timber form & construction 2.1

7/30/2019 Timber Form & Construction 2.1

1/33

Evaluation & Appraisal of Contemporary Timber

Construction for a Kindergarten.

Student Fahimeh Rezvani

Matriculation Number 10019743

Module leader John B. Wood, University of Edinburgh


2/33

Content

Introduction

kindergartens

Educational Pedagogies

Metaphors for play: innovation and risk

Kindergartens Building Typologies

Classroom

Classroom Typologies

Room Regions and Zones

Indoor air quality

Humidity

Moisture mass

Materials and health

Benefits of timber

Ventilation

Airtightness

Daylighting

Sustainability

Landscape

Modern Method of Construction

Conclusion


3/33

kindergartens

Architecture for the education of young children aged 5 or 6 to 11 years has been a distinct

building type for over a century.

The way children interact with architecture is important to their development, relative to

their sense of well-being and their intellect. If they have experienced well-designed,

evocative space, it could be labelled investigative, as it supports the children as they learn

about their world. Carlina Rinaldi of Reggio Emilia has noted, Children are asking why?

before they can say why?

From the educators side, there is a desire for creative thought and analysis, from the

students side, a desire for recognition of autonomy and competency.

Children look to one another for peer evaluation of their experience or currentworld events. Children listen to the meaning of life in all its colours;

...they understand that differences have power...(and) that uncertainty is not insecurity.

The classs diversity, racial, economic, geographic, allows these citizens of the world to begin

to also work with one another, to read one another as they will read clients in the future

most children will typically spend more of their waking hours in a care or education program

rather than their own home; these spaces must be part of the strength of the program and

hopefully, be part of the strength of the child.

As well, children want to impact and change their space, as they begin to form their spatial

awareness large, small, open, lower, many types of experience should be available to

them. Moveable elements, large blocks and fabric allow them the capacity to reformulate

the given architecture, and the transparency into other spaces gives them multiple readings

of the same spaces.

Childrens participation in the design process is a valuable way to teach them about the

multitude of problems and opportunities that must be addressed in the creation of school

environments.As players in the design process, children will be able to more readily

connect their own actions and decisions with environmental change, a key to sustainability.

Relative to scale, we break into groups of 3 and measure each others height, arm span,

reaching height etc, and then measure an area in studio and their dorm rooms in order to

place themselves in a part of their universe and as a way of understanding our bodies as

relational forms in space. Their understanding of these concepts relates to Piagets ideas

and investigations into movement and space.


4/33

Educational Pedagogies

Firstly, there are new buildings where design

priorities focus upon a strictly codified room

schedule. This alone will dictate the architectural

approach. Here is a case in point: There is a soft

corner with a comfortable adult sized sofa, a large

rug and some cushions and a child sized bookcase,

and an additional accessible storage shelf. Each

group room has its own bathroom and a side room

exclusively used for naps and sleeping, and

equipped with small mattresses."

Because the schedule is expressed primarily as a series of quasi-functional zones under

pinned by a predetermined floor area relating to child numbers, the architectural narrative

tends to be two-dimensional and very limited. There is an emphasis on a prescriptive

approach where rules and regulations guide the architectural strategy. Everything is very

much pre-determined by the zones or territories which are strictly imposed upon children.

The main determinant of the architecture are age-related groupings such as 0-1 year olds, 1-

2 year olds, 2-3 years olds etc. Although they are usually described as 'homebase' areas

many are similar in character to school classrooms. Each homebase area may be further

designated into functional zones such as the cloakroom, the wet zone (with sinks for art and

craft activities) and the quiet zone.

This is a range of activities which is so tightly prescribed that the architecture tends to

reduce and limit the scope for learning rather than extending and opening it up. The focus is

on adult needs, such as safety and security, rather than on child needs, such as the

promotion of exploration and discovery.Clearly this approach can obscure the potential for creativity and imagination. The free spirit

of young children is somehow narrowed down to a set of activities which are deemed to

have educational value. Ultimately, the quality of the architecture is very much down to the

skills of the architect selected, and his or her ability to interpret the brief in a truly child

orientated way. There are a highly dysfunctional relationship between pedagogy and space,

yet it is the basis of much contemporary practice.

second Pedagogies I discussed carried out in the UK by

Edward Francis Oneill who are head teacher in PrestoleeSchool in Lancashire, northwest England, which was

Figure 1 Typical Robson school plan,

Hackney, East London, 1911 Source: Mark

Dudek

Figure 2 The windmill, built by senior

pupils, at Prestolee School, Kearsley,

Lancashire, 1946. Source :Mark Dudek


5/33

transformed between the years 1918 and 1953. He pioneered an active learning approach

which flew in the face of convention with its emphasis on structured discipline dictating

school design formulaically as, for example, a number of classrooms grouped around an

assembly hall with an outside playground.

O'Neill objected to the concept that the child's day must be divided up between work and

play and neatly segmented across the week into hour long subject lessons delivered by a

specialist teacher with the aid of a blackboard.

O'Neill fashioned the school interior and exterior as a single seamless environment, which

was a deliberate response to what he considered to be the artificial and damaging division

between 'work' (indoors) and 'play' (outdoors).

Friedrich Froebel (1782-1852), the important early

years educator, had initially worked in the field of

crystal ographic science. In the first German edition of

The Education of Man (1826), he makes theobservation that whether organic or inorganic,

crystalline or non-crystalline, developmental processes

seemed to be the same; in essence they tend to

develop outward from within, striving to maintain

balance between inner and outer forces. 4

Froebel's system were the building blocks or building

boxes.' Each set became progressively more complex

as the child's understanding developed. Although they

contained different shapes, rectangular, square and triangular spheres, they were all based

on the same modular system.

Avery Coonley Playhouse (1912), a kindergarten in the suburbs of Chicago for a private

client, is formed by pure horizontal and vertical plains of materiality which can be precisely

constructed in miniature.

The municipal infant-toddler centres and pre schools of

Reggio Emilia in Northern Italy. The system has evolved over

the past 40 years, largely as a result of the inspirational

childcare specialist and visionary, Loris Malaguzzi and his early

work on how children learn. 'Reggio,' as it is known, is widely

recognised as the best system in the world, where an

advanced pedagogy connects with some of the most pleasing

early years buildings anywhere. Reggio recognises that spacesfor children are a fundamental part of the complex

Figure 3 Froebel blocks Source: Mark

Dudek

Figure 4 The piazza of Reggio

Emilia preschool in Northern

Italy.Nursery and Preschool San

Felice, ZPZ Partners, 2000

Source: Mark Dudek


6/33

development support system which enables young children to gain knowledge.

