The principles of designing children's educational open spaces according to gender differences based on the model of creativity

Educational open space is an important example of physical environment with direct effect on creativity. One important aspect of this effect shall be analyzed via gender. Gender differences start from the embryonic period and create differences, in the brain and subsequently in the effectiveness in learning and creativity. This research contributes to improve the quality of open spaces in educational environments in order to strengthen the role of these spaces in line with the growth of creativity of children, considering gender differences. The main hypothesis is that the principles of open educational spaces design by different architectural systems (physical & functional) have different effects on the creativity of girls and boys. The present research is practical and its research method is survey-exploratory and descriptive statistics. First, by literature review & attitude measurement from architects & psychologists, using an open-ended questionnaire & Delphi method, a closed-ended questionnaire for teachers of kindergartens and preschools was developed to make a survey on. The results analyzed via descriptive statistics & exploratory factor analysis. Thus the effective factors for designing open educational spaces for the development of children's creativity revealed for boys and girls separately. Exploring the main structural factors, a six-sided rotation model was created separately for boys & girls aged ۳-۶ years. To back test the results, the children's attitude test was analyzed & the results of the research led to a .list of design principles of educational open spaces for the development of creativity of girls and boys of ۳-۶ years.