach ensures that findings are grounded in interdisciplinary insights, reinforcing the role of nature-integrated spaces in fostering emotional growth.
Conclusions: these indicators summarized into four factors: personal experience, social aspects, spatial characteristics, and ecological nature and landscape.

Keywords

Biophilia

Biophilic Design

Children's Spaces

Affective Intelligence

nature integrated design

Subjects

Intelligence and Memory

Akrami, G. (2005). The role of open space in elementary schools. Doctoral dissertation, Shahid Beheshti University.

Andel, J. V. (1990). Places children like, dislike, and fear. Children's Environments Quarterly, 7(4), 24-31. https://journals.uc.edu/index.php/cye/article/view/7574

Aref, Z., & Taheri, J. (2015). Interactive environments for children and nature with a Biophilic design approach. Proceedings of the Second International Congress on New Horizons in Architecture and Urban Planning, Tehran.

Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Multi-Health system.

Bell, A., & Dyment, J. (2008). Grounds for Health: The Intersection of green school grounds and health promoting schools .Environmental Education Research, 14(1), 77-90. https://doi.org/10.1080/13504620701843426

Bell, P.A., Greene, T.C., Fisher, J.D., & Baum, A. (2001). Environmental psychology (5th Ed.). Harcourt College Publishers.

Berto, R. (2018). Exposure to restorative environments helps restore attentional capacity. Journal of Environmental Psychology, 25 (3), 249-259. https://www.tamarackmedia.co.uk/biophilic-design.

Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Social Problems, 28(2), 139–150. https://doi.org/10.2307/800261

Bowker, R., & Tearle, P. (2004). A Study of children's perceptions and understanding of school garden as part of an international project. Learning Environ Res, 10, 83-100. https://doi.org/10.1007/s10984-007-9025-0

Browning, W.D., Ryan, C.O., Clancy, J.O. (2024). 14 Patterns of Biophilic Design. Terrapin Bright Green.

CASEL. (2015). Frequently asked questions about SEL, from http://www.casel.org/social-and-emotional-learning/frequently-asked-questions/

Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2022). Benefits of nature-based learning for children: A systematic review. Frontiers in Psychology, 13, 1234-1248. http://www.cfchildren.org/

Ciarrochi, J., Forgas, J., & Mayer, J. (2006). Emotional intelligence in everyday life (J. N. Zand, Trans.). Sokhan.

Davies, R., & Hamilton, P. (2016). Assessing learning in the early years’ outdoor classroom: Examining challenges in practice. Education 3-13, 1-13. https://doi.org/10.1080/03004279.2016.1194448

Derr, V., & Kellert, S. (2013). Making children’s environment “R.E.D.”: Restorative Environmental Design and Its realtionship to sustainable design. Proceedings of the 44th annual conference of the environmental design research association. Providence, Rhode Island.

Derr, V., & Lance, K. (2012). Biophilic boulder: Children's environment that foster connections to nature. Children, Youth and Environments, 2(22), 112-143. 44th Annual Conference of the Environmental Design Research Association, Providence, Rhode Island (31-37).

Dyment, J. E. (2008). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28-45. https://doi.org/10.1080/09500790508668328

Elias, M. J., Hunter, L., & Kress, J. A. (2006). Emotional intelligence and education: Scientific exploration of emotional intelligence in everyday life. Sokhan.

Eloquin, X., & Hutchinson, T. (2011). SEALs in the woods. In S. Knight (ed.), Forest school for all (137 – 152). Sage Publications Limited.

Fadda, R., Congiu, S., Roeyers, H., & Skoler, T. (2023). Elements of Biophilic design increase visual attention in preschoolers. Buildings, 13(5), 1160. https://doi.org/10.3390/buildings13051160

Fägerstam, E. (2012). Learning for life through outdoor education: A study of student experiences. Environmental Education Research, 18 (1), 63-81. https://doi.org/10.1080/03004279.2012.713374

Fjørtoft, I., & Sageie, J. (2000). The natural environments as a playground for children landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48 (1), 83-97. https://doi.org/10.1016/S0169-2046(00)00045-1

Goleman, D. (1995). Emotional intelligence (H. Balouch, Trans.). Rokh Mahtab.