The system is one which speaks about the exciting process of cognitive and cultural

development for young children. 'Reflections on the tools of design, with indications on

spatial distribution and on the 'soft qualities': light, colour, materials, sound, smell and

microclimate.

For example 'recognisability' means creating an architectural language and an

environmental atmosphere which has a precise identity. It speaks of non-hierarchical space,

where every area of the childcare building is potentially open to children and adults alike

because there should be a democracy of function; every space is a potential area for

learning and development.

The spaces must contribute to the well being, creativity, and sense of play of the children.

They must promote connection to the outside world, irrespective of what the immediate

surroundings are. From Piaget through Gardner, it is understood that children react in a

visceral, immediate way with their surroundings; concurrently, the environment is

important for quality early childhood experiences for children.Beyond that, the schools allow the students to move about freely during the day, delving

into whatever project interested them. The spaces are concerned conceptually with many

architectural basics - light, color, texture, form - but use them in innovative ways.

In writing about the RE schools, pedagogista Tiziana Fillipini points out that the educators

think of space as a container which favours social interaction, exploration and learning, but

also that they see the space as having educational content.

Childrens multiple symbolic languages

A very early and basic premise of the RE approach was to recognize and encourage thechildren in their use of their one hundred languages to support their investigations.

Children have amazing insights daily; at RE these are recognized and allowed to inform the

process of their learning.

Quite often, the use of visual media to investigate allows pre-verbal communication.

According to Vygotsky, both receptive and expressive language have their origins in the

social and cultural experiences of children.

Long term projects/ progettazione

Activities stem from the interests and the ideas of the children. They have an active role in

the planning of the curriculum, and their personal input is shown in their creative art

experiences. The result is that children express themselves artistically in a much more

mature way than most children their age (Katz, 1990). RE teachers use the term

progettazione, which means to plan, design, project, (rather than the norm programazione,

to program) .


7/33

Metaphors for play: innovation and risk

create situations which afforded children a sense of adventure where they could test their

mental and physical coordination with a strong illusion of their own independence.

played out in different corners and areas of their daycare landscape. there was no

perceptual difference between an exterior landscape and an interior landscape. Indeed,

children would relate to both in similar ways if allowed.(Mark Dudek)

childrens needs dictated the form of that labyrinthine, multi dimensional environment to

create a really child-centred design.

children and adults and the community have been cheated and the educational-cultural

system makes sure that they hold the belief that this is right. (How NOT to Cheat Children TheTheory ofLoose Parts. SimonNicholson (1971).

The best form of architecture for education is the result of an informed dialogue between

teachers and children, where children feel that they can have an active involvement in the

decisions which shape their lives. The architecture is the third dimension, which creates the

whole.

Each one of our contributors has been asked to consider the evolving nature of childrens

culture and the environments within which it is currently being played out.

Consider the needs of children in a new light. Arguably, the childrens environment must be

conceived of as a world within a world; it should be a special place with all the aspects that

make the environment a rich landscape for exploration and play. And this ideal should apply

well beyond the nursery.

In the childcare centre he designed in Souest, architect Ton Venhoeven had deliberately

incorporated ramps, terraces and level changes which encouraged children to climb and

explore, just as they would in a natural landscape;

what child psychologist Harry Heft called affordances, the possibility for children to test

and develop their physical and social skills through the specific architectural featureson offer.

The interior and the exterior

Most children do not really differentiate between the interior and the exterior of a building.

The best landscapes enhance development for all children. The best form of learning takes

place within an integrated environment of architecture, technology and teaching, which

comes together seamlessly. If it engages the child, it will enhance their learning and their

social development in equal measure. The landscapes of childhood are everywhere,

however, today they are no longer freely available to children. As a result the real needs of

children for freedom and adventure in their own worlds are censored. We must somehow

give this back to them.(Mark Dudek, June 2004)


8/33

Listening to young children holds particular challenges for the architectural community,

Reflect on young childrens experience of place and architecture and enhance their

understanding of exactly who children are, in relation to the worlds they inhabit. school as a

place which plays an active role in the childrens search for meaning and our own search for

meaning, shared meanings.

Inventors vs translatorsThe children immediately projected their own imaginative interpretation onto the setting,

taking temporary ownership, giving it many new uses.

Designers are the translators.

Designers translate an imaginative idea into a tangible

form, with colours and materiality that can be freely

enjoyed by the child.

Being a designer is in itself a learning process. It thereforemirrors the childrens pattern of play. Often by simply

watching children at play an idea forms in the designers

imagination.

The application of transformation

Three principles that is significant during the design is agility, flexibility and proprioception.

Agility is the ability to recognize and respond to new and changing situations as they when

children have to reach and stretch beyond their known capabilities, they develop andimprove their skills.

These three transforming principles agility, flexibility, and proprioception can be built

into any space for children so that development of these essential skills just happens as

children naturally do what they do. Three of the principles that allow children to transform a

play item to suit their needs are Multi-functional activities colour variation, and moving

parts. includes a variety of materials and types of assembly.

Diversity of form, material, and spatial arrangement is provided and the use is not limited

Or proscribed. Colour variation is the intentional inclusion of different colours, by making

the disks several different colours. Many additional play opportunities become possible. The

colour variation affects the pattern of use in a way that encourages decision and rule

codification to establish a free or safe zone.

From the educationists world, an approach to learning is indeed a hybrid stemming from

two learning theories, one focused on culture and the other on ecology. This hybrid hasrecently been articulated as Critical Pedagogy of Place.

Figure 5 An old belt crooked treea

wonderful tree, in Gell Park,

Barcelona. (Photos: Michael Laris.)


9/33

A multitude of factors

One of the most important practical criteria is that the product must be safe.

Preventing hazardous situations is mandatory in relation to the design of playground

equipment about preventing hazards, not about preventing risk, where the risk level isappropriate to their skill level. test themselves, to learn about risk and the limitations. A

second essential factor when designing playground equipment is accessibility. And

functioning of the equipment is particularly important, yet the equipment must also be

challenging to the user.

Freedom and creativity

The key element in this physical environment design is the ability of the children and

teachers to create their own learning environments rather than having everything

predetermined for them.

Design concept and origins

the work of the design profession can be divided into three major groups, ranging from

innovation, to evolution, to formation. Innovation implies an entirely new symbiosis of form

and function, Evolution describes advances made to a known function.

