Little 'houses of light' - new design in Japan

  
A new early childhood centre on the outskirts of Nagahama city in Shiga that is designed to give feelings of transparency with room that are 'houses of light' - square, colourful light-wells, which arouse different moods and changing light patterns.

The use of 'light wells' seems to be a common trend within contemporary early childhood centres, fitting with the idea of interesting ceiling planes, which is known to interest young children.








A mixed palette of colour, materials and forms makes for interesting and varying spaces.

















 
Would love to see the spaces in use, and the outside finished and in use.

Via ArchDaily.

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The best school in the world exhibition at museum of finnish architecture

 
Over the past decade, Finland has excelled in international student assessments, could this in part be down to the architecture enabling environments that are conducive for learning?

This exhibition highlights seven schools in detail, offering a varied sample of functional and architectural solutions, examining how contemporary school architecture addresses the varied needs of today's learners and multiform teaching methods.


upper secondary school and vocational college, sipoo, finland 2007 by k2s architects ltd


joensuu lyceum, joensuu, finland, 2007 by lahdelma & mahlamäki architects


sakarinmäki school and day nursery, helsinki, 2006 by arkkitehtitoimisto sari nieminen


joensuu lyceum, joensuu, finland, 2007 by lahdelma & mahlamäki architects


kirkkojärvi school, espoo, finland, 2010 by by verstas architects


hiidenkivi school, helsinki, finland, 2005 by häkli architects

kirkkojärvi school, espoo, finland, 2010 by verstas architects

Via DesignBoom.

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Approaches to Early Childhood Learning by Context

    
Kindergarten, nursery school, preschool, daycare, child-care centres or early learning centres...each embody specific meanings in its context.

Notes are taken from Kindergarten Architecture (2005) by Mark Dudek, Sarah Scott's Churchill Report: Design For Children's Services (2008) and from website Imagine: Inspirational School Design. (See Reading List for more information).

Japan

The Japanese early childhood education system is supported by a mixed range of state, religious and privately funded facilities which provide services for 85% of children over the age of three. The competitiveness of Japanese society means that early learning is considered an important step on the education ladder. (Dudek, 2000: 3)

Relating to the small scale and playfulness are not just for children's centres in Japan, these qualities pervade their whole culture so they excel at creating space for the young. They are adventurous, using interactive components to add creatively to the architecture, not inhibited by over restrictive codes. We can learn a lot from the Japanese about providing enrichment: through attention to detail and cultural relevance, providing a hierarchy of scale, inventive use of materials, texture and colour. (Scott, 2008)

Socially, early childhood centres are very much a part of the school system, not just for care, bu ti viewed as an important transition from family to school, and family involvement is encouraged. Inevitable in such a large structured society (the uniform is everywhere, polite rituals dominate all exchanges) the idea of children having privacy or a voice is not high on the agenda. But Japanese culture cherishes children and provides them with a context that is nurturing. (Scott, 2008)

The outdoor play areas are not conceived as gardens but rather as utilitarian areas, often quite stark with minimal facilities. Japanese centres are quite densely populated with a small space to child ratio. (Scott, 2008)


Fuji Kindergarten, Tokyo: Tezuka Architects

Context: A privately run centre, it accommodates for local (middle-class) children as well as some commuters, it also runs a bus service with specified pickup points.

Pedagogy: Is not based on any European models such as Reggio Emilia, Montessori, Froebel or Steiner (considered "old"). There is however, an emphasis on learning through play. It's programme also includes reading, writing, English lessons, an adventure playground, outdoor lesson space, and a real Shetland pony! Plus it includes organised trips to nearby farms. All learning happens in one classroom for each year group.

Space: The open play space is large for lots of running around. It is, however, very exposed, offering no spaces for quiet retreat.

Child-scale: The architecture has considered the scale of the child, with everything designed for children to manoeuver about.

The Architecture: Scott in her analysis says: "The idea of bringing everything back to first principles pervades everything, from the uniform wooden furniture and plain white walls to the open air exposed steel and concrete stairs."  (Scott, S, 2008: 9)

Playful elements include the slides from the landscaped roof and the trees that permeate the building, enabling the children to climb. The circular layout of the centre I feel is fairly controlling and perhaps is used for monitoring behaviour...The centre also appears to be fairly hidden, and shut off from the wider community.




UK

The Sure Start programme started in 1997 as a Government initiative, resulting in a number of new centres being built across the UK. These have focused on how to combine child and community services.


From Scott's analysis of the UK's approach to early childhood centres: "The British love individuality, clutter and complexity, it is a product of their heritage and these qualities dominate their children's centres.