Greenberg, M. T., Weissberg, R. P., O'Brien, M., Utne, Zins, J. E., Fredericks, L., . . . Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474. https://doi.org/10.1037/0003-066X.58.6-7.466

Hartig, T., Mitchell, R., de Vries, S., & Frumkin, H. (2014). Nature and health: The role of contact with nature in improving mental and physical well-being. Annual Review of Public Health, 35, 207-228. https://doi.org/10.1146/annurev-publhealth-032013-182443

Harvey, M. R. (1989) .Children's experience with vegetation. Children's Environments Quarterly, 6(1), 36-43. https://journals.uc.edu/index.php/cye/issue/view/550

Herrington, S., & Studtmann, K. (1998). Landscape interventions: new directions for the design of children's outdoor play environments. Landscape and Urban Planning, 42(2–4), 191-205. DOI: http://dx.doi.org/10.1016/S0169-2046(98)00087-5

Heusser, C.P., & Adelson, D. R. (1986). How children use their elementary school playgrounds. Children's Environments Quarterly, 3(3), 3-11, 145-172. DOI:10.3389/fpsyg.2021.703940

Johnson, P. (2007). Growing Physical, Social and Cognitive Capacity: Engaging with Natural Environments. International Education Journal, 8(2), 293-303. https://www.researchgate.net/publication/253445742

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575

Kellert, S. R. (2012). Birthright: People and nature in the modern world. Yale University Press. https://doi.org/10.2307/j.ctt32bq08

Kellert, S. (2008). Dimensions, elements, and attributes of biophilic design. In Kellert, S. R. Heerwagen, J.H., & Mador, M., Biophilic design: The theory, science, and practice of bringing buildings to life. Wiley.

Kellert, S., & Wilson, E. O. (1993). The Biophilia hypothesis. Bulletin of Science, Technology & Society, 15(1), 52-53. https://doi.org/10.1177/027046769501500125

Khamis, S. (2009). Multiple meanings, identities, and resistances: Egyptian rural women’s readings of televised family planning campaigns. International Journal of Communication, 3, 443‐490. Available at: http://www.ijoc.org

Knight, S. (2009). Forest Schools and Outdoor Learning in the Early Years. Sage Publications Limited.

Kytta, M. (2004). The extent of children's independent mobility and the number of actualized affordances as criteria for child-friendly environments. Journal of Environmental Psychology, 24, 179-198. https://doi.org/10.1016/S0272-4944(03)00073-2

Lowry, P. (1993). Privacy in the preschool environment: Gender differences in reaction to crowding. Children's Environments, 10(2), 46-61. https://www.jstor.org/stable/41514887

Malek, N. (2012). A study on schoolyard design for elementary schools. Doctoral dissertation, Shahid Beheshti University.

Matsuoka, R.H. (2010). Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, 97(4), 273-282. https://doi.org/10.1016/j.landurbplan.2010.06.011

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? Basic Books.

McCoy, J. M., & Evans, G. W. (2002). The potential role of the physical environment in fostering creativity. Creativity Research Journal, 14(3-4), 409-426. https://doi.org/10.1207/s15326934crj1434_11.

Mirrahimi, S., Tawil, N. M., & Abdullah, N. A. G. (2011a). Comparison how outdoor learning enhances EQ skills between Australia and Singapore education. Paper presented at the Conducive Learning Environment For Smart School(CLES), Faculty of Engineering and Built Environment, University Kebangsaan Malaysia.

Mirrahimi, S., Tawil, N. M., Abdullah, N. A. G., Surat, M., & Usman, I. M. S. (2011b). Developing conducive sustainable outdoor learning: The impact of natural environment on learning, social and emotional intelligence. Procedia Engineering, 20, 389-396. https://doi.org/10.1016/j.proeng.2011.11.181

Mirrahimi, S., Tawil, N. M., & Abdullah, A. G. (2023). Integrating virtual reality and biophilic design for sustainable learning environments. Sustainable Cities and Society, 64, 102125. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n07.pe07354

Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327–344. https://doi.org/10.1080/13645570701401305

Ozdemir, A., & Yilmaz, O. (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools Environmental Psychology, 28, 287-300. https://doi.org/10.1016/j.jenvp.2008.02.004

Prezza, M. (2007). Children's independent mobility: A review of recent Italian Literature. Children Youth and Environments, 17(4), 293-318. https://doi.org/10.7721/chilyoutenvi.17.4.0293

Priest, S. (1986). Redefining outdoor education: A matter of many relationships. The Journal of Environmental Education, 17(3), 13–15. https://doi.org/10.1080/00958964.1986.9941413.