The design concept is a synthesis of the Design Down parameters, the site, the landscape

and the historic precedents.

Space

Fifty per cent of the space is to be useful space and the otherfifty per cent is to be useless

space. The useful spaces are supported with an intense infrastructure underneath (hot and

cold water, waste systems, compressed air, exhaust, gas, multiple power levels, hardwire

and wireless networking, etc.). Furnishings are movable and designed for interactive use.

The useless spaces have only minimal support infrastructure (power and networking).

Furnishings are available for various forms of social interaction.

Kindergartens Building Typologies

Primary and secondary schools have constituted an architectural typology since the 19th

century;

oppositely, kindergartens were not considered as such till the eighties decade, when the demand of

nursery school increased as well as the knowledge about its pedagogical needs by architects .

(Dudek, A Design Manual. Schools and Kindergartens., 2007)

The main plan kindergarten typologies are deep-plan form with a main corridor and rooms in both

sides placing the hall generally in the centre, and the linear one where rooms are set just by one side


10/33

of the corridor with the entrance hall in one of the furthest side of the corridor. And also there are

U-Shape or organics plan types.

There are another interesting classification by the architectural movement which establish by Mark

Dudek that classified in four different typologies; metaphor, organic, late modernism and The

modular nursery relating each movement characteristics with different pedagogical needs.

Metaphor

Metaphor is a comparison between two or more

seemingly unrelated subjects, but adding to one the

others features. In architecture, art which has its own

language and grammatical structure to transmit ideas,

metaphor has become a great tool through the 20th

century to criticize the Modern era, and later, in the

postmodern architecture, has ended in structuralism,

movement that understand architectures like an sum of

elements and each element has its own reason

(Wonoseputro, 2006).

An example of this type is Sossenheim kita in Frankfurt,

designed by Christoph Mackler. He devises the building as

a small city for children, but there are no children

features. Each classroom is one volume, and are placed asterrace houses joining their long side and being connected

by the main corridor. In this way, gables are observed by

pupils and understood like small houses. In addition, rooms

have been internally performed with different dimensions,

high and light in order to stimulate children perception

(Dudek, Kindergarten Architecture: Space for the

imagination., 1996).

And Also the no-builded Childrens Centre which designed

by Chistoph Langhof in Berlin inspired by an island. Thebuilding has been perform by planes, due to the Steiner

theory which set that buildings designed by basic

geometries like planes or lines, help student to develop

their perception sense. Classrooms are opened to the

playground which is defined by an irregular and soft wall that contrasts with building orthogonality

(Dudek, Kindergarten Architecture: Space for the imagination., 1996).

Organic

Figure 6 Axonometric drawing of Christoph Macklers

Sossenheim Kita. 1989. source: Mark Dudek

Figure 7 Plan of Christoph Langhofs project for a

childrens centre in Berlin, with the entrance at the

base of the drawing, Unbuild. source: Mark Dudek


11/33

Louis Sullivan interpreted this definition as form always follows function; on the other hand, Frank

Lloyd Right set that the organic character was given by the relationship between the building and its

environment getting this relation by its shape, materials and textures and continuity between

exterior-interior. Nowadays organic architecture approaches among many other concepts ecological

or healthy buildings as well as the development of perception sense by the occupant, considering

the buildings like an organism rather than a machine (Organic Architecture) .

The organic movement is opposite to the metaphor one, and judges it as a tendency that tries to

avoid the real world by its metaphor. An example of this case of study is Nant-y-cwm Stainers

kindergarten designed by Chistopher Day, which

considers the environment influence in childrens

behaviour. The construction was erected in a forest

glade, and natural elements, like water, sand or clay,

were incorporated in the play ground to stimulate

children development. Rooms were distinguishedusing different materials and textures, and its corners

were rounded forming small spaces to specific tasks

(Dudek, Kindergarten Architecture: Space for the

imagination., 1996).

Late modernism

Peter Wilson explains his approach as being

about the frame and adjacency: Where the

frame is the form of the building, which is

neutral, without narrative content, a sort of

abstract volume the adjacency is a second order

of event, a specific and localized event. Thus the

playful, child-related details are placed with the

overall frame, independent of each other,

creating specific localities within the building.

Architecturally, the spirit of the building pays

great homage to the Modern Movement which is

coherent and largely functional, therefore a serious architecture. Yet it also has a series of

amusing or ironic architectural details (the events), which appeal to children and lighten

the earnest pretensions of much modern architecture.

First example of late modernism is the UCLA campus work-place nursery designed by Charles and

Elisabeth Lees, It is deal with Mies Van der Rohe. The kindergarten is conceived like a neutral

container for children activities with a U shape plan that surround the playground. The interior

facades, performed with translucent panels fade limits between interior and exterior (Dudek,

Kindergarten Architecture: Space for the imagination., 1996).

Figure 8 Fredrick Kiesler, The Endless House;, 1959.

source: Mark Dudek

Figure 9 Christopher Day, Nant-y-Cwm Steiner Nursery,

1990, source: Mark Dudek

Figure 8 Ground floor plan of the Honjo Kindergarten

by Team Zoo. The plan shows enclosed and open-plan

spaces with level changes and wall niches to creat a rich

and diverse environment. source: Mark Dudek


12/33

Another case is Greisheim-Sud kita designed by Bolles Wilson Architects in Frankfurt. In this

building, the frame is the shape of the building and shows a clear white and spacious interior being a

neutral building. In this case, children are referenced by features clearly added on the walls which

tray to attract their attention. The plan scheme is clearly functionalist; the building backs the road

and place big and spacious classes opened to the garden (Dudek, Kindergarten Architecture: Space

for the imagination., 1996).

The modular nursery

The task and responsibility of the new man will be to build in

sufficient quantity and therefore at an industrial rate, schools

first, but not just school building but schools for real children,and children who later will travel to the moon; universities

different from those under construction at present; houses by

the million with their ancillary extensions. (27.Vesley, D, et al .

(1978), Surrealism, Myth and Modernity, Architectural Design,

Surrealism, vol, 48, nos. 2-3, p.94)

During the 1950s, Jean Prouve designed pre-fabricated building

elements and structures in France in order to satisfy the need

for a rapidly expanding school roll. Prouve stated that by incorporating advanced methods of pre-

fabricated construction, it would be possible to radically transform the school environment to create

more appropriate places in which children learn. Spurred on by the need for large-scale production

during the immediate post-war years, he established a factory at Maxeville and developed pre-

fabricated system which radically transformed the spatial quality of what had previously been

viewed as low-quality building.

