Statement of the Problem: Architectural issues have various aspects, and creatively responding to such issues is an important criterion in evaluating the quality of architectural works, thus seeking effective factors on these aspects is of special importance for prompting the quality of responding to architectural issues. Nowadays, participatory architecture is a general approach which focuses on involving individuals and specialists in the process of designing. In this regard, observing children’s civil rights aiming at obtaining a mutual understanding between the child and the designer is considered as the main focus of designers to children in the processes of participatory designing while frequently ignoring the abilities of children’s thinking system in the areas of idea development and designing. Therefore, using the abilities of children’s thinking system in creating architectural works and its conditions is the main issue in this regard.Research Question: How are the theoretical foundations of the effectiveness of the architect-child participation explained in improving the quality of responding to architectural issues?Research Objectives: The current study aims at introducing a new aspect of participation beyond the general perspective of research so far conducted in this area while considering fundamental concepts in the area of children thinking.Research Method: This research applies a qualitative, fundamental, and descriptive- analysis based method in addition to seven-step meta-synthesis method by Sandelowski and Barrosos. The study results indicated that "architecture-child participatory thinking" can be introduced as a new "architect-child participation" method. In this new method, the product of participation is developed based on "architecture-child interactive thinking", and the role of children is upgraded from "respondent" to "the main thinker". During the design process, children make "creative comments" alongside the architect and the architect simply "standardizes" the end product. تفاصيل المقالة

Nowadays, participatory processes in architectural design for children are considered by many architects. Children's drawings are often used as the participation tool, and the results of participation depend on the architect's interpretation of these drawings. The main problem is the degree of applicability of participation results with children in a given area to children in other areas. Children participating in different participatory processes do not possess the same characteristics of the living environment. Therefore, this study investigates the effects of children's living environment on the results of participatory processes by examining the role of children's living environment in shaping the content of the drawing. To this end, 100 urban and rural children in a participatory process draw on a common design theme. Then, the authors compared and analyzed the content of the drawings. The results showed that the content of children's drawings mainly reflected the characteristics of their living environment. Besides, the children's living environment was found to influence the outcome of participatory processes by influencing their drawing content. The results of interpreting the drawings of children living in an area are entirely local and insufficient, and their use as a design criterion is inefficient for children in other areas and does not yield the desired results. تفاصيل المقالة