Industry Report for Designers and Educational Professionals: What strategies can be implemented int

Industry Report for Designers and Education

Professionals :

What strategies can be implemented in the design of educational spaces to promote children's motivation, engagement and positive emotional experiences?

Caitlin

Abstract

This report explores strategies for designing educational spaces that enhance children's motivation, engagement, and positive emotional experiences.

This report highlights key strategies by reviewing a range of appropriate sources, including the use of play-based learning, creating flexible and adaptable spaces, the integration of nature and biophilic design, and the encouragement of social interaction and collaboration. By incorporating these design principles into educational spaces, environments can be created that foster children's emotional wellbeing, encourage a love of learning, and support their holistic development. The findings of this report will provide designers valuable insights into creating learning environments that give children the greatest opportunity to succeed academically, socially, and emotionally.

Methodology

A diligent search and analysis of appropriate books and academic research articles will be carried out for this report. Studies investigating the connection between children's motivation, engagement, and emotional experiences in learning environments and the design of these spaces will be the primary focus.

The goal of this research is to close the knowledge gap between theory and practice by offering doable suggestions that can be utilised to create inclusive, encouraging, and nurturing learning environments for children.

Searching online databases, including academic journals, education websites, and research papers, will be a part of the process of gathering data. To find relevant studies, a combination of keywords and search terms related to positive emotional experiences, motivation, engagement, and educational space design will be used. To make sure that the most recent research and best practices are included, priority will be given to publications that have been published within the last 10 years.

The results will include an in-depth overview of the methods found in the research that support children's motivation, involvement, and emotion in learning environments. Significant strategies will be discussed, along with an examination of how they might affect children's academic achievement and general well-being. The findings will offer evidence-based perspectives to guide educational space design.

Acknowledgements

I'd like to thank my tutors for your continuous encouragement throughout my studies and this report. I especially want to thank Louise Noakes whose insightful knowledge and expertise has been invaluable to me, as well as her consistent support to me this year.

Additionally, I want to express my appreciation to my family, friends and boyfriend who have been the greatest emotional support during the hardest year of my life, thank you.

Finally, the person to whom I owe the greatest gratitude, My Dad, who was always my biggest supporter. Although no longer with us - this is for you. I promise to always make you proud.

Educational spaces are areas that are assigned for instructional purposes, whether this is indoors or outdoors and are the first public spaces children will encounter and experience with a potential to develop social, effective and cognitive learning. Therefore these spaces ‘must equip learners with the knowledge and skills they'll need to succeed in an uncertain, constantly changing tomorrow’ (The Organization for Economic Cooperation and Development, 2016.)

‘Fostering children and young people's creative potential and ability is critical in helping them make sense of and take an active part in our rapidly and unpredictably changing world.’ (Craft, 2015) Without a good school design, children are not in the best physical environment to achieve their full potential. The aim of this paper is to understand the psychology of how children learn and how we can adapt these findings into creating useful spaces that benefit their learning. By understanding the relationship between

Introduction

pedagogy, which is the method of teaching, the intended curriculum experience, the organisation of learning and teaching and play. Educator Loris Malaguzzi states it is not only about observing the link between pedagogy and space but understanding to design for a whole community of people ‘The classroom acts as a third teacher, next to pupils and teachers themselves.’ (Hall et al., 2014)

Learning is a social process that enables children to share, discuss, observe and copy methods to try on their own. The physical design of educational spaces is about enabling them to get together, so they can communicate, engage, and learn with each other, so I will be looking at the effectiveness of play within learning to understand whether designing creative and imaginative physical spaces has its benefits. Children respond well to play and it is a crucial part of motivation when children first start school and innovative physical spaces will motivate younger learners and enable new kinds of interactions whilst still being designed to fit purpose.

This report will highlight data from studies and investigations that have looked into the relationship between the physical environment of educational spaces and how the design impacts the users of the space to be positive, motivated and engaged. (Barrett et al., 2015). Part of the Holistic Evidence and Design study, which looked at 3,766 children in 137 classrooms from 27 very different primary schools, found that the physical characteristics of classrooms accounted for a 16% variation in children's learning capabilities. This is significant and proves conclusively that the learning environment does matter. ‘The design of schools is one of the most important areas of architecture, because it can have the greatest impact on shaping lives, yet it has never received the attention it deserves.’ (Hudson and White, 2019) This is possibly due to the fact that society doesn’t understand the power of the built environment and what effect it has on us, it is seen as a luxury rather than the basic building blocks of life.

