Abstract
By means of a design workshop conducted in Niiharu Elementary School, an attempt was made to identify and define children's image and idea of their learning environment. Through investigating explanations and results of indivisual design process an effort was made to understand children's image of their learning environment versus actual physical settings encountered. The results shows that : 1) By observation, children pay attention about whether to be visible to others, to be quiet, to be in the light or dark places, etc. in the corners that they make. 2) Children are likely to think of the space in front of their classroom as their territory. This sense of territory has 'certain interesting implications for configuring the actual learning environment.