Cowgate Under 5's Centre, Edinburgh: Alan Murray Architects

Context: Edinburgh is a grand and picturesque town with a rich history. The centre is located in the old part of town just below the castle. The area is steeped in history back to the 14th history. Narrow cobble stoned streets twist and turn up a steep hill with a castle atop a rock. Many small paths wind up the hill with archways, cafes, pubs and shops opening onto the pathways, creating many interesting nooks and crannies. The centre is nestled in behind a row of old terraces. It is accessed through an archway, down some steps. The centre is housed under a protective metal clad curved vault in two stories, with staff and service areas upstairs and playrooms downstairs. The outdoor play area is not visible from the close and steps down the remainder of the site with a large ramp, which is integrated into the play area.

Pedagogy: The centre is based on Froebel's philosophy - providing a beautiful natural environment and meaningful activities discovered through play (cooking, gardening, looking after animals, recycling, and creative expression). Scented candles, ambient music, harmonious colours in the interiors, the child is seen as an autonomous individual able to take risks and responsibilities. There is a separate pet in each room and a working kitchen where the 3's and 5's make bread each morning. There is also a compost and worm farm for the garden where they grow vegetables and a high scope outdoors play area with climbing frames.

Child-factors: The fluid arrangement of playrooms in relation to the outside and the service areas gives the children real freedom to be autonomous and feel cnnected. the feature partition wall between play areas and the corridor are thoughtful with different sized and coloured openings at all different levels. It is child-scaled and full of playful interest. The rooms are big enough to have climbing equipment inside and the high skylights lets in light.



United States of America

In the USA, early learning are usually classes associated with the main school. There are also 'nursery schools' which are privately run, often funded by corporations and located close to parents' workplace, as well as some 'play group' facilities. Child development centres support children from poor communities and are organised under the well known Head Start programme - which seeks to engage the whole community in the life of the institution with parents expected to offer their time. (Dudek, 2000: 3)

 

The Children's School, Stamford, USA: Maryanne Thompson Architects

Context: Situated an hour out of New York, the area is also the wealthiest residential area in America. Most children who attend are locals, but some come from afar. The only way to get to the school is by car. Set in manicured floral gardens amongst beautiful natural forest of birches and other European trees. The site offers an ideal setting.

Pedagogy: Montessori based, but they also acknowledge Piaget, Dewey, and Hiemgenacht and put a particular emphasis on the triangular relationship between the environment, teacher and child. Some of the principles they adhere to are:
- Work at the child's level on the floor, there are very few chairs
- Art for process not for product. Art can be taken home or stored away but for the most part it is not displayed. Rather look at nature.
- Keep it simple: black, white, grey, order, space, light. The storage is extraordinarily organised and out of site, hidden behind white doors. Each area is minimally furnished with geometrically defined minimalist pieces and then any objects put on the table are carefully arranged. Everything is highly ordered. The Montessori tools are arranged like artwork.

Space: The open plan area is loosely divided into home bases which are defined by the fragmented roof form. In addition, they have a gym/dining area, an art house, and two separate residences plus the old school building, which are used for parent and staff areas. There is a large open outdoor play space with two big sandpits.

Child-factors: The children love the high skylights, interesting roof volumes, and tall tree windows. The recessed pits and soft square climbing boxes.

Encounter or enclosure? The light modulated roof form, big picture tree wondprs, the external bridges and verandahs connect the centre to the natural surroudnings, yet still feels cosy and protected. The fluid open plan is conducive to the interplay between staff and children, working as a team.

The Architecture: Elegant, simple, contemporary - the building is literally cut into by the natural environment and the lighting and views throughout to the trees beyond. It is naturally lit, ventilated and uses natural materials as much as possible. Water is collected to be reused in the garden and recycling was considered throughout the project.



Photo's from Imagine - Inspirational School Design

France

In France, state-run early schools are usually called ecoles maternelles, while privately run schools are called jardins d'enfants. The state sector now serves over 95% of children aged 3-5. France also operates other day care provision, such as creches, which cater for under 3's and some centres de petit enfance (children's centres) which deliver combined age-integrated services. (Dudek, 2000: 3)



Ecole Maternelle, Marmoutier: Dominique Coulon 

Context: Located about half an hour out of Strasbourg in a small wealthy village dominated by a beautiful 10th century stone Abbey. The view in all directions is of well manicured farmland, often bordered by a row of tall plane trees with the mountains far off in the distance, and old traditional cottages nearby. It is very picturesque and quiet. The school is below the street line, down a gentle grass slope. So as you approach it, you first see a dried twig fence, then the folding roof line, the dark materials making it fairly discreet and inconspicuous. Preschool from the ages of 3-6 is free, and at Marmoutier the hours are from 8am-11.30am, then home for lunch and then 1pm-3.30pm.

