Editor's note: Information contained in this article has been adapted from information contained in the book Environmental Psychology for Designers written by DAK Kopec, Ph.D, CHES and will be published in fall 2005 by Fairchild Books, a division of Fairchild Publications, Inc., New York NY.

In many cultures around the world, color is viewed as a stimulus. Bright and contrasting colors are thought to evoke higher energy levels where as darker colors are thought to be calming.

The meaning of color is not unlike the meaning of life in that color evokes strong opinions, has different meanings for different people, and experts cannot agree upon its value with regard to human behavioral effects. For those 5 percent who experience some form of color blindness, the value of color loses its significance, but for the designer of children’s spaces the use of color is a necessity. As it stands, many academicians dismiss many notions of human reactions brought about by color, but to many teachers and designers of children’s toys color is a significant factor in learning and safety.

The ability to see color and understand depth only starts to begin developing during late infancy (between six and twelve months of age). The use of color for infants therefore has more to do with adults and the early socialization of gender roles. These roles are developed through language (words, tone, volume) and the way the child is handled. For example, adults respond differently to an infant based on the colors that surround that infant (clothing, toys, and environmental décor). An infant dressed in blue will be spoken to in a deeper voice with a stronger tone and be held upright while encouraging gross motor skills associated with standing. Conversely, an infant dressed in pink will be spoken to in a higher-pitched voice, in a softer tone and will be most often cradled in the adult’s arms. These actions help to form the foundations of gender and gender roles.

Developmental Psychologists have known for quite some time that brighter and more contrasting colors are important for toddlers not because of stimulation, but because toddlers, until about age three, have difficulty differentiating colors which means that colors need to be highly contrasting if they are to be understood. As early as infancy, we are taught through the use of such characters as a clown that bright colors equals fun and play. As children, this common theme of bright contrasting colors and fun and play is carried throughout the child’s early years as they learn gross motor skills associated with strength and coordination. It isn’t until the preadolescent stage (about 8 or 9) that children’s environments start to become less about color and contrast and more about words and symbols.

The role of color in children’s environments is also important for safety purposes. Accidents are the leading cause of death among children in the United States. Having playgrounds with low-level items such as balance beams can become a trip hazard for the child running with reckless abandon. By employing a bright contrasting color to the beam, the child can easily distinguish it from the surrounding environment and hopefully avoid tripping over it. However, we must also remember to minimize the use of black and flat surfaces because they can be just as harmful. The color black can be a significant source of heat, and flat surfaces (as opposed to surfaces with dimensionality like grass) do not defuse light. Therefore, children playing on large expanses of flat black surfaces are more susceptible to heat exhaustion, dehydration, and sunburn, and their eyes are very susceptible to light related injuries. While I recommend the use of rubberized padding under such items as balance beams, but when out of doors, I recommend dispersing the matting in smaller sections over a larger surface areas and putting grass between each section. The effect is similar to creating islands of playground equipment. By doing this, heat and light aren’t so concentrated.

While we have seen the value of color in the child’s environment, not every environment the child occupies should be filled with bright contracting color. For example, many people employ the use of bright and contrasting colors in the child’s bedroom. The purpose of the bedroom is for calmness and rejuvenation, not stimulated play. As such when we are designing bedrooms for children we should be thinking along the lines of darker colors. This doesn’t mean that we should abandon themes, but those themes should entice calm behaviors. For example, fantasy scenes with unicorns, leprechauns, and/or fairies on a backdrop of dark blue, moon light, and stars can be calming; another example might be a scene from outer space with rockets, planets, asteroids, and comets. The intention here is to develop an environment that is not only calming, but also inspires safety. Since many are afraid of the dark, we can help them over that fear by showing night scenes that are fun and adventurous.

In western culture, the influence of color begins the day the color pink or blue are used to discern gender. While the infant cannot see nor understand the influence of the color, adults respond and handle the infant based on the belief that the color reflects the infant’s gender. Color continues to play an important role as the infant develops into a toddler because the toddler’s eyesight has not yet fully developed and they have difficulty discerning one color from another. It isn’t until the toddler develops into childhood that color is used more as a means of creating a safe environment. Many children play with little regard to consequences and as such are more susceptible to accidents. Color during this developmental stage can be used to highlight obstacles and potential threats.

As I have illustrated, color is an important component in the development of young people, but we all to often take a notion and extend it beyond its beneficial uses. Bright and contrasting colors in a young person’s room for example are contrary to rest, relaxation, and calming. The bedroom is one place that should inspire rest and rejuvenation within a safe and supportive environment.

Published: November 29, 2004

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David Alan Kopec "DAK" has a Ph.D. in Environmental Psychology with a concentration in perception and design and two master's degrees, one in Architecture and another in Community Psychology. He also has a bachelor's degree in community/public health, is certified by the National Commission for Health Education Credentialing (NCHEC), a member of Interior Design Education Council (IDEC), and studied the practice and principles of Feng Shui in China. Among DAK's most notable accomplishments include the completion of the first textbook on environmental psychology for design, published by Fairchild Books, which won ASID's 2006 Joel Polsky Prize. He has also authored two monographs; the first analyzes the Americans with Disabilities Act along with the common issues faced by an elderly population, published by ASID. The second monograph discusses the design of long-term care facilities in a multicultural society. This is being published by NCIDQ. Currently DAK is working on a second textbook that analyzes health, sustainability and design. Fairchild Books will release this book in the Spring of 2008. Also, DAK is a 2006 award recipient from Rebuilding Together San Diego. DAK is an Associate Professor of Design at the Newschool of Architecture and Design. In addition, DAK has a private practice, provides consulting services and educational lectures at events such as Neo-Con World’s Trade Fair in Chicago, the annual leadership conference for the American Society for Interior Designers (ASID), and dozens of physician conferences and meetings.