His thesis was that a school should display the architecture of the epoch rather than some sort of

regressive historical form. the new design were highly engineered construction using state-of-the-

art methods of fabrication.

Many UK local education authorities will still refuse the commission pre-fabricated buildings becauseof the sigma attached to the temporary concept. And one of the key concerns during its

development was the image and appearance of the box; rather than attempting to disguise the P

Portakabin with a pitched roof or other devices to make it appear like a more conventional nursery

building, the design team took the view that Portakabin box image should, if anything, be enhanced.

The format of the initial prototype comprises four zones: the wet/ toilet area, the entrance/ play

area, the quite room and a covered play deck accessible directly from the activity area. Storage walls

are provided, one with the play/ activity area and another externally on the covered play deck. Low

windows are fitted which are designed to be safe yet child friendly.

Figure 11 Forest kindergarten

Source: www.forestry.gov.uk


13/33

As with the Portakabin project, the modular principle imposes limitations in terms of the

architectural aesthetic. Whereas Portakabin presents a design that is clearly and proudly pre-

fabricated, the architecture of the community nursery is a little more circumspect. A range of

cladding options and alternative roof profiles are offered which allow for a certain amount of

customization to each site context.

One of the earliest examples of this new generation of modular nurseries was the Forest

Kindergarten. Its lightweight transportable structure means it can be sited in different rural locations

to support this rich element of the curriculum.

Class Roomthe classrooms were places children had to be inspired by to have fun in; places of wonder

and surprise, somewhere for children to explore, both formally and informally. Formally, the

classrooms became teaching tools and every time we specified a material or a particular

technology we thought whether it would be interesting for the children.

Open structure rooms let children choose from a variety of activity stations.

Many factors contribute to a truly great room layout that encourages children to learn

through play. Child care professional Anita Olds lists five attributes to consider for each

activity station you plan.

four main types of classroom organization which takes place in primary schools: whole class,


14/33

individual, paired and group working.

key groupings can be summarized as follows:

1 Pupils taught directly by their teachers;

2 As individuals;

3 In small groups;

4 As a whole class;

5 Or, when not with their teacher, alone or in collaboration.

Space in classrooms is often limited and must be utilized with great skill to enable the

activities, which form essential components of the primary school curriculum, to take place

effectively.(Barker (1978) and Bronfenbrenner (1979).

When children experience a school obviously designed with their needs in mind, they notice

it and demonstrate a more natural disposition towards respectful behaviour and a

willingness to contribute to the classroom community.( Clegg, D. and Billington, S. (1994). TheEffective Primary Classroom: Management and Organisation of Teaching and Learning. London: David Fulton.)

There are three criteria that must be considered when organizing resources: (Pollard, A. (1997).Reflective Teaching in the Primary School: A Handbook of the Classroom (3rd ed.): London: Cassell Education.)

1 Appropriateness. What resources are neede to support the learning processes2 Availability. What resources are available? What is in the classroom, the school, the

community, businesses, libraries, museums, local resource centres? Are there cost, time or

transport factors to be considered?

3 Storage. How are classroom resources stored? Which should be under teacher control?

Which should be openly available to the children? Are resources clearly labelled and

safely stored. Clearly, an effective classroom needs to be designed ergonomically so that

storage is designed into the architecture in an appropriate, safe and accessible form. Close

discussion with teachers will enable this to happen.

Classroom Typologies

Victorian building was nicknamed the

shoebox. It illustrates even more limitations of

space with severe restrictions on the scope for

flexibility.Figure 12 Shoebox layout. (Source:Galton et al. (1999).30 )


15/33

Another example of a classroom type illustrated by Galton is the L-shaped classroom. In this

example the smaller part of the L was deemed to be unsuitable for teaching and was

therefore used only as storage area. So the

remaining teaching area was rectangular and of

reduced size, and the presence of fixed storage

cupboards down the longer side of the room

further reduced the available space for teaching.

This resulted in an awkwardly shaped teaching

area to accommodate twenty-eight Year 6 pupils.

A similar L-shaped configuration was discussed

by James Dyck in more positive terms. Describing

it as the Fat L he illustrates a much wider

variety of layouts than the traditional rectangular

form

allows, however, it also implies that the overallarea requires significantly more space in order for

it to work effectively.( McNamara, D. and Waugh, D.(1993).Classroom Organisation: A Discussion of grouping

Strategies in the light of the 3 Wise Mens Report, School

Organisation, 13, 1, 4450.)

This U-shaped furniture arrangement is claimed to

be the most effective for allowing the three main

working styles individual, group and whole class,

with a minimum of modification.( Bennett, N., Andreae, J.,Hegarty, P. And Wade, B. (1980). Open plan schools: teaching,

curriculum, design. Windsor: NFER Publishing for the Schools

Council.)

The U-shaped or horseshoe arrangement can be an extremely effective way of making the

most of any rigid enclosed classroom environment.

As Galton et al. (1999) state: the horseshoe and shoebox layouts demonstrates the

need for a high degree of flexibility in terms of his or her teaching techniques on the part of

the teachers in question. They represent a considered and deliberate response to a difficult

situation, overcoming the constraints on an environmentally inadequate or overly confined

classroom environment.

An earlier study assessed the use made of available spaces by both teachers and pupils in

open-plan classrooms.( Bennett, et al. pp. 168170. (See note 33.))

The next types of space described are practical areas defined as:

those areas which have sinks and floor finishes that are suitable for wet activities such as

quarry tiles and vinyl tiles, and are situated within the teaching unit.( les: the effects of seatingarrangements on task engagement in primary classrooms. Educational Research, 37, 279291.)

Figure 13 L-shaped layout. (Source: Galton

et al. (1990).30 )

Figure 14 Horseshoe layout. (Source:

Galton et al. (1999).30 )

Figure 15 Typical open-plan classroom showing

quiet rooms.

(Source: Bennett et al. (1980).33 )


16/33

Room Regions and Zones

The most successful child care rooms are divided into two regions, wet and dry.

Wet Region

1.The Entry Zone (Wet Region)

2. The Messy Zone (Wet Region) can contain tables, chairs, easels, woodworking benches,

sand and water centers,

Dry Region3. The Active Zone (Dry Region) supports large motor play, wheeled vehicles, music and

movement, climbing and dramatic play.

4. The Quiet Zone (Dry Region) contains blocks, manipulatives,

5. The Outdoor Zone. The playground is the most important zone.

Boundaries

children want to save their projects so they can continue them the next day. Edgington

(1998) reports that if children are allowed to follow an interest over a period of time,

motivation and concentration improve.

