Abstract This paper emphasises the attribute of Post Occupancy Evaluation (POE) in school (re) design by extending the research toward genuine participation and evaluation. It aims to re-conceptualise “child's participation” through exploring its relationship with POE by observing child-built environment connection and by demonstrating how children engage with the problems of school design. This empirically grounded research presents eight workshops with three different schools in Albania. It explores the process, outcomes, challenges, and opportunities during the active involvement of a total of 502 children aged 10–14 years old. The research incorporates a multiplicity of techniques from both creative and evaluative methods: essays, wish poem, drawing, model making, poster design, visual/POE questionnaire and walk-through are some that ensure a comprehensive achievement of children in the process. The study confirms the utility of participation in school design as a tool to propose child-oriented spaces. Within the results, six design concepts of the desired school building of children are identified. These are flexibility, horizontality, campus-like environment, transparency, accessibility, and ecological concept. We propose a participation language based on the experience, perception, imagination, and active involvement of the children in the learning environments. It concludes that children participation builds upon a spatial experience which lies on the child-school relationship. Language is dynamic and allows researchers and designer to edit and annotate whenever needed, but by always referring to the school of children active and present in participation. It emphasises the POE-participation connection and to further open the discourse of participation to the Albanian public.

中文翻译：

---

评价性、包容性、参与性：与儿童一起为学校建筑设计开发一种新语言

摘要 本文通过将研究扩展到真正的参与和评估，强调了学校（重新）设计中的入住后评估（POE）的属性。它旨在通过观察儿童建造的环境联系和展示儿童如何参与学校设计问题，探索其与 POE 的关系，重新定义“儿童参与”的概念。这项以实证为基础的研究在阿尔巴尼亚的三所不同学校举办了八场研讨会。它探讨了 502 名 10-14 岁儿童积极参与的过程、结果、挑战和机遇。该研究结合了来自创意和评估方法的多种技术：散文、心愿诗、绘画、模型制作、海报设计、视觉/POE 问卷和走查是确保儿童在此过程中取得全面成就的部分。该研究证实了参与学校设计作为提出面向儿童的空间的工具的效用。在结果中，确定了所需儿童学校建筑的六个设计概念。这些是灵活性、水平性、校园般的环境、透明度、可达性和生态概念。我们根据儿童在学习环境中的经验、感知、想象力和积极参与提出了一种参与语言。它的结论是，儿童的参与建立在一种基于儿童与学校关系的空间体验之上。语言是动态的，允许研究人员和设计师在需要时进行编辑和注释，但总是指活跃和参与参与的儿童学校。它强调 POE 与参与的联系，并进一步向阿尔巴尼亚公众开放参与的话语。