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Summary
Summary
This fully illustrated guide to the planning and design of pre-school facilities for children is supported by a broad range of case studies, drawn from around the world. Both new buildings and adapted premises are covered. Essays on social development and childcare put the projects in context. Based on extensive research, Kindergarten Architecture offers the designer a unique survey of the best designs in kindergarten architecture. Two new kindergarten buildings are added to the case study section and the author provides guidance on the practical implications of recent changes to pre-school education. Contains two new case studies, 1. Corning Child Development Centre, New York and 2. Bornehaven De Fire Arstider, Copenhagen.
Author Notes
School of Architecture and Interior Design, University of Brighton.
050
Table of Contents
| Foreword Peter Mortimore & Peter Blundell Jones |
| Preface and acknowledgements |
| A note on methodology |
| Introduction |
| 1 An architectural framework for an educational discussion: conceptions and contradictions |
| 1.1 Definitions |
| 1.2 Playing with a secure world |
| 1.3 An architecture for the imagination |
| 1.4 Benefits of the recent growth of pre-school facilities |
| 1.5 Social aspirations and women's rights |
| 1.6 Unemployment, social deprivation and the television as a pacifier |
| 1.7 Demographic transformations: needs and benefits |
| 1.8 The wider role of kindergartens and children in the city |
| 1.9 Pre-school educational curricula |
| 1.10 High/Scope |
| 1.11 Mature systems |
| 1.12 Summary |
| 2 A selective history: aspects of children's culture and architecture for children |
| 2.1 History and concepts |
| 2.2 Childhood before child care: London |
| 2.3 Educational thought from Rousseau and Froebel |
| 2.4 Pedagogical drawing, Froebel and learning to see |
| 2.5 Maria Montessori, Frank Lloyd Wright, Rudolf Steiner |
| 2.6 Summary |
| 3 Meaning in contemporary kindergarten architecture |
| 3.1 Didactic versus neutral |
| 3.2 Metaphor |
| 3.3 The organic |
| 3.4 Late modernism |
| 3.5 Summary |
| 4 Defining quality: characteristics of space within the kindergarten environment |
| 4.1 Symbolic meanings |
| 4.2 Entrance spaces and lobbies |
| 4.3 Secret spaces: the house within the house, niches, corners and dens |
| 4.4 Kitchens, storerooms, washrooms and lavatories |
| 4.5 The body: water play, baths and pools |
| 4.6 The external environment: gardens, fields, meadows |
| 4.7 Art studios |
| 4.8 Light and colour |
| 4.9 Economy and cost |
| 4.10 The 'green' nursery school: orientation |
| 4.11 Heating |
| 4.12 Lighting |
| 4.13 Summary The Projects Introduction |
| Organic/metaphorical Nant-Y-Cwn Steiner Nursery, Llanycefn, Wales |
| Heddernheim-Nord 'Kita', Frankfurt, Germany |
| Jardin de Ninos la Esperanza, Tijuana, Mexico |
| Borneinstitutioner, Amager, Copenhagen |
| Luginsland Kindergarten, Stuttgart, Germany |
| Bungawitta Children's Centre, Launceston, Tasmania, Australia |
| Late Modern UCLA Child Care Center, Los Angeles, California, USA |
| Eckenheim-Sud 'Kita', Franfurt, Germany |
| Greisheim-Sud 'Kita', Franfurt, Germany |
| Centre de Vie Enfantine, Lausanne, Switzerland |
| Stenby Personalbarnehage, Akerhus, Norway |
| Lutzowstrasse 'Kita', Tiergarten, Berlin, Germany |
| Contextual Gross-Zeithener Chausee 'Kita', Berlin, Germany |
| Open-Air Kindergarten Annexe, Takarazuka, Japan |
| Scuola dell' Infanzia Diane, Reggio Emilia, Italy |
| Bornehus, Viborg Seminariet, Aarhus, Denmark |
| Scuola dell' Infanzia e Asilo-nido Cantalamessa, Bologna, Italy |
| Neugereut Kindergarten, Stuttgart, Germany |
| Illustration acknowledgements |
| Index |
