Playful design elements in kindergarten wayfinding system: stimulation of emotions and interaction

Abstract

This study explores the role of playful design elements in kindergarten wayfinding systems through a case study of multiple world regional kindergartens. Groups of such elements were identified and methods for forming their figurative solutions were outlined. It was found that playful design not only improves children's spatial cognition, but also turns signs into interactive learning tools that form emotional connections. The work presents a new perspective on the visual design of the kindergarten environment, aimed at improving children's learning experience and their emotional development.