Pedagogy:The classroom set up is very formal with tables and chairs, a front teachers desk and blackboard. The school also included a library and computer room, it appears that the school is seen as an extension to primary school.

Space: In France, all government buildings are put to open competition, each architect is paid for their submission and then a relevant jury selects one. There was no involvement with the teachers or children in the early design stage. The client asked for five classrooms an, one library and one gymnasium. The architects suggested the gymnasium be central and open to eliminate corridors and provide and open plan fluidity.

Child-factors: There is little outdoor connection, and play space. Yet there is a rich use of materials and lighting, and a varying roof plane.

The Architecture: The architecture statement is one of multi-layered complexity - the colour and materials and lighting work with the roofs planes making for beautiful compositions, with each room being different.

Sustainability: Massive walls retain temperature internally, whilst a lighter outer skin allows heat to be lost in summer. The building faces south-west, and underfloor heating and cooling from water pipes is utilised. There are also sensors in the roof that turn on mechanical vented fans when the air rises is too warm. Roof water is collected in an internal, visible water basin.

 

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Kid's Spaces: A book that showcases space for young children

   


Published in Australia in 2004, Kid's Spaces: Architecture for Children provides examples of design for children, including furniture, retail, hospital and relevant to my research, day-care.

The book includes examples of early learning centres from around the world:

Houtoku Kindergarten: Iwaki City, Fukushima Prefecture, Japan - Environment Design Institute

 

Organised around a concept of family inclusion, the kindergarten in run by a local Buddhist community. The architects worked closely with the community to understand the requirements, and to devise the best design for the new kindergarten and school building. Modeled on the concept of a village, the design features a playground square and a planting/farm area. 




Nonaka Preschool: Fujinomiya City, Shizuoka Prefecture, Japan - Environment Design Institute

 


This preschool stands on a hilltop in view of Mt Fuji. A promenade on the north side provides circulation and connects the inner corridor and preschool rooms.



Tsukushi Daycare Centre: Yokohama City, Kanagawa Prefecture, Japan - Environment Design Institute

 


Catering for 60 children, this day care centre has a central courtyard divided into two, with one section for ages under one year; and a section for children aged 2-5 years. A tower play structure in the courtyard faces the road and an air corridor and net play equipment furnish the room for the children aged 3-5 years.



Winnetka Public School Nursery: Winnetka, Illinois, USA - ArchitectureIsFun, Inc. and Michael Evans Landscape Architect.






The Winnetka school takes its inspiration from trains, tracks, and stations. Embodied in the curriculum is the philosophy for each child to strive for his or her potential, therefore the environment is safe, secure and accessible. It is a place where children are free to make choices to become actively involved in decision-making, and to have physical and cognitive experiences out in the 'open'. In the classrooms, children surround themselves with rich and engaging materials. Taking that concept outside, areas such as the musical forest with wind chimes and speaker tubes, the Infinite Loop Tricycle Path with drive-through, the Crazy Box pavilion climbers and the Theme Gardens with their seasonal offerings, were all created to provide interest, challenge and stimulation.




The outdoor environment is an invigorated variant of more traditional, sedate playgrounds seen all over the world. Taking its lead from the strong educational philosophies of the development needs of the children - the children experience nature, science, and art.



Via Google Books.

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There Was a Child Went Forth

  


A poem by Walt Whitman (1855) describing a child absorbing everything the poem's child beholds, each sensation becoming a ‘part of’ the child. His development is shown by patterns of space, colors, passing time, and social phenomena...

THERE was a child went forth every day,
And the first object he look'd upon, that object he became,
And that object became part of him for the day or a certain part of the day,
Or for many years or stretching cycles of years.

The early lilacs became part of this child,
And grass and white and red morning-glories, and white and red clover, and the song of the phoebe-bird,
And the Third-month lambs and the sow's pink-faint litter, and the mare's foal and the cow's calf,
And the noisy brood of the barnyard or by the mire of the pond-side,
And the fish suspending themselves so curiously below there, and the beautiful curious liquid,
And the water-plants with their graceful flat heads, all became part of him.

The field-sprouts of Fourth-month and Fifth-month became part of him,
Winter-grain sprouts and those of the light-yellow corn, and the esculent roots of the garden,
And the apple-trees cover'd with blossoms and the fruit afterward, and wood-berries, and the commonest weeds by the road,
And the old drunkard staggering home from the outhouse of the tavern whence he had lately risen,
And the schoolmistress that pass'd on her way to the school,
And the friendly boys that pass'd, and the quarrelsome boys,
And the tidy and fresh-cheek'd girls, and the barefoot negro boy and girl,
And all the changes of city and country wherever he went.

His own parents, he that had father'd him and she that had conceiv'd him in her womb and birth'd him,
They gave this child more of themselves than that,
They gave him afterward every day, they became part of him.

