Problem Statement: The emergence of digital technologies and fundamental shifts in children’s modes of living and interaction have introduced novel cognitive challenges for the new generation. Traditional child-centric architecture—by relying exclusively on physical stimuli—often fails to adequately respond to the perceptive-cognitive requirements of children in the digital age.
Objective: This study aims to define and formulate a conceptual framework for spatial quality in child-centric architecture, grounded in the emerging cognitive traits of contemporary children.
Methodology: This study employs a mixed-methods research design. In the first phase, preliminary components were extracted through qualitative content analysis and a systematic literature review. In the second phase, to validate and contextualize these components, the Delphi technique was conducted with 15 experts in architecture and child psychology. The resulting quantitative data were analyzed using Exploratory Factor Analysis (EFA) via SPSS software.
Findings: The findings indicate that optimal spatial quality for children in the digital age relies not only on physical variables, but is also heavily dependent on “functional flexibility,” “the integration of physical and virtual environments,” and “the diversity of sensory-perceptual stimuli.” The final results are categorized into four main layers:
1. Multisensory Perception Layer,
2. Digital Life Layer (Interconnection of Virtual and Physical Realms),
3. Spatial Autonomy and Agency Layer, and
4. Socio-Creative Interaction Layer.
Conclusion: The conclusion of this study demonstrates that to enhance spatial quality in child-centric architecture, architects must shift from static approaches toward designing “dynamic and responsive environments.” The framework proposed in this paper serves as a strategic model for designers, educational space policymakers, and architects to bridge the gap between the digital world and the child’s physical ecosystem.