Many concepts interplay to create Boundaries:

Paths

Movement

Freedom to Explore

Privacy

Paths

When [pathways are] well designed, entries, exits, and movement between space are

physically and emotionally smooth, even during emergencies. (Jim Greenman)

When paths are well defined, children move quickly and easily from one activity to another.Jim Greenman (1988) observes that different paths encourage different types of behaviour.

Figure 16 Typical open-plan classroom showing

location of practical areas. (Source: Bennett etal. (1980).33 )


17/33

Movement

Movement is considered to be the bedrock of all intellectual development often it is

merely limited opportunities for movement that create many so-called behavioural and

learning difficulties.(Anita Olds)Children need scope for movement. Caregivers can direct movement so that it is safe and

doesnt disrupt other activities.

Freedom to Explore

Richness of experience, not tidy perfection, is the point of the whole thing. (Katherine

Whitehorn). Children need to explore using all their senses. It is important to allow children

to move freely between activity centers to explore and experiment, mix and match.

If you want to do something good for a childgive him an environment where he can touch

things as much as he wants. (Buckminster Fuller)

Privacy

In an ideal setting, the children have access to rooms where they can withdraw from the

main group if they wish, to play without interruption, to relax and daydream. ( Mark Dudek)

It is wonderful to have a few simple units where a child can play alone.Cubbies and

comfortable corners are a childs favorite.

Activity

happens behind and around the chairs, making security and quiet waiting an impossibility.

Storage

When it comes to storage, there never seems to be enough. As one of the five most

important attributes of activity areas, storage must be considered early in the room layout

process. According to Jim Greenmans (1988) helpful list, good storage is:

located close to the point of use. able to comfortably hold and distinctively display contents

when open. the right size and shape for the space. aesthetically pleasing. clear and

understandable to its user, whether 20 months or 20 years old. safe.

Flexibility

The ideal room is an empty shell filled with movable furniture.

Inviting play .Good design can clearly create a sense of welcome. In general, curves are

perceived as warm and feminine, while straight lines are hard and masculine. Obtuse angles

are inviting and acute angles are rejecting. To be really welcoming, the reception area

should be concave in shape.

Well designed spaces should reflect the style, cultural values and architectural heritage of

the surrounding community. Each classroom should also reflect the personality of both the

children and adults who work there. (Vicki Stoecklin)

Some parents will want to drop off their children and go, but a well designed space will

encourage them to stay and interact, creating a bridge between home and the big

impersonal world. It says: we understand children; you can be a child here.


18/33

To make an area welcoming it should include:

opportunities for play.

creative use of light, both

natural and artificial.

curves vs. straight lines.

obtuse vs. acute angles.

concave vs. convex shape.

opportunities to explore.

counters and interest areas

at child height.

opportunities to work

on the floor.

Stimulation

The smaller points of color are mainly primary colors. Blue, green, and brown are calm

colors, while red and yellow are exciting. Light and reflection help bring this level of interestindoors. For opportunities for interplay between light and shadow, like a rattan screen

hanging in a window and blowing in the breeze. Mirrors, too, stimulate beautiful play.

A transition area helps alert the children that they are entering a new space with different

limits and possibilities.

Playing Area

Kritchevsky (1977) suggests that playing area can be categorized into four types:

A Potential Unit is a clearly defined space with no play materials,A Simple Play Unit has only one obvious use,

A Complex Play Unit has sub-parts or several materials that allow you to improvise.

A Super Play Unit has three or more play materials,

Table 1 olaying area source: www.communityplaythings.com

Guide to Space Planning

The fixed features of a building can constrain its interior

design. Where possible, the fixed features should be kept

to a minimum to allow for greater flexibility. For example,

try to keep to the minimum of two doors per room and

avoid built-in partitions and shelving.

Figure 17 First step source:www.communityplaythings.com


19/33

1. Make an overall room plan.

Draw the basic shape of the room, to scale, on graph

paper. Mark in all the fixed features: windows, doors,

sinks, and floor surfacing.

2. Mark in the flow.

Paths must have direct access to all areas and doors. Main

flow goes from the entry door to all other doors, exits,

bathrooms, and storage closets, with one path going into

the center of the room.

3. Locate and circle the Protected Corners.

This will help you reserve prime space for quiet activities

such as reading. Farthest from the entry door. No doors or

flow-paths going through.

4. Divide into Wet and Dry Regions.

Wet Region: Apply the 3F rule to determine the wetregion: flow, flooring, and fixed plumbing (sinks and

toilets). Dry Region: Should contain at least one protected

corner and can be carpeted.

5. Divide into Zones.

Wet Region: Entry Zone/ Messy Zone

Dry Region: Active Zone/ Quiet Zone

Dont forget the Outdoor Zone

6. Decide what activity areas are needed and locate them

in the appropriate zone.

7. Create a space for each area.

This space includes storage for items used in that area. It communicates possibilities and

limitations. For example, a space with little cozy nooks communicates, Here is a place for

quiet play. An arch across the entry tells you, Leave your tricycle outside, you are entering

a protected space.

Figure 18 second step

www.communityplaythings.com

Figure 19 third step

www.communityplaythings.com

Figure 20 complete room

www.communityplaythings.com Figure 21 complete room www.communityplaythings.com


20/33

The five main types of pupil activity were recorded using the following categories:

1 Engaged on task

2 Task related3 Distracted

4 Waiting

5 Other.

Indoor air qualityOn average there are three children with asthma in every classroom in the UK, and half a million children with asthma miss

school at least once a month because of their symptoms. (Asthma UK, Making school a stress-free zone, 6th

September 2005.)

There is increasing evidence of a relationship between the rise in allergic reaction and poorindoor air quality in modern buildings.

Humidity

Hygroscopic building materials are 9 times more effective than mechanical ventilation in

controlling indoor relative humidity(VTT, Espoo, Finland, 2005)Depending on factors such as insulation, materials, ventilation, cold bridges and air

leakages, a building can cope with a wide range of moisture levels in the air. Hygroscopicity

describes the ability of materials to absorb moisture when the humidity rises and then re-

emit it when the air becomes dry. And it can help to stabilise relative humidity in the air and

can help to prevent damp-related damage as well as mould and mite growth.

