Download Architecture for Children by Sarah Scott PDF

By Sarah Scott

ISBN-10: 0864318545

ISBN-13: 9780864318541

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There is a direct correlation between the stress levels of children and staff and the amount of space available to them within a centre. Spaces that are too large and multi-purpose can lead to noise and confusion, however spaces that are too small can create heightened levels of stress and anxiety. In the article, How big is too big? , Gary Moore proposes 42 to 50 square feet per child as the ideal. He suggests providing a generous amount of space subdivided into ‘resource rich pockets’, stating: We have also known from as early as the mid 1960s (from environment behavior studies by Hutt and Vaizey) that too little space and too high a density of children (less than 35 square feet of useable activity space per child) not only leads to a feeling of being in a closet, but more fundamentally is associated with more aggressive/destructive behavior, less constructive interaction, and less quiet, solitary play.

All the facilities are informally gathered within the large communal play space and accessed by an open structure of stairs, bridges and decks, which afford the user a view of the totality and encourage encounter. At Ashmole Preschool and Primary School in London, a simple entry alcove is created by a covered way and some masonry partitions with viewing windows and seats along the main circulation route, painted a special colour to highlight the area’s uniqueness. The Children’s School, New Canaan, NY, USA 33 ARCHITECTURE FOR CHILDREN 1 5 9 2 6 10 3 7 4 8 34 11 THE CHILDREN’S CENTRE ENVIRONMENT 12 SHARED SPACES 1 Klisterburken Nursery School, Stockholm, Sweden 2 Hosmarinpuisto School & Daycare, Espoo, Finland 3 Dining room, I Ur Och Skur Primary School, Stockholm, Sweden 4 Paulo Freire Preschool, Reggio Emilia, Italy, photograph courtesy of Tiziano Teneggi Architect, Reggio Emilia 10 Transition space, Maibara Cho Preschool, Shiga, Japan 11 Lanterns Nursery School & Children’s Centre, Winchester, UK 12 Several entry points, Soinisen Koulu Primary School, Helsinki, Finland 13 Ashmole Preschool & Primary School, London, UK 14 Entry area, Paulo Freire Preschool, Reggio Emilia, Italy 5 Ruusutorppa central space, Espoo, Finland 13 6 Manager’s desk overlooking oval, Fuji Kindergarten, Tokyo, Japan 7 Rooftop, Fuji Kindergarten, Tokyo, Japan 8 Kindergarten Nussackerweg, Ludwigsburg, Germany 9 Open circulation, Fawood Children’s Centre, London, UK 14 35 ARCHITECTURE FOR CHILDREN 36 THE CHILDREN’S CENTRE ENVIRONMENT Space Space is not just about storage.

And a sense of great space can be achieved architecturally, with soaring lofty ceilings contrasted against smaller structures, by flooding open voids with natural light and by drawing the eye up, out and beyond, into ‘borrowed’ space beyond windows or openings. Current neuroscientific thinking (outlined on p. 20) requires that our educational interiors emulate outdoor qualities if they are to be effective areas for learning. So perhaps the ideal is an ever-present sense of not just our immediate surroundings but also the larger context around us, of the universe above continually contrasted against our small cave below.

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