Page 19 - School Planning & Management, April 2017

[ 5 BUILDING BLOCKS OF EARLY CHILDHOOD DESIGN ]
no matter what their geography or climate.
Whether you are building new or renovating, make sure to
prioritize outdoor space. Playgrounds offer a variety of opportuni- ties for sensory learning and the development of large motor skills. Make your playground multi-faceted and offer space for rolling down hills, digging in the sand, riding tricycles, exploring nature or taking care of plants or animals.
When designing for indoor and outdoor connections, it is impor- tant to clarify expectations for student movement. Will children be able to move spontaneously from space to space? Should doors lead- ing to secure play areas have latches? Answering these questions will allow designers to maximize learning opportunities while meeting expectations for security and oversight.
When outdoor learning is not possible, consider bringing nature inside.BritishInternationalSchoolofHoustonhaslargewooden trees in the corridors just outside the Early Years Center. The trees provide an exciting place for students to gather on the rare days they cannot venture outdoors. Other design opportunities include the
use of natural materials in furniture and furnishings. “In our digital world, so much of what a child experiences is plastic or metal,” says Dr. Mueller. “Young students love to feel wood and stone — materials that connect them to the authentic world.”
5 EMPATHY — Empathy is the final building block of early child- hood design, and it is the most important factor of all. Clair Wain, director of Early Years education for British International School of Houston, recommends starting the design process by clarifying your beliefs about children and about childhood.
“Each choice springs from a different understanding of a child’s place in the classroom and the teacher’s role,” she says. “I would suggest that the first step in designing a new space for young chil- dren is to consider:
• Who is a child? • What is childhood?
• How do we learn? • How do children learn? • What is the meaning of education?
Once you are clear in your beliefs about children, then you will be able to design your space in accordance with your school com- munity’s values.”
Wain also recommends close collaboration between designers and the teachers who will work in the space. Teachers are especially helpful, she says, in discussing practicalities such as the height of sinks and the number and placement of toilets.
Collaboration between educators and designers has always resulted in optimal spaces for learning, but there are also exciting lessons to be learned from other building types. The GAP Kids® stores with their separate doors for adults and children are an excellent example of child-centered design. Giving young students an entrance all their own says, “this is a place for you.” Children’s museums, with their emphasis on exploration and discovery, are another source of inspiration.
BUILDING BLOCKS FOR LIFELONG SUCCESS — Advocates for high-quality early childhood education point to improved test scores, among other benefits. Yet while better performance on tests is a worthy goal, it should not be the sole criteria for evaluating the effectiveness of early childhood environments. Designing for sensory learning, move- ment, imagination, nature and empathy leads to facilities focused on a broader view of the learning experience for each child.
In fact, Wain suggests evaluating your space from a unique perspective. She asks, “In your current school or future school, how would you respond to a child who wonders:
• Do I belong here? • Is this place safe for me?
• Do you know me? • Will you let me fly?”
The answers to these questions are the true measure of excep- tionalearlychildhoodfacilities. SPM
>>Charles “Chuck” Tyler, AIA, LEED-AP, ctyler@fhai.com, is a principal and project executive in the Indianapolis, Ind. office of Fanning Howey, a national leader in the planning and design of learning environments. Carla Remenschneider, RID, IIDA, cremenschneider@fhai.com, is director of Interior Design and a principal with Fanning Howey.
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