Aim: Considering the effects that open school spaces can have on students, the aim of the study is to provide guidelines for designing school open spaces to enhance level of emotional intelligence and learning in primary school children. This can be done through enhancing the level of motivation and providing the appropriate space to play. Methods: In this research a quantitative-qualitative research method is applied. Also the Delphi system of gathering data is used to produce content-table and questionnaires. According to the Kline, the sample size is calculated around 326. Teachers and school designers were questioned using randomized cluster sampling. Results: The data is evaluated in SPSS software program version of 22 using R factor analysis to produce analytical model in Amos. The results of the research indicate that physical aspects of space including: natural and diverse elements, spaces with cultural functions, Semi-private (with supervision) and flexible environments, spatial diversity, space for different types of play and diverse connections between open & close spaces affect the meaning aspect of space which is considered emotional intelligence. Conclusion: School open spaces are physical sites as well as social sets. Students’ behavior, abilities and space applications can be affected by spatial characteristics in schoolyard and improving emotional abilities.
