Modeli unapređenja efekata prostorne konfiguracije osnovnih škola na obrasce socijalnog ponašanja učenika u slobodnom vremenu

Abstract

From early childhood, an individual becomes a participant in various social situations, and the interactions they establish, first within the family and later with peers at school, are considered pivotal for their overall development. Pupils spend a considerable amount of time with their peers engaging in various activities at school, thus the school becomes their "second home". Viewed from this standpoint, the school environment holds a substantial role in facilitating pupil socialization. Within the pedagogical process, during regular classes, specific models influence pupils’ behavior, while during leisure time, more flexible behavioral patterns emerge. During their free time, pupils independently organize their activities and participate in shaping a unique "social space" through particular behavioral patterns. The relationship between pupils and their social activities is primarily related to spatial characteristics. In this sense, the physical features of the school space can influence pupils' perception and emotions, shaping and forming their social behavior. The spatial position and its connection to other spaces develop movement patterns that either support or restrict pupil social interaction. This relationship among a series of spaces, where users move, encounter each other, and become aware of one another, constitutes spatial configuration. Consequently, spatial configuration can either foster or hinder social activities. Accordingly, the spatial configuration of school buildings plays a crucial role in determining the areas of movement and potential pupil encounters. This relationship is systematic and a product of architectural design. This research, within the framework of spatial syntax theory, explores the influence of the spatial configuration of primary schools on pupils' social behavior and interactions during their leisure time. After establishing the theoretical foundation of the subject and the problem, the study was conducted on a representative sample of 20 primary schools in the urban setting of Niš City. By employing quantitative methods of spatial-functional analysis and spatial configuration through syntax analysis techniques, data regarding the potential of architectural solutions within the analyzed pool of school buildings were obtained. Furthermore, a quantitative method of structured spatial observation in the field and a qualitative method of semi-structured interviews with teachers were employed to assess the relevance of school buildings. The research demonstrated a significant impact of the spatial configuration of primary schools on the diversity of pupils' informal activities and interaction distribution. It was found that spatial syntax characteristics affect the occurrence of social interactions, indicating that spaces with high integration values and low configurational depths are conducive to social interactions among primary school students. The identified high configurational accessibility of informal learning spaces directly influences the integration value of the entire system and the potential for interactions among pupils. Through this research, theoretical and practical models of spatial configuration for primary schools were established, which structure and encourage movement, mingling, encounters, and thus shape patterns of pupils' social behavior.