‘Reimagining schools is one of the most creative challenges in contemporary education.’ (Hudson and White, 2019.)

Section 1:

Unlocking the past for future learning spaces

The Past

When designing for the future, we need to understand where past design has gone wrong and what makes a successful school. There is considerable disagreement and conflicting ideas about what makes a successful school environment according to (Higgins et al., 2005) ‘This confusion is exacerbated by a lack of appropriate research into the physical learning environment.’ (Clark, 2002)

Decline of School Buildings How were past Schools designed?

Research from (National Audit Office, 2023) shows that the majority of the UK’s public school facilities are in poor physical condition, due to age and inadequate upkeep with some safety concerns about the buildings, and are declining at an accelerated rate. ‘38% proportion of school buildings that are believed to be past their estimated initial design life, which could be extended with adequate maintenance.’ (National Education Union, no date) These buildings lack modernisation of technology, adequate space, and healthy building materials, which are negatively impacting students, faculty, and staff. Poor physical environments are negatively impacting the user of the spaces because they generally spend a lot more time in their school environment than their homes and have detrimental effects on learning and activities that take place there. According to Pamela Woolner, staff and students will begin to feel less valued and motivated leading to more absence from school, poor behaviour and lower academic performance. ‘The design of school interiors has always played a crucial role in shaping educational experiences.’ (Woolner, 2010.)

The design of schools is affected by a range of factors, societal variables such as demographic and economic influences and some specific to architecture and education. These factors are influenced by time periods in the UK resulting in the styles of schools we see today.

In the past, traditional school interiors featured rows of fixed desks, a prominent teacher’s desk at the front, and limited design elements (see figure. 2). The focus was on discipline and order. Interiors were often austere, with neutral colour schemes and minimal decoration, which also emphasised on the conformity and orderliness, discouraging individuality and creativity. Reflecting the conventional approach to education with the common consensus that children all learnt the same way.

UK schools showcased distinctive architectural styles, often influenced by Victorian designs. These schools were often two storey buildings which limited the free flowing movement of learners to access all areas of learning and is a disadvantage to disabled children. The buildings featured imposing structures, large windows for natural light and high ceilings that showcased grandeur. These Victorian-era classrooms epitomise this rigid and authoritarian approach to education (see figure. 3).

‘The more you know about the past, the better prepared you are for the future.’ (Theodore Roosevelt, 26th president of the US, September 1901.)

Progressive educational ideologies shaped UK school interior design and architecture during the 20th century. ‘The creation of more child-centred, community-focused schools was led by figures like Henry Morris and Alec Clegg.’ (Burke, 2012). This strategy led to modifications in interior design, such as the introduction of adaptable areas, areas for creative expression, and practical activities.

Figure 2; Children in a traditional UK Infant School (Merseyside, 1907)

Figure 3; Gillespie Primary School, Islington, London, 2011

The Future

‘Following World War II, an increase in population due to the 1950’s high birth rates influenced UK school buildings which prompted a surge of school developments which were influenced by modernist architectural ideas. (Woolner, 2010). ‘Large windows, roomy hallways, and adaptable classrooms were features of the schools built as a result of this strategy.’ (Harwood, 2015). In order to establish a more peaceful and favourable atmosphere for teaching and learning, natural light and open areas were utilised.

New Approaches

UK schools have made significant progress in embracing new approaches in the form of flexible learning spaces, inclusive design, technological integration, and sustainability, In order to become more inclusive and engaging for students while also taking the environment into consideration. ‘The government is urgently trying to educate the next generation for jobs that do not exist yet.’ (Hudson and White, 2019) Which is also a big challenge for education designers as learning environments are the third teacher, the ‘silent educator’ so the future of learning spaces should be innovative for children to explore and gather ideas ready for future jobs.