Powell, M. (2007). The hidden curriculum of recess. Children, Youth and Environments, 17 (4), 86-106. https://doi.org/10.7721/chilyoutenvi.17.4.0086

Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, Y. M., Sanders, D., & Benefield, P. (2004). A Review of research on outdoor learning, national foundation for educational. National Foundation for Educational Research and King’s College London.

and King’s College London Rivkin, M. (1997). The Schoolyard habitat movement: What it is and why children need it. Early Childhood Education Journal, 25, 61–66. https://doi.org/10.1023/A:1025694100870

Sadeghi, Z., Soleimani Sheijani, S., & Shams Dolatabadi, H. S. (2024). Identifying ecosystem services in urban agriculture. Geography and Human Relations, 7(3), 394–411. https://doi.org/10.22034/gahr.2024.487589.2300

Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG.

Sariman Ozen, E., & Ünal, N. (2021). Biophilic approach to design for children. ICONARP International Journal of Architecture and Planning, 9, 943–965. https://doi.org/10.15320/ICONARP.2021.187

Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality & Quantity, 52(4), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8

Shahcheraghi, A. (2019). Paradigms of Campus. (7^th Ed.). Jihad Daneshgahi Tehran.

Shahcheraghi, A., & Bandarabad, A. (2023). Encapsulated in the Environment: The application of environmental psychology in architecture and urban planning (5^th Ed.). Jihad Daneshgahi Tehran.

Shams Dolatabadi, H. S., Malek, N., Mozaffar, F., & Saleh Sedghpour, B. (2020). Principles of designing open spaces for children in the second grade of elementary school with an emphasis on emotional intelligence and learning processes from the perspective of educators and stakeholders. Environmental Science and Technology, 22, 365–376. www.sid.ir/papers/392136/en

Shams Dolatabadi, H., Malek, N., Mozafar, F., & Sedghpour, B. (2018). Principles of open school design based on emotional intelligence model and enhancing learning. Iranian Journal of Learning and Memory, 1(1), 55-67. https://doi.org/10.22034/iepa.2018.77430

Shams Dolatabadi, H., Mozaffar, F., Malek, N., & Saleh Sedghpour, B. (2019). Characteristics and elements of primary school open space’s design based on EI in learning process from professional’s perspective. Technology of Education Journal (TEJ), 13(2), 274-283. https://doi.org/10.22061/jte.2018.3760.1935

Sharifi-Daramadi, P. (2007). Emotional intelligence and spirituality. Sepahan.

Szczepanski, A. (2009). Outdoor education- Authentic learning in the context of urban and rural landscape- a way of connecting environmental education and health to sustainable learning- literary education and sensory experience. Perspective of the where, what, why and when of learning. Outdoor Environmental Education, Linköping University, Sweden, 83-98.

Taylor, A. F., Kuo, F. E., & Sullivan, W. C. ( 2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology, 22, 49-63. https://doi.org/10.1006/jevp.2001.0241

Taylor, A. P., & Vlastos, G. (1975). School Zone: Learning Environments for Children. Van Nostrand Reinhold Company

Titman, W. (1994). Special Places; Special People: The Hidden Curriculum of School Grounds. WWF.

Valentine, G., & McKendrick, J. (1997). Children's outdoor play: Exploring parental concerns about children's safety and the changing nature of childhood. Geoforum, 28(2), 219–235. https://doi.org/10.1016/S0016-7185(97)00010-9

Wilkinson, P. F., & Lockhart, R. S. (1980). Safety in children's play environment. In Innovation in play environments. Routledge.

Wood, D. (1993). Ground to stand on: Some notes on kids’ dirt play. Children's Environments, 10(1), 1-22. http://www.jstor.org/stable/41515248