Education through spatial diversity
Children need spaces in which they can feel secure and at the same time learn and be creative. They are curious by nature and want to discover the world on their own. They perceive their environment through all their senses and learn by experimenting. In this way children educate themselves and develop self-confidence at the same time. In addition children learn social skills by playing with other children, romping about and learning to be considerate. Space dedicated to activity and movement are just as important as areas for retreat where they can rest if necessary.
When a child goes to primary school, they want to continue learning and experimenting (A). In addition to experiencing their surroundings for themselves they are now the recipients of the active dissemination of knowledge by teachers. At this point it’s about being able to sit still for a while and concentrate but also about getting involved, daring to ask questions and working independently or in a team on an age-appropriate topic. Corridors that are pleasant to be in (B), inviting classrooms in warm colours, plenty of daylight (C) and good soundproofing provide a learning environment that fosters all these processes.
Pedagogical concepts
Spatial requirements and floor plan design go hand-in-hand with an institution’s educational philosophy. For activities such as music, sports, art or similar, additional rooms are necessary. In inclusive institutions issues such as accessibility and space for wheelchairs, therapy rooms and much more besides are particularly important.
There are three basic pedagogical approaches in day care centres: the closed, the open and, most commonly, the semi-open approach. With the latter the children start the day in their respective group rooms but can wander around and ’occupy’ the entire school during free play sessions. The foyer is incorporated into the play environment (E) and wide corridors serve as additional areas for play. Specific themed spaces such as a role-play room, a building workshop or a wet play area, complete the offer. Spaces designed to be neutral as well as group rooms connected via sliding doors allow for flexible use (D).
The closed concept used to be widespread but is now much less so. This approach sees the day’s events take place in groups and almost exclusively in group rooms. Halls and foyers are purely circulation areas and group rooms should be significantly larger than the minimum measurement requirements so that children have enough space for other activities as well as for rest and retreat.
In contrast the open approach doesn’t have group rooms as such. The children move freely about the building from the beginning of the day and look for themed rooms according to their interests.
Schools are at once places of learning, encounter and social interaction. Modern pedagogical theories are characterised by a mix of forward-facing instruction, interactive lessons and individual or teamwork. The students solve tasks in small groups and meet in so-called learning islands outside the classroom (F, G). Open spaces or wide protected alcoves in corridors with fitted seating and good soundproofing are ideal for this sort of use. In all-day schools lessons and rest periods alternate throughout the day. These schools have to provide spaces for work, activity and rest as well as space for communal meals and private moments of retreat.
Spatial planning in day nurseries and schools
The benchmark for any spatial planning considerations is always the children. Clear uncluttered floor plans provide orientation and facilitate supervision, which in turn creates more open spaces. Kindergarten children do not need perfect design but rather exciting adventure areas that encourage creative participation. Neutral spaces in restrained colours and without a specific function that can be used and arranged according to need are suitable for this purpose. Natural, unadulterated materials appeal to the senses and are particularly important in kindergartens and primary schools. When children touch or move around on different surfaces they experience material-specific properties and temperature differences.
Primary school rooms should provide a sense of security and comfort through child-friendly measures but they should also stimulate activity and exchange and give students the opportunity to co-design the spaces. Plenty of daylight in learning areas and good spatial acoustics contribute significantly towards good performance. Due to new methods of learning in small teams open spaces and multi-functional areas are in demand in all types of schools. Tables and chairs should be arranged flexibly so that eye contact and interaction is possible in the case of specific teaching methods.
Experiencing things from a child’s perspective by spending time in a day care centre or school can provide an architect with important insights into the everyday details that matter. Examples include exciting views, door handles that can easily be grasped by small hands and interiors designed specifically to encourage rest or activity.
Key spaces in day nurseries — a selection
Cloakrooms often become bottlenecks because children arrive and are picked up at the same time every day. For a relaxed start to the kindergarten day children need space to get changed. If benches are at least 50 cm deep instead of the standard 40 cm, children’s heads won’t disappear behind suspended jackets when they change their shoes. Additional benches should be provided, for example in front of the cloakroom, in order to provide seating for parents (E). Lockers near the coat hooks ensure that the kids’ personal belongings and parents’ mail are kept tidy. Shoe racks with bases hidden under the benches make it easier for cleaning staff to do their work.