Ergonomic Design Principles

Considerations must be given to ergonomic design principles to support posture health and student well-being when using technology. ‘Adjustability, proper lighting and comfortable seating are crucial factors that promote both physical and mental well-being.’ (The WELL Building Standard V2, 2020)

Inclusivity

Inclusive education ensures equal access to quality education for all students, regardless of abilities or backgrounds. Designing inclusive schools celebrates diversity, supports individual needs, and promotes a sense of belonging.‘Schools must consider physical accessibility for inclusive design by incorporating ramps, elevators, clear wayfinding and accessible washrooms, which helps ensure that schools are accessible to individuals with disabilities.’ (Department for Education and, no date). Furthermore, ‘the incorporation of sensory rooms, calm spaces and adjustable lighting supports students with sensory processing differences and enhances their learning experience.’ (Guldberg et al., 2019). For students who need breaks, structure, or a more sedate setting, these spaces offer a safe haven. To meet the needs of students with sensory processing differences and to support their emotional wellbeing, educational environments can include features such as sensory rooms with soft furnishings, relaxing lighting, and sensory tools. This Tel Aviv school integrates children with disabilities into regular classrooms (see figure. 5), promoting accessibility, equality, and flexibility through universal design. The school offers various classes and treatments, including physical therapy, yoga/ meditation, and private study, with each room walled with glass to uphold the inclusive philosophy. (Sharit Shani Hay, 2020).

Technology

Technology advancements have had a big impact on UK schools because they can improve student engagement, teaching and learning experiences. They can also help students prepare for a future where everything is predicted to be digital (see figure. 4). These advancements have led to changes in classroom infrastructure and layout as well as new opportunities for immersive and interactive learning. Technology should be integrated into learning environments by offering adaptable spaces that encourage teamwork and let students work alone or in groups. ‘Adjustable furniture and space arrangements are necessary to support a variety of learning activities and enable the use of technology.’ (Hudson and White, 2019)

Figure 4; Classroom of the Future (Lava, 2011)

Figure 5; Bikurim Inclusive School (Sarit Shani Hay, 2020)

Sustainability

Growing concerns about the environment and sustainability have made eco-friendly design principles more significant in UK schools. Education is additionally essential in preparing the next generation who will effectively deal with today's environmental issues. Educational institutions can establish sustainable learning environments and instil sustainable values in students by integrating sustainable practices into the interiors of their buildings. Sustainable materials, energy-efficient lighting, and design elements that support environmental education and eco-awareness are now priorities for schools. Expert in sustainable design, Oliver Heath, has been an avid advocate of biophilic design in educational settings. In order to enhance human well-being and the sense of connectedness to nature, biophilic design seeks to integrate natural elements into built environments (see figures. 6.1, 6.2, 6.3). Figure 7 displays Heath's views on biophilic design in schools (Deakin, 2016). (See figure. 7).

To Right:

Figure 6.1; Example of Natural Materials being used in an indoor/outdoor environment (KM Kindergarten and Nursery, 2016)

Figure 6.2; The Garden School (Oliver Heath, 2017)

Figure 6.3; WeGrow Micro School, Displaying organically shaped ‘Reading Hives’ (bjarke ingels group, 2017)

Above: Figure 7; Oliver Heath’s views on biophilic views on school design (Oliver Heath, 2016 / Evans.C, 2023)

The way school interiors have changed over time is a reflection of how education is evolving as well as the larger social context. Educational interior design has constantly changed to meet the changing needs of students, moving from rigid, traditional classrooms that prioritised rote learning and discipline to contemporary, flexible learning environments that support collaboration and customised learning experiences. Flexibility, inclusivity, environmental sustainability, and technological integration are now top priorities in interior design, resulting in engaging spaces that promote all-encompassing learning and growth. We can continue to design practical and inspiring learning environments that develop the skills and intellect of upcoming generations by learning from the past and utilising revolutionary design principles.

Section 2: Lessons From Scandinavian Schools

Scandinavian nations are well-known throughout the world for their innovative approaches to education.

This section examines the design concepts used in Scandinavian schools, providing insightful guidance on how to develop learning spaces that support these beneficial experiences.

Scandinavian schools place a high value on student-centred design because they understand how important it is to customise education to meet each student's needs. ‘Schools in Scandinavia often feature adaptable furniture, movable walls, and versatile spaces that can be transformed to accommodate different learning activities.’ (Hudson and White, 2019). An example where this design solution has been implemented is in a Stockholm school, Vitta by Rosan Bosch studio where classrooms are not dominated by chairs and desks but instead the design is built around flexibility and different zoning called ‘the learning landscape’ where learning can take place on top of an iceberg on platforms or hang out under a tree. (See Figure. 9).

‘A key design principle is the creation of flexible learning spaces that promote collaboration, inquiry-based learning, and student agency.’

(Undervisningsministeriet, 2014).

