Almasi, F. and Pourmahabadian, A. (2023). Explaining the Education Indicators in the Bauhaus School in Order to Improve the Quality of Architecture Education. Iranian Journal of Architecture and Urbanism. 14(2), 197-177.
Almasi, F., & Pourmahabadian, E. (2023). Educational indicators in Bauhaus school for enhancing the quality of architectural education. Journal of Iranian Architecture & Urbanism (JIAU), 14(2), 177-197.
Amini, S. (2019). A comparative study of creativity workshops in art education based on the philosophy of Bauhaus. Journal of Research in Art and Aesthetics, 3(1), 71–92.
Baghalian, A., Keramati, G., Soltanzadeh, H. and Matin, M. (2022). Explaining the impact of the Bauhaus approach on the architectural works of fine arts students of the University of Tehran (with emphasis on the Pahlavi period), Bagh-e-Nazar Journal, 20(129), 90–75.
Bahrami, N., Mohammadi, M., and Dehghani, N. (2020). The role of experiential learning in the cognitive development of preschool children. Quarterly Journal of Modern Educational Sciences, 6(2), 45–62.
Birks, M., & Mills, J. (2015). Grounded theory: A practical guide (2nd ed.). Sage Publications.
Carney, S. (2022). Reimagining our futures together: a new social contract for education: by UNESCO, Paris, UNESCO, 2021, 186 pages, ISBN 978-92-3-100478-0.
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Davis, J. H., Drake, J., & Green, K. (2020). Art and Early Childhood: Creative Foundations. New York: Routledge.
Dewey, J. (1986). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
Edwards, C., Gandini, L., & Forman, G. (2012). The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. Praeger.
Epstein, A. S. (2014). The HighScope Preschool Curriculum. Ypsilanti, MI: HighScope Press.
Forgács, É. (1995). The Bauhaus Idea and Bauhaus Politics. Budapest: Central European University Press.
Gropius, W. (1965). The new architecture and the Bauhaus (Vol. 21). Mit Press.
Irshad, S., Maan, M. F., Batool, H., & Hanif, A. (2021). Vygotsky’s Zone of Proximal Development (ZPD): An evaluative tool for language learning and social development in early childhood education. Multicultural Education, 7(6), 234-242.
Kaplan, A. (2022). Designing Bauhaus education. Schools, 19(2), 408-419.
Katikas, L., & Sotiriou, S. (2023). Schools as living labs for the new European Bauhaus. Universal Access in the Information Society, 1-12.
Katikas, L., & Sotiriou, S. (2023). Schools as living labs for the new European Bauhaus. Universal Access in the Information Society, 1-12.
Kazemzadeh, M.A. and Mirdrikundi, P. (2019). Analytical recognition of architectural education methods in the Beaux-Arts School in Paris and the Bauhaus School in Germany, Journal of Modern Urban Planning Studies in the World, 1(2), 93-92.
Kiani, Z. and Masoomzadeh, F. (2023). Modern Features of the Teachings of the International Bauhaus School Based on Hans von Manen's Functional Theory, Journal of Visual Arts, 12(23), 43-60.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Lerner, F. (2005). Foundations for design education: Continuing the Bauhaus Vorkurs vision. Studies in Art Education, 46(3), 211-226.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Maghsoudloo, M. and Noorani, S. M. (2019). Formalism Style and Its Application in the German Bauhaus School, Journal of Graphics and Painting, 3(12), 228-219.
Maleki, H. (2017). Curriculum in Preschool Education: Fundamentals and Models. Tehran: Samt Publications
Milteer, R. M., & Ginsburg, K. R. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 129(1), e204–e213.
https://doi.org/10.1542/peds.2011-2953.
Montessori, M. (1967). The Absorbent Mind. New York: Holt, Rinehart and Winston.
O’Connor, Z. (2021). The Shillito Design School: Australia’s link with the Bauhaus. The International Journal of Design in Society, 6(3), 149.
ÖZALTUN, G., & KAHRAMAN, M. E. (2024). The Effects of the Bauhaus School on Present-Day Basic Design Education. ULUSLARARASI AKADEMİK BİRİKİM DERGİSİ, 7(1).
Rezaei, F., Hosseinikhah, A., K., Marjan and A. Kamran. (2021). A comparative study of early childhood art curriculum in Australia, Canada, Finland, New Zealand and Iran. Iranian Quarterly Journal of Comparative Education, 5(4), 2098-2125.
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
https://doi.org/10.1080/00313830802497265.
Sarkhosh, Sh., Sadeghi, A.R., Faghih-Aram, B., Shabani, H., and Zabihi, R. (2020). Identifying the components and elements of a curriculum based on developing problem-solving skills in order to provide an optimal model for the preschool period. Quarterly Journal of Curriculum Studies, 9(1), 43–72.
Tóth, A., Molnár, G., & Kárpáti, A. (2021). Learning about Colour–The Legacy of the Bauhaus Masters. International Journal of Art & Design Education, 40(1), 108-125.
Waite-Stupiansky, S. (2022). Jean Piaget's constructivist theory of learning. In Theories of early childhood education (pp. 3-18). Routledge.
White-Hancock, L. (2023). Insights from bauhaus innovation for education and workplaces in a post-pandemic world. International Journal of Technology and Design Education, 33(1), 261-279.
White-Hancock, L. (2023). The Bauhaus School: An Historical Account of Transdisciplinary Practice. In The Art and Science of Innovation: Transdisciplinary Work, Learning and Transgression (pp. 51-73). Cham: Springer International Publishing.
Wick, R. (2000). Teaching at the Bauhaus. Ostfildern-Ruit: Hatje Cantz. Available at:
Wick, R. (2000). Teaching at the Bauhaus. translated by Stephen Mason. Ostfildern-Ruit, Germany: Hatje Cantz.