Materials such as timber, plaster, earth and textiles have hygroscopic properties, so long as

they are not treated with impervious coatings. ( Sustainable Construction CPD Module 6/15,

Ventilation and Cooling Strategies by Gaia Research)

e.g. materials with hygroscopic properties or moisture mass, and/ or ventilation systems

that do not rely on mechanical methods, should always be the favoured options to regulate

internal humidity levels, as these require little or no maintenance and have no energy

requirement.

Moisture mass

Moisture mass, describes a property of some materials that act as moisture stores with the

ability to take up excessive moisture and release it when the RH is low. Can achieved

moisture mass through use of timber.when levels are high and then release it again when

the air is drier, thereby helping to balance the relative humidity, providing a unique indoorclimate which is also an unsuitable climate for moulds and mites.


21/33

At low humidities, the nasal membranes are sensitized to chemical irritants, viruses and

allergens. At high humidities, mould and fungal growth as well as dust mite colonisation is

encouraged(Gaia Architects)

Materials and health

This is particularly important in school and nursery buildings as the toxins emitted by a large

number of modern building materials are denser than air and will gravitate towards floor

level, thus occupying precisely the same space and section of air as the most vulnerable

occupants - small children.

with control of the indoor environment, for example: We can regulate moisture levels and

affect the levels of bacteria (e.g. timber has been shown to have lower levels of bacteria on

the surface than other materials); and can aid dust mite control.The provision of smoothfloor coverings instead of carpets is an extremely effective method of controlling dust mites.

The design of the form and fabric of a building is the most important fundamental decision

that is made in a building in terms of its downstream impact on indoor climate

quality[Howard Liddell, Gaia Architects, 2005]

Use local material

By opting for local materials, the travel distance and associated energy requirements arereduced and subsequently CO2 emissions are minimised.by providing employment and

associated local financial investment.dramatically reduced construction time and associated

costs on site and it still, 7 years after completion, provides a unique, healthy indoor climate.

Benefits of timber

Timber has a surface temperature that is close to the air temperature. This is conducive to

creating a comfortable environment. Timber also has moisture regulating properties. Its

hygroscopic properties make it suitable for breathing constructions, which provide a unique

indoor climate.

The density of bacteria on the surface of timber is lower than that of a lot of other

materials.

Timber regulates the indoor climate by providing moisture control and a degree of

thermal mass.

1m3 of timber locks approximately 930kg of CO2.

The machining of 1m3 of timber requires (dependent on moisture content) 40-140kWh of

energy compared with 600 - 700kWh for brick walls or concrete and 2300kWh for steel.


22/33

Occupants perceive the surface of timber to be warm, allowing the room temperature to be reduced by up to 1-2C

without loss of comfort compared with higher thermal mass materials such as blockwork or brick. Energy consumption and

heating costs can therefore

be reduced.

ventilationTo control air quality and avoid odour by diluting and removing moisture and pollutants

which can be hazardous to health and buildings, or simply unpleasant.

It reduces the scale of the mechanical and electrical installation required and associated capital cost.

At 5 - 15% of overall running costs, fan power is a major contributory factor in the overall

energy consumption of a building.

Passive ventilation reduces maintenance requirements.

Passive systems are generally simpler, easier to understand and therefore controllable by

occupants, who have been shown to experience greater satisfaction if they can control their

environment themselves.

Improving thermal comfort and indoor air quality through provision of fresh air is

important to health and well-being, and productivity(Gaya Architects)

There are 2 kind of ventilation :

1.Culvert ventilation

Internal moisture control is achieved by the use of

hygroscopic materials including wood surfaces and

moisture-open paint finishes.

2.Pore ventilation

uses the building fabric rather than mechanical

systems. Air is drawn into the building through its

insulation, which acts as a counter-flow heatexchanger and heat usually lost by conduction to

outside is exchanged with the air drawn in.

(www.gaiagroup.org/Research/RI/DI/index.html)

Figure 22 culvert ventilation source: Gaya Architects


23/33

Airtightness

Airtightness contributes positively to the indoor climate and to occupants comfort by

eliminating draughts. Also, controlling infiltration, makes it easier to regulate ventilation and

heating accurately and to predict requirements. A reduction in heat-loss through gaps in the

building envelope significantly improves energy efficiency, thereby saving on heating costs

and reduces the emissions associated with energy production.

Daylighting

Good lighting enhances the quality of a space and contributes to creating an appropriate

atmosphere. And natural light should always be the first choice for illuminating a space

during the day.

In fact research indicates that daylighting can have a positive impact on peoples health and

physical development.( Sandy Halliday, Lighting and Daylighting, Sustainable Construction CPD Module

2/15, ISBN 1-904680-2-X & Understanding daylighting in Sportshalls by Gaia Research for SportScotland:

http://daylight.sportscotland.net/)

work in classrooms without daylight may upset the basic hormone pattern and this in turn

may influence the childrens ability to concentrate or cooperate, and also eventually may

have an impact on annual body growth and absenteeism.( Kuller, R and C. Lindsten, Health and

Behaviour of Children in Classrooms with and without windows. Journal of Environmental Psychology, 12, pp.

305-317, 1992.)

Daylighting had enabled heating, ventilation and air-conditioning requirements to be

reduced, thereby reducing the associated overall running costs and moreover noise levels,

thus providing better learning environments.

Advantages of Daylight

zero electrical energy consumption;

reduced running costs;

enhances the quality of a space and contributes to

creating an appropriate atmosphere;

positive impact on occupants health;

positive impact on childrens educational development.

And it is better to consider:


24/33

daylight vs heat loss;

daylight vs excessive solar heat gain;

daylight vs glare;

use of rooflights to provide a more even spread of light than vertical windows;

the fact that a higher daylight factor is achievable with rooflights than with window orclerestories;

the fact that occupants appreciate views;

Daylighting and energy

Apart from the perceived health and educational benefits, the use of daylight in lieu of

artificial lighting has ecological and economical advantages. The energy consumption

associated with artificial lighting traditionally represents a significant proportion (2530%)

of the overall primary energy consumption and up to 50% of the electrical load of buildings.A reduction in the requirement for artificial lighting can therefore impact greatly on the

overall energy requirement and running costs of a building. This is because lamps used less

frequently will require to be replaced less often, thus reducing maintenance costs as well as

energy consumption.

The orientation of windows and rooflights requires careful consideration to avoid glare,

overheating and excessive heat loss.

different and varying levels of transparency between spaces inside (windows between

different functional spaces which permit views which may be altered with curtains or blinds,

for example). This ensures that the environment reflects and communicates the life of the

school and the activities carried out with and by the children.