Motivation, engagement, and mental wellness of students are given top priority in their schools and interior spaces, the children decide on a working environment that works well for them rather than sitting in rows, which allows them to move around, collaborate with others and adjust their learning approach as necessary, all while keeping their attention on the work set for them, moving away from the ‘one size fits all’ approach to traditional education. An example of this is Ørestad Gymnasium High School (see figure. 8).

Figure 8 (left); Combining classrooms with open spaces (Ørestad Gymnasium, 3XN architects, 2005)

Figure 9; Vittra School Telefonplan (Rosan Bosch Studio, 2011)

Sustainable and natural design principles are given top priority in Scandinavian schools. They use eco-friendly materials (see figure. 10), and incorporate natural elements like indoor gardens or green walls, and make extensive use of natural light. These layouts provide a tranquil and relaxing atmosphere that enhances focus and wellness while raising students' awareness of the environment. To improve student engagement and foster a connection with nature, Scandinavian schools actively integrate outdoor learning spaces. These areas facilitate exploration, movement, and experiential learning. ‘Gardens, play areas, and other outdoor spaces are common places to foster creativity, problem-solving skills, and physical well-being.’

(Bentsen and Jensen, 2012)

Scandinavian schools focus on mental well being which the interiors reflect. They are designed to provide comfortable and nurturing environments by using calming colours, soft furnishings and dedicated spaces for relaxation and reflection to contribute to a positive emotional atmosphere. (see figure.11).

With a balanced approach, Scandinavian schools also successfully integrate technology into their learning environments. ‘To improve student engagement and promote digital literacy, digital devices and interactive tools are seamlessly incorporated into the curriculum to support cooperative and hands-on learning.’

(OECD Reviews of School Resources: Denmark 2016, no date)

Figure 10; Natural, non-allergenic materials used (New Nordic School, Fyra, 2021)

Figure 11; Soft materials & calming colours being used (New Nordic School, Fyra, 2021)

Section 3:

Connecting Pedagogy, Teaching, Education, Curriculum and Interiors:

Shaping Optimal Learning Environments

The design of educational spaces goes beyond aesthetics; it plays a crucial role in facilitating effective pedagogy which refers to the methods and strategies employed in teaching. By understanding the relationship between pedagogy, teaching, education, curriculum and understanding how these components interconnect and influence one another, educators and designers can create optimal learning environments that support student engagement, promote effective teaching practices, and enhance the overall educational experience.

Pedagogy refers to the methods and strategies employed in teaching. Interiors can support and enhance pedagogical approaches by providing spaces that facilitate active learning, collaboration, and exploration. ‘Flexible furniture, breakout areas, and open spaces accommodate various instructional methods, such as group work, project-based learning, and hands-on activities. By incorporating these elements, interiors can stimulate and support diverse pedagogical approaches.’ (Pellegrino, 2014)

When designing it is crucial to consider the relationship between three elements of a school; the pedagogy, the institution and the design of the physical environment. Together this is what the users perceive as their school’s culture, identity and ethos and the design should communicate this as a way to inspire.

Circulation spaces, such as hallways and corridors, play a vital role in the functionality and atmosphere of school interiors and are much more than transitional areas. Circulation areas are frequently disregarded and are essential for encouraging social interactions, facilitating movement, and improving the educational experience as a whole. Not just in classrooms, but throughout the entire school, active learning can be supported. ‘Approximately 20 to 25 percent of the usable built areas in schools are circulation spaces, which are regarded as the most multi-functional spaces in the school's design.’ (Ministry of Education, Science and technology, 2023) Circulation spaces can act as hubs of social interactions within schools (see figures. 12.1, 12.2). ‘Designing hallways and corridors with wider spaces and seating areas encourages informal gatherings, collaboration, and chance encounters among students and faculty, fostering a sense of community and social connection.’ (Barrett and Zhang, 2009). Including nooks or alcoves for small group conversations can help to promote peer relationships and enable more impromptu conversations or can be used as breakout zones.