The mother at home quietly placing the dishes on the supper table,
The mother with mild words, clean her cap and gown, a wholesome odor falling off her person and clothes as she walks by,
The father, strong, self-sufficient, manly, mean, anger'd, unjust,
The blow, the quick loud word, the tight bargain, the crafty lure,
The family usages, the language, the company, the furniture, the yearning and swelling heart,
Affection that will not be gainsay'd, the sense of what is real, the thought if after all it should prove unreal,
The doubts of day-time and the doubts of night-time, the curious whether and how,
Whether that which appears so is so, or is it all flashes and specks?
Men and women crowding fast in the streets, if they are not flashes and specks what are they?
The streets themselves and the façades of houses, and goods in the windows,
Vehicles, teams, the heavy-plank'd wharves, the huge crossing at the ferries,
The village on the highland seen from afar at sunset, the river between,

Shadows, aureola and mist, the light falling on roofs and gables of white or brown two miles off,
The schooner near by sleepily dropping down the tide, the little boat slack-tow'd astern,
The hurrying tumbling waves, quick-broken crests, slapping,
The strata of color'd clouds, the long bar of maroon-tint away solitary by itself, the spread of purity it lies motionless in,
The horizon's edge, the flying sea-crow, the fragrance of salt marsh and shore mud,
These became part of that child who went forth every day, and who now goes, and will always go forth every day.

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A centre that aims to reflect a part of NZ's Maori culture

    
The building grows from the land creating a 'womb-like' space that nurtures the young lives within

I have blogged previously about Auckland architect Phil Smith's design for a Living and Learning Centre in Mangare, Auckland which was internationally recognised by DesignShare.



One of Phil Smith's latest early childhood centre designs is however much more radical, and was selected by the World Architecture News Awards in the Education long list and unbuilt projects category.

The design encompasses what Smith says is often overlooked - the cultural context.

He says: "kids at this age are sponges and will absorb anything, yet we give them dull lifeless buildings."

The design is currently under construction in Kawakawa, Northland New Zealand for a Maori tribe - Ngati Hine. I can't wait to see pictures of the finished building!




The brief for the design was to create not only a building for the new mokopuna (generation), but to teach the children about their culture and customs - a large part of this is to respect and thus have minimal impact on the land.

The concept arose from the idea that all life is born from the womb of Papatūānuku (earth mother), under the sea; the word for land in Maori also means placenta. The design is conceived by shaping the land into a womb-like form, with the building forming just like a baby within; the building literally grows out of the land.



The only opening to the building is along the north facade, and reads as a cut in the earth. This cut symbolically represents the caesarian birth through which all of the tribe take their lineage; their ancestor Hine ā Maru was the first recorded Maori woman to deliver a child by caesarian section and survive the procedure about 600 years ago. It is from this opening that the children symbolically enter the ‘world of light’, where they play. A circular moat isolates the ‘womb-like form’ as an island, relating back to the tradition that all land is born from under the sea. A bridge is formed to give access to the island, which is symbolically shaped into the tribal waka (canoe) Ngātokimatawhaorua, representing the journey of the tribe's forefathers from Hawaiki to Aotearoa (NZ).



The earth that mounds up over the building makes reference to Ngāti Hine-pukerau (Ngāti Hine of a hundred hills). The interior, below the earth, represents the nearby Waiomio caves where the ancestors lay buried and the Ruapekapeka pā (fortification) where the ancestor Kawiti cleverly used underground shelters as defence from attack. The circular form and ditch of the design also draws inspiration from traditional pā.



It was equally important to integrate passive environmental design features into the building, so all ‘symbolic’ features have many environmental purposes: all glazing is oriented to the north for maximum solar gain, whilst the super-insulated earth roof results in minimal heat loss, which is further assisted by the unheated circulation space placed to the south. For further internal comfort, exposed concrete construction and natural ventilation allows the building to be passively cooled in summer, with minimal heating back-up in winter provided by a solar hot water underfloor system. All spaces are naturally daylit and will need no additional electrical lighting during the daytime. All blackwater is treated on site and the clean nutrient rich water is used to irrigate the green roof. 

Via World Architecture News and Phil Smith (UK) Architects.

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Oppie Koppie Creche or "Children's Garden on the Hill"

    
German students collaborate with a community in the Western Cape of South Africa to build a creche - offering its youngest a place of learning and belonging.



 

 
The students used local labour and materials - and even fruit packing crates for the construction of the centre.

 

This is a project which shows what can come of a collaborative process, benefiting both students (who take home invaluable new skills) and local communities.

For more on the students' process see the site Design Develop Build.
Also see this months issue of Domus 949 July, 2011 for a full article on the building's design.

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