| Title |
Designing Cooperative Learning Spaces through Sensory Experience |
| Authors |
조인영(Cho, In-Young) ; 조택연(Cho, Taig-Youn) |
| DOI |
https://doi.org/10.5659/JAIK.2025.41.11.3 |
| Keywords |
Cooperative Learning Spaces; Sensory Experience; Forest Kindergarten; Reggio Emilia Approach; Cooperative Motivation; Self-Determination Theory (SDT); Neuroplasticity; Neurological Mechanisms |
| Abstract |
This study analyzes how cooperative learning spaces influence children’s collaborative behavior and neurological development while proposing
effective design principles. By comparing two key cooperative learning environments, Forest Kindergarten and the Reggio Emilia Approach,
the relationship between sensory experiences and cooperation is explored. Findings suggest that effective cooperative learning spaces should
encourage cooperation through sensory engagement, enhance social rewards with spatial arrangements, promote exploration and collaboration
through flexible layouts, and incorporate natural elements to support sensory-based interactions. Forest Kindergarten naturally fosters
cooperation through sensory exploration and physical activity, whereas the Reggio Emilia Approach focuses on visual documentation and
project-based collaboration. Drawing on neuroscience insights, this research offers a framework for designing cooperative learning spaces and
emphasizes the need for further empirical studies to support these conclusions. |