Sindokht Rezaei Liapaee - Ph.D Candidate, Department of Architecture, Faculty of Architecture and Urban Planning, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
Reza Askarizad - Department of Architecture, Rasht Branch, ACECR, Rasht, Iran.
Fariba Alborzi - Assistant Professor, Department of Architecture, Faculty of Architecture and Urban Planning, Qazvin Branch, Islamic Azad University, Qazvin, Iran.

Background Wayfinding involves behavior in order to navigate between the two points of origin and destination. The importance of this issue is considerable; because facility of wayfinding is directly related to improving the efficiency of space, and its psychological effects on human life. This study focuses on the effective physical factors in the wayfinding of educational spaces for children. Materials and Methods The research method has been applied qualitatively and quantitatively. Data collection was done using sketch maps in January 2019. So that, from two primary schools in Rasht, which had a total of 299 primary students 168 sketch maps were collected from the students of different sections using the Cochran formula. It should be noted that for analysis of the research findings, MAXQDA 10 and SPSS 24 software were also used. Results The findings of this research indicate that in the age group of 7-8 years-old parks and playgrounds, in the age group 9-10 years-old green space, and in the age group of 11-12 year-old, entrance signage and navigation boards, were the most important signs in the wayfinding of children into educational spaces. Also, the results showed that there was no significant difference between different groups and the variances are homogeneous. Conclusion Components such as scale changes, the use of cheerful colors, architectural distinctions, the use of textures that fit children s character for materials, such as hearts, stars, or animation characters, graphic and fantasy signs and symbols are suitable stimulants for wayfinding of children aged 7-12 year-old into educational spaces.

Children, Cognitive Map, Educational Space, Mental Image, Wayfinding