Group rooms are often so full of tables and chairs that the kids can barely find room to play on the floor. It’s a blessing when they are larger than the minimum standard dimensions and can be divided up, for example with flexible furniture and room dividers (H). Ceiling-high wall cupboards provide space for toys and materials without disrupting the impression of space (I). When the lower shelves are open, children can take out toys and put them back on their own. And when they want to look out at what’s going on in the garden they can sit at the window seats. Podiums, stairs and balconies are particularly popular with children because they can view things from a different perspective and use the space underneath as a cave or a place to withdraw to. Stairs with shallow treads and intermediate landings are also popular in games and reading areas. Different ceiling heights also offer exciting spatial experiences.
Foyers and play corridors help to ease the burden on classrooms, promote communication between children from different groups and provide space for lively and expansive play. Warm materials and colours, seating steps and exciting views can turn circulation areas into a true play paradise.
Flexible rooms that can be switched around for specific activities are ideal in day nurseries. Themed rooms relieve the burden on classrooms and allow children to concentrate on activities without coming into conflict with one another (I).
Children like to experiment with water.
Turning washroom facilities into a water playground doesn’t need much effort just a bit more space than usual, natural lighting and non-slip flooring. If space is limited it is sufficient to install wash troughs instead of individual washbasins and possibly fit them with a shut off valve.
Staff rooms should be large enough so that all staff can be seated at a table during team meetings. A photocopy machine, a sofa for breaks and first aid needs and, where appropriate, a small kitchen, all take up room as well. Space requirements in staff rooms and the importance of good acoustics are often underestimated.
Key spaces in schools — a selection
Classrooms should be done up in warm colours and be open to co-design. If tables and chairs can be flexibly rearranged the classroom can be easily redesigned depending on lesson content and the specific didactic approach. Additional free space is required for morning assembly in primary schools as are tables with space for computers in secondary schools. Essential for focused work are good air quality, effective sound insulation and a lot of daylight that reaches as deep into the room as possible (C).
Learning islands and lounge areas are often used for work in small groups. Arranged in wide alcoves or open areas they contribute to a flexible teaching approach. Quiet rooms equipped with inviting seating provide the ideal conditions for reading and relaxing (L). Lightweight furniture that can be easily rearranged allows common areas to be transformed so that they can become suitable for a variety of activities (M).
In faculty or staff rooms every teacher requires enough space for teaching materials and computers. It makes sense therefore to create quiet work areas and communication areas for exchange with colleagues. Effective soundproofing is also essential here. Staff rooms should be close to classrooms so that long distances during short breaks can be avoided.
The entrance hall serves as a place of arrival in the morning and often a relaxation area during breaks but can also be used for events. Alternating materials, plenty of daylight and comfortable seating or stairs with seating steps can transform circulation areas into attractive meeting spots, small theatres, relaxation islands and much more (J, N).
Light enhances productivity and performance
In contrast to artificial light, daylight changes in light colour and intensity throughout the day (N). This dynamic has a positive effect on well-being, reduces stress and increases performance. Group rooms and classrooms should ideally be located on the sunniest side of the building. Artificial lighting can be used to create islands of light, a special atmosphere or promote relaxation, but learning areas should have uniformly bright lighting.
Soundproof surfaces
Effective soundproofing is indispensable in schools and day nurseries as the naturally high noise levels put a big strain on children and teachers alike. When noise is echoing around the room intermediate tones are no longer audible and speech intelligibility decreases. A decisive factor in good room acoustics is the reverberation time, which should be calculated during the planning and design phases. Teachers and educators constantly complain that acoustic ceilings alone are not enough. Other options are putting acoustic surfaces on walls, room dividers and any floor-to-ceiling built-in furniture items. Depending on what the room is used for carpets can also help as well as unpainted wood.
Conclusion
Children who indulge their natural curiosity in a day care centre can test their limits and acquire social skills, develop their creativity and foster a secure sense of their own worth. This is the best preparation for school where they should still feel a sense of well-being and retain the joy of learning despite the increased demands placed on them.
Architects, interior architects and interior designers have a significant influence as they create the external framework for educational and pedagogical work. When architects and educators collaborate closely and respectfully during the design phases solutions can be created that are suitable for children and also facilitate teachers’ work processes. Architecture combined with pedagogy can help children develop into autonomous and responsible personalities. In this context the special role of architecture in the future development of society becomes clear.
