Pedagogical approaches in teaching architecture for children: a comparison between educational methods used in the School of Architecture and in the Faculty of Educational Sciences

This article presents and compares two pedagogical approaches in university teaching for the training of architecture and education professionals. After describing the needs related to children's understanding of architectural space, we deduce the training objectives that university teaching must meet in order to train teachers for such learning. We then go on to present experiences of didactics carried out at the Faculty of Education Sciences in Granada (Spain) and at the Clermont Ferrand School of Architecture (France) which contribute to basic training in the didactics of architecture and the city for children and primary school pupils. We thus present two complementary visions of teaching that promote education in architecture from different academic spheres, each of which contributes in its own way to making architecture a significant element of our personal background during childhood.