الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
Primary education is a key factor in developing children’s character and fulfil their special needs during schooling life. Subsequently, governments and educational organizations pay significant attention to this educational phase. Furthermore, the quality of the educational environment impacts educational performance. In most cases, The Egyptian schools underestimate the importance of the design quality of the schools’ outdoor environment unlike educationally developed countries especially those interested in outdoor education. Thus, it is essential to highlight the role of the natural environment and the welfare of the educational outdoors environment for children in schools among urban planners, designers, and governmental authorities.
Unfortunately, the national Egyptian guidelines for schools’ outdoor environment set by GAEB (General Authority for Educational Buildings) lack the design principles of schools’ outdoor environment. These schools’ outdoor areas considered a complimentary area for the school building only.
The study adopts that the design language of outdoor spaces is ONE of the means of educational tools. Hence, this study aims to build design principles for an educational outdoor environment for primary schools. These principles study the relationship between the educational settings children’s development dimensions and the characteristics of the children’s outdoor environment. The thesis classified these environment’s characteristics into three categories: the motivations factors, the usability factors, and the legibility factors to create an active environment for children.
In addition, the compatibility of the principles relative to the governmental Egyptian and UK’s design guidelines of the primary schools’ outdoor environment was analyzed. These guidelines of Egyptian and UK were analyzed based on the design principles. This analyzes identified the strengths and weaknesses in supporting the outdoor educational environment. This led the study to analyze these impacts on real schools’ models of both countries. The UK represents different methods and tools to apply these principles other than Egyptian guidelines that represent general lack in applying these principles.