Interior Design Program


Date of this Version

Summer 8-2014


Yacan, Safak D. "Impacts of Daylight on Preschool Students' Social and Cognitive Skills." Master's Thesis, The University of Nebraska-Lincoln, 2014


A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science, Major: Architecture, Under the Supervision of Professor Mark Hinchman. Lincoln, Nebraska: August, 2014

Copyright (c) 2014 Safak Dincer Yacan


The focus of this study is the element of daylight in preschools and its social and cognitive effects on preschoolers. The current study is a correlational study that assesses infants’ social and cognitive developments, and daylight in preschool classrooms. Participants were 69 children (30 boys and 39 girls), aged from four to five, who enrolled in two different early childhood facilities in Van in Turkey. It was hypothesized that preschoolers’ social and cognitive skills would be correlated with daylight in preschool classrooms. Results revealed that there was a crucial correlation between preschool students’ social behavior and cognitive skills and daylight in preschool classrooms. It was also hypothesized that there would be a correlation between classrooms’ daylight conditions and students’ social competence in preschools. The results showed that there was a significant correlation between students’ social behaviors and preschools’ classrooms daylight conditions. Furthermore, students’ cognitive skills were also crucially correlated with classrooms’ daylight conditions in preschools. However, there was not an association between boys and girls regarding social behavior and cognitive skills. Additionally, children’s social competences and cognitive behaviors did not significantly differ by age. Also, limitations of the current study and further considerations are discussed.

Adviser: Mark Hinchman