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Children are careful and aware of what they see in their environment. Educational places can create their first experiences from the social environment and learning. Most researchers believe that a child who has a good experience in educational settings, the cognitive and behavioral processes that follow, will increase his creativity and help maintain his learning.
Statement of the problem: Today, there is no proper place to educate children in a way that meets their needs, and most places are not designed for such a purpose and are used as needed.
Purpose: The main goal of this research is to find the components of the design of the educational environment in which the child has a sense of intimacy and unity with space. This increases the feeling of creativity of the child and increases the activity and mobility of the child in the environment.
Research Methodology: The research method in this way is a quantitative approach with logical reasoning. The method of data collection is the use of documentary studies and information gathering based on cognitive narrative with the use of visual preferences technique. A deep interview was conducted in a sample population of 10 children aged 8 to 10 years, which is based on a statistical test of adequacy.
Conclusion: Research findings show that in the architecture of the child's learning environment, factors such as seduction, diversity, mobility, flexibility, interstitial space and transparency are the most important indicators for improving the quality of space from the perspective of the child's addressed

Keywords: Educational space, children's architecture, environmental quality, narrative, visual preferences

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