Tarensparenti

the pedagogical stance is translated into architectural space with a high level of

transparency allowing for an awareness of the learning happening in the school. Quite often

the teachers and children are informed by others work and this is allowed to transform

their investigations.

The transparency allows for the outside green space to be understood by the children, but

also for them to be connected to the city, and the city to them. Their buildings are

considered public, civic buildings, in that the children are the future richness of the city.


25/33

Side windows

Low ceiling and deep classroom could experience a gloomy feeling due to the disparity in

light levels between the back of the room and the peripheral area near the window.

Effective illumination can be obtained for room depth as much as 21/2

times the height ofthe window above the workplane.

Light shelves can provide a good remedy to this problem. They are designed such that the

clearstory portion above the light shelf catches sunlight or diffuses daylight and reflects it

toward the back of the room away from the window.

Figure 23 from left to right:

1.Narrow window allows narrow daylight distribution with the effective daylit area depending on the height of

the window above the window sill.

2.Large window allows wider daylight distribution but the effective daylit area remains a function of the

window height.

3.Daylight distribution with and without a light shelf

Source: Mark Dudek

Sustainability

Keeping sustainability to the fore throughout the design process means the building services

should become the last resort for cutting carbon dioxide (C02) emissions. All the issues

associated with sustainability-maximising the amount of natural light by aligning the

building appropriately with the sun path, minimising the amount of soil removed from site,

considering refurbishment and re-use of materials before a new build (which inevitably

consumes more energy in creating the new materials used), and the effect of materials andbuilding form on the internal environment and energy consumption - all must be thoroughly

examined before specifying low energy buildings services equipment.

water use should be minimised by the selection of low or zero usage fittings and by

collecting rainwater for re-use in non-potable functions such as urinal wash down or toilet

flushing. Artificial lighting should be provided with daylight controls and presence detectors.

Ventilation design should first try to use the natural movement of the outside air into the

school building by using the rising warm air leaving the classrooms, or the prevailing winds,

to draw the fresh air into the rooms.

Where mechanical ventilation is necessary or desirable, there are a number of techniques tominimise the energy it requires, including heat recovery or drawing in fresh air through


26/33

earth tubes that use the relatively stable earth temperatures to cool or pre-warm the air

entering the building. Again, the need for cooling can be reduced through sympathetic IT

equipment specification, which can operate at higher temperatures or have lower heat

gains.

The national grid can provide power from renewable sources, but alternative localised

power sources using wind, water or photovoltaic can also be assessed, along with the option

of local power generation using gas-fired combined heat and power (CHP) units. Biomass

and thermal solar heating can be used to reduce the CO2 emissions resulting from the

heating and hot water demands of the building, often at surprisingly low costs.

Colour

Every colour produces a corresponding influence on the mind[Goethe]

highlight the importance of colour in the learning environment, linking colour toproductivity, attitudes and behaviour colour of the walls in classrooms affects productivity

and accuracy.

Children listen to the meaning of life in all its colors; they listen to each other using peer

groups as constructors of knowledge - rather than adults alone...they understand that

differences have power...(and) that uncertainty is not insecurity.

Landscape

the role of the environment-as-teacher, childrens multiple symbolic languages,

documentation as assessment and advocacy, long-term projects or progettazione, the

teacher as researcher.(New, Rebecca. Reggio Emilia: Catalyst for Change and Conversation inERIC/EECE Digests, December 2000)

Think of the yard as a landscape

Yard

The introduction of natural material into the existing yards would offer additional types ofdevelopmental opportunities to the children.


27/33

the play equipment did foster physical development. Physical competence was gained as

the equipment was used and abused by children.

The interventions are as follows:

Permanent interventions:

1 Sensorimotor planting circle.

2 Plantings at the arch climber.

3 Plantings at

4 Plantings in the asphalt area.

5 Unmown grass area.

6 Stepping stones.

7 Boulders.

8 Two vegetative rooms. Two 1.5m _ 1.5m

Temporary interventions:1 Ice blocks.

2 Wind chimes.

3 Overhead canopy.

4 Water troughs.

5 Movement of playhouse.

6 Sand buckets.

large timber bench with solid base has many functions, spanning various

activities. It acts as a plinth for improvised play and forms a basic building block for the

children to use in various ways. The complexity of the unit can be designed to suit budgetand needs.

The results suggested that when simple landscape elements were introduced into yards,

different types of development were encouraged.

For example, the vegetative rooms referred to in Figure inspired a wide range of fantasy

play that was not witnessed prior to their installation. The use of these vegetative rooms

changed the existing social hierarchy of the class because some children were more

attracted to the rooms, and unlike the play structures these spaces became sites for fantasy

play and socialization.

Figure 24 Design

option source:

Mark Dudek


28/33

Figure 25 Figure 25a, b Interventions at the Iowa State play yard. Source: Mark Dudek

Modern Method of Construction

At the present time, traditional brick and block methods of construction remain cheaper, in

many cases, than modern methods of construction (MMC), including off-site manufacture

(OSM). The time savings available do not currently provide a compelling financial reason to

switch production. There are a number of further factors that exacerbate this cost

disadvantage for OSM and MMC:

the scale of production required to take advantage of reduced costs through economies of

scale is not always available;

the nature of the planning system may have operated against the introduction of OSM by

increasing delays and uncertainty;

new production methods require housebuilders, their subcontractors and employees to

develop new skills and competencies;

investors do not necessarily see the commercial benefits of switching from tried and

tested methods of construction to approaches that are uncertain and where the reaction of

consumers and mortage lenders are also unknown; and

the National House-Building Council (NHBC), who provide the vast majority of warranties

for new houses, take a very cautious approach to new production techniques, particularly

where houses are sold to private customers (For example, NHBC would not necessarily provide awarranty for private sale for some OSM schemes, even where these have been used in the social housing

sector.) pp. 107-108, Barker Review Interim Report(2003).


29/33

MMCs competitive position may strengthen with the zero carbon agenda: MMC homes are

capable of achieving high standards of energy efficiency (CLG, 2009), and further experience

may show this to be a worthwhile competitive advantage.

in multi-storey developments where innovation is more acceptable (partly due to their more

repetitive style or design), prefabrication therefore remains a minor feature, but this is likely

to adjust in the years ahead. With the move towards zero carbon, quality of build and

tolerances will become more critical; achieving the necessary standards of installation with

the existing subcontractor base may well become less cost effective, especially in a more

rigorous regulatory environment (Callcutt, 2007).

