Abstract:

Increase in the use of natural energy resources in 20th century with the increasing population and advancing technology and decrease of natural resources of the earth expeditously, caused environmental problems to increase substantially. In this context intense studies have been implemented for solutions that would least consume these resources, provide the sustainability and protect the environment. Sustainability studies have concentrated on various buildings beginning from 1980s. One of these buildings is educational buildings. The first step in achieving this is to design all of the schools with a sustainable understanding and make students to adopt the sustainable education understanding beginning from the preschool education period. Studies on sustainable educational buildings continue by concentraing on economic, ecological, social and culturalsustainability which constitute total sustainability as they are in other buildings types. Educational buildings that are sensitive to the environment, aimed at preserving the quality of education and the health of children have an important place   in terms of  creating a more conscious and healthy world for both the current young generation and future generations. Some  sustainability components and  their criteria   stand out  because of some causes such as the buildings being located in different climate areas and land conditions, the differences of the potentials around their environments, variability of the budgets allocated  for the buildings.   Within this scope, the study has been discussed social and cultural sustainability components of sustainability. The purpose in this study is to evaluate and examine the effect of social and cultural sustainability components, and the factors it consists of , to the areas  successful ''sustainable preschool educational buildings” selected from architectural world literature, the society it belongs and environment

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