This study aims to evaluate current locations of preschool education institutions and suggest alternative spatial arrangements in the Afyonkarahisar province in Turkey, using heuristic location-allocation modelling approaches to improve overall spatial accessibility. The population totals were generated by supplying a unique code for each spatial unit. The census information was joined with a vector layer to transfer the population values to source units. In order to better predict the school age population distribution structure within the source zones, an intelligent areal interpolation approach was performed. The digital boundaries of the central district and villages of the Afyonkarahisar province were used as the source zones. The population surfaces of the source units were modelled by using the Corine Land use/cover (2018 dated) dataset and dasymetric mapping method. The gridded population surface model with population estimates and 1199 grid points across the province were used to model the preschool aged population in need of preschool educational services. With the current distribution of preschools in Afyonkarahisar, the preschool aged population would have to travel an average distance of 4629.49 m to access the closest preschool to them. The results of this study show that the provision of alternative preschool locations decreased the average travel distance from each residential home to each preschool by 626.82 m, thereby improving overall accessibility to preschools.

这项研究旨在评估学前教育机构的当前位置，并使用启发式位置分配建模方法来改善总体空间可及性，从而提出土耳其阿菲永卡拉希萨尔省的替代空间安排。通过为每个空间单位提供唯一的代码来生成总体总数。普查信息与矢量层结合在一起，以将总体值传输到源单位。为了更好地预测源区域内的学龄人口分布结构，执行了智能区域插值方法。阿菲永卡拉希萨尔省中心地区和村庄的数字边界被用作源区域。通过使用Corine土地利用/覆盖（2018年日期）数据集和dasymetric映射方法对源单位的人口表面进行建模。利用全省人口估计的网格化人口表面模型和全省1199个网格点，对需要学前教育服务的学龄前人口进行建模。根据目前在Afyonkarahisar的学前班的分布情况，学龄前人口必须平均行驶4629.49 m才能访问距离他们最近的学前班。这项研究的结果表明，提供替代性的学前教育位置可以使从每个住宅房屋到每个学前教育机构的平均旅行距离减少626.82 m，从而改善了学前教育机构的总体可达性。利用全省人口估计的网格化人口表面模型和全省1199个网格点，对需要学前教育服务的学龄前人口进行建模。根据目前在Afyonkarahisar的学前班的分布情况，学龄前人口必须平均行驶4629.49 m才能访问距离他们最近的学前班。这项研究的结果表明，提供替代性的学前教育位置可以使从每个住宅房屋到每个学前教育机构的平均旅行距离减少626.82 m，从而改善了学前教育机构的总体可达性。利用全省人口估计的网格化人口表面模型和全省1199个网格点，对需要学前教育服务的学龄前人口进行建模。根据目前在Afyonkarahisar的学前班的分布情况，学龄前人口必须平均行驶4629.49 m才能访问距离他们最近的学前班。这项研究的结果表明，提供替代性的学前教育位置可以使从每个住宅房屋到每个学前教育机构的平均旅行距离减少626.82 m，从而改善了学前教育机构的总体可达性。学龄前人口平均需要行驶4629.49 m，才能找到离他们最近的学龄前儿童。这项研究的结果表明，提供替代性的学前教育位置可以使从每个住宅房屋到每个学前教育机构的平均旅行距离减少626.82 m，从而改善了学前教育机构的总体可达性。学龄前人口平均需要行驶4629.49 m，才能找到离他们最近的学龄前儿童。这项研究的结果表明，提供替代性的学前班位置可以使从每个住宅房屋到每个学前班的平均旅行距离减少626.82 m，从而改善了学前班的总体可达性。