Використання принципу гри для створення розвиваючого архітектурно-художнього середовища в закладах соціального захисту дітей

Abstract

У статті розглянуті особливості використання естетичних принципів гри в дизайні інтер’єрів спеціалізованих закладів соціального захисту дітей. Проаналізовано вплив ігрового методу на їх психічний розвиток. Акцентовано увагу на способах створення ігрових емоцій і межах використання ігрового методу в даних інтер’єрах.

В статье рассматриваются особенности использования эстетических принципов игры в дизайне интерьеров специализированных учреждений социальной защиты детей. Анализируется влияние игрового метода на их психическое развитие. Акцентируется внимание на способах создания игровых эмоций и границах использования игрового метода в данных интерьерах.

This article represents features of using esthetic game methods in interior design of specialized institutions for children who require social protection. Influence of architectural and artistic environment on development and personalities formation of children’s who live there is investigated. It is established, that conceptual interior image can eliminate feeling of tension and also promote the recovery of lost esthetic harmony between person’s inner world and environment. New psychological and esthetic aims appear in game principle of modern interior design. In a particular, overcoming emotional deficiency and feeling of loneliness of the child in the technogenic world is important for children who live in specialized institutions for children who require social rehabilitation. The game element of subject design and interior design is presented in modern designer’s works: F. Stark, K. Rashid, J. Morrison, S. Bergne, J. Artfield, M. Newson, R. Arad, T. Sally. On the basis of foreign and domestic design experience it is possible to distinguish the main methods of the game principle for specialized institutions for children who require social protection. For creation of the evaluative architectural and artistic environment the following methods of the game principle are used: allegorical, metaphorical, fairy-tale, symbolical, ironical. The attention is focused on ways of game emotions creation and limits of game method usage in these interiors. Features of game method influence in interior design of specialized institutions for children who require social rehabilitation on physiological and psychological development of children who live there are analyzed. The evaluative environment where the game method of interior design is used causes feeling of joy, the emotional positive relation to child care facility and personnel in little inhabitants. It stimulates the desire to develop, enriches with new impressions and knowledge, stimulates the intellectual and physical development of children. Psychology and pedagogical criteria to which there has to correspond the game method of a children’s environment are defined. In interiors of specialized institutions such criteria are: systemacity, multifunctionality, ratio of scale and child, transformation, modularity and also compliance to the level of psychological development of the child. At the beginning of the XX century the game theory of culture becomes one of the leading culturological concepts, the so-called “game principle” in culture extends. Spheres of a сultorology, philosophy, history, pedagogics, architecture and design covers a problem of game aspect. It is established that the allegorical method in interior design of children social protection institutions is actively used as a training element which helps children with help of allegorical form to acquire the main knowledge of the world around. The metaphorical method, when using in interior design, contributes to the development to imagination at children and also develops their knowledge. The fairy-tale method in architectural-art image of interiors in institutions of children social protection helps to create an illusory environment which protects and raises the child’s self-assessment. Symbolical and ironical methods, as more difficult for understanding of the child, can be used for the senior age group of children. As symbols the positive elements of state history or society which have already settled in the course of children education (flags, the coats of arms, medals, crowns) can be used.