Conclusion

Every child has three teachers: the other children, the teacher and the space

[Swedish saying]

Clarifying the new ideas of their pedagogy with current architectural thought, the

keywords they used to describe their objectives were: overall softness, relation, osmosis,

multisensoriality, epigenesist, community, constructiveness, narration, rich normality.

Secondary to this, the design tools are listed as: relational forms, color, materials, smel l,

sound and microclimate.

Educators committed to young adolescents Needed architecturally: the building must be fun

and an exciting place to be, filled with colour and light. There should be provision for places

to hang out and with overlooks, places to see and be seen.

A shared vision Needed architecturally: a planning process informed by the commitment

and the vision ofall the stakeholders. The board, superintendent, principal as leader and

informed faculty/staff, all participating, and on board.

An adult advocate for every student Needed architecturally: space for files, activity space for

advisory groups to meet, involving all faculty and staff.

Family and community partnerships Needed architecturally: parents room, office,

lounge, as well as community access to facilities such as the gym, the auditorium and the

media centre.

Varied teaching/learning approaches, cultivating multiple intelligences, providing hands-on

experiences, interdisciplinary, actively involving students in learning; a curriculum that is

challenging, integrative and exploratory Needed architecturally: facilities to enhance

the intelligences music, art, drama, dance, film and video, out-of-doors, social spaces. Also

required are classrooms of varying sizes and classrooms that permit varied activities; project

rooms that are not necessarily science rooms; places to work and to be alone; places to

accommodate a wide range of equipment.


30/33

Assessment and evaluation processes that promote learning Needed architecturally:

authentic assessment involves spaces to create, perform and present student work for

evaluation.

Flexible organizational structures Needed architecturally: provision for individual

and team planning; team offices that are not departmentalized; team areas for kids, flexible

spaces for flexible grouping; planning time and spaces to work that are not in the lunch

room; teachers seen to be professionals.

Programmes that foster health, well-being and safety: comprehensive guidance services

Predictability/ Clear paths to activities/ Well-defined boundaries/ Enough opportunity for

movement/ Freedom for exploration/ Privacy/ Variety Enough complexity (versatile open-

ended units)/ Flexibility Varied levels of stimulation/ A supportive environment/ The right

amount of empty space Inviting, welcoming, home-like feel MemorabilityMake a good space.

Than modern methods of construction (MMC), including off-site manufacture (OSM) aresuitable choice because of future advantage that exacerbate this cost disadvantage.

Best Material is Timber which has a surface temperature that is close to the air

temperature. This is conducive to creating a comfortable environment. Timber also has

moisture regulating properties. Its hygroscopic properties make it suitable for breathing

constructions, which provide a unique indoor climate. And timber is a Hygroscopic building

materials which is 9 times more effective than mechanical ventilation in controlling indoor

relative humidity.


31/33

Reference

1.Dudek, M. (2007).A Design Manual. Schools and Kindergartens. Berlin: Birkhauser Verlag AG.

2.Dudek, M. (1996). Kindergarten Architecture: Space for the imagination. London: E&FN Spon.

3.Dudek, M., & Nicholson, E. (2005). Children's Space. Oxford: Architectureal Press. Elsevier.

4.Gaia Architects and Gaia Research. (2005). Design&Construction of Sustainable Schools. Volume 02

Lessons From School Buildings In Norway And Germany. Retrieved April 5, 2011, from Gaiagroup.org:

http://www.sust.org/pdf/SUST_1.pdf

5.Burke, C. (2005, May). The school without tears: E. F. ONeill of Prestolee, History of Education, 34:

3, 263-275. Retrieved April 11, 2011, from Informaworld:

http://www.informaworld.com/smpp/section?content=a714030262&fulltext=713240928

6.Baker, K. (2004, March). Review of Housing Supply. Final Report; Recomendations.

Retrieved April 18, 2011, from

http://image.guardian.co.uk/sys files/Guardian/documents/2004/03/17/Barker.pdf

7.Dr. Chris Goodier, Loughborough University & Dr. Wei Pan, University of Plymouth, The

future of uk housebuilding, RICS research, December 2010

8.Francis Wardle, Pre-k Spaces Design for a quality classroom

9.Kritchevsky, S. & Prescott, E. & Walling, L. 1977. Planning Environments for Young

Children, Physical Space, NAEYC

10.BREAM. (n.d.). ECOHOMES. Retrieved April 11, 2011, from BREAM:

http://www.breeam.org/page.jsp?id=21

11.Department for Communities and Local Government, Code for Sustainable Homes- Technical

Guide, November 2010

12.Chance Shannon, Proceedings of the 20th National Conference on the Beginning Design

Student, Published by: Hampton University Urban Institute Department of Architecture


32/33

13.Michelle Galiad, Kindergarten Educational Spaces, Birkhauser. Basel. Boston. Berlin

14.http://www.barkerreview.org.uk/

15.www.communityplaythings.com

16.www.forestry.gov.uk

17.Shelter, Building for the Future 2004 Update: A Report of the Shelter Housing

Investment Project, (2004).

18.ODPM Appraisal Guidance, Valuing the External Benefits of Undeveloped Land A

Review of the Economic Literature.

19.CLG Live Table 241,211 & 401

20.http://www.ttjonline.com/story.asp?storycode=52325

21.Building a Greener Future: policy statement, 23 July 2007

Contemporary Timber Construction for a Kindergarten.

Table

Table 1 : www.communityplaythings.com

Figure

Figure 1-4 : Dudek, M. (2007).A Design Manual. Schools and Kindergartens. Berlin: Birkhauser Verlag

AG.

Figure 5 : Dudek, M., & Nicholson, E. (2005). Children's Space. Oxford: Architectureal Press. Elsevier.

Figure 6-10 : Dudek, M. (1996). Kindergarten Architecture: Space for the imagination. London: E&FN

Spon.

Figure 11 : www.forestry.gov.uk

Figure 12-14 : Galton et al. (1999).30

Figure 15,16 : Bennett et al. (1980).33


33/33

Figure 17-21 : www.communityplaythings.com

Figure 22 : Gaia Architects and Gaia Research. (2005). Design&Construction of Sustainable Schools.

Volume 02 Lessons From School Buildings In Norway And Germany. Retrieved April 5, 2011, from

Gaiagroup.org: http://www.sust.org/pdf/SUST_1.pdf

Figure 23-25 : Dudek, M. (2007). A Design Manual. Schools and Kindergartens. Berlin:

Birkhauser Verlag AG.

timber form & construction 2.1

Documents