Figure 12.2; Hayarden Elementary School for children of refugees (Sarit Shani Hay, 2019)

Figure 12.1; Day Care Centre in Völklingen (Willi Latz, 2013)

Early years education is crucial for holistic development and academic learning in children. It involves a pedagogical strategy that supports learning and play that aims to develop physical, intellectual, emotional, cognitive, and social abilities for the future as adults. These skills are developed through peer interaction, and learning is a social process that helps children observe, discuss, share, and replicate techniques. The physical design of learning environments facilitates gatherings for interaction, conversation, and knowledge exchange. Sir Ken Robinson, educational author states that ‘Typically, in early years, children sit in circles and do practical things in groups; in later years they sit down, face the front and take notes.’ (Hudson and White, 2019) therefore backs up the idea that group activities are essential for primary aged children to learn for collaborative learning skills which indicates the requirement for equipment and spaces that allow for collaboration between children to converse. A school in Denver supports collaboration between learners with a space called the ‘Collaboratory' (see figure. 13). In addition to being aesthetically pleasing, the area is designed to support a variety of learning activities, such as teamwork or presentation techniques, which encourage children to take a more active role in their own education. Whole walls and sections are whiteboard material which are meant to be scribbled on, pads on the floor where children can huddle around a screen and do a lesson over Skype and desks which can be wheeled around the room.

Figure 13; The "Collaboratory" at High Tech Elementary (Danish Kurani, 2016)

(Building Bulletin 99) agrees that ‘the way schools operate and deliver the curriculum is a key aspect of the development.’ The report also declares that flexibility and adaptability is a crucial part of the criteria of school architecture and space planning that allows the space to change and develop as what is suitable now won’t be in the future, it is also critical for special education needs children, disabilities, safety and environmental issues.

(Jeffrey and Woods, 2003) suggests that ‘Creative practitioners are flexible about how they apply their philosophies and methodologies to the varied and highly complex situations they meet in the classroom, they find inventive ways into children's learning.’ Therefore no two ‘flexible’ learning environments will ever be entirely the same, they are all varied and dynamic to suit their current pupils. The best way to define flexible learning environments is as an array of classroom configurations, spatial designs, and pedagogical strategies that allow choice and transform conventionally static classrooms into customised, dynamic learning environments that empowers teachers and students to work and learn in a way that best suits their needs and preferences. However, a poorly organised flexible space can cause disaster therefore the classroom should ideally be broken up into ‘Zones’ that are dedicated to particular activities while reducing noise and disturbance of other areas of the classroom, and versatile enough to support all learning styles. Children should be able to move freely around the classroom and have easy access to all of the resources and help they need to perform at the best of their ability. (See figure. 14).

Figure 14; An example of a flexible learning space (Vittra School Södermalm / Rosan Bosch, 2012)

‘Ownership, in particular, is related to how much the room is individualised for both the class as a whole and for each pupil, with the aim of creating the child-centred environment that is seen to be important for learning.’

(Killeen, Evans and Danko, 2003)

According to The Holistic Evidence and Design (HEAD) Clever Classrooms report found that ‘flexibility’ accounted for approximately 11% of classroom design’s impact on a child's learning progress over the course of a year. The report investigated how the built environment within and around classrooms in U.K. primary schools influences learning rates in children. As well as flexibility, ownership concerns the creation of the space as children want to feel like it is ‘theirs’ which helps children develop attitudes of responsibility that enhances their connection to the space (see figure. 15). A personalised learning environment involves displaying pupils' work, fostering responsibility and pride, and ensuring a welladapted classroom. Childrens connection with the school and classroom is crucial, with clear navigation, zoning, and location within the school.

Figure 15; Classroom Display of Diversity (Fun365, 2021)

Another design principle that had been further developed by many architects and design practises is a book Campfires in Cyberspace (David D. Thornburg, 1996) which describes digital learning in terms of the prehistoric landscape (see figure.16). Rosan Bosch studio took inspiration from this and turned it into the six design principles for learning situations to allow for learning variation (see figure.17):

In conclusion from research we can assume that users may be strategically influenced to act differently through the use of design, whether it's by means of collaboration, creative activities, or a shift in behaviour or communication. Design may aid in developing unique and effective environments for learning in this manner which is why designing educational spaces is so important as it has the ability to shape society. Winston Churchill, former British prime minister supports this view with the quote:

‘We shape our buildings: thereafter they shape us.’

(Winston Churchill, October 1943)

Figure 17; Learning Landscape (Liceo Europa, 2016)

Section 4: The Power of Play

It has long been recognised that play is essential to a child's development, according to (Brown, 2009) ‘Play just lights everything up’. But its importance goes beyond simple recreation. Play has been shown to have a variety of beneficial effects on students' cognitive, social, and emotional development in the context of education as it is an important form of motivation when children first start school. By considering the impact of play within educational settings, us as designers can create more supportive environments for learning and growth.

Younger students will be motivated and be provided with chances to engage in new kinds of interactions in a dynamic and imaginative physical space (see figure.18). According to the United Nations Children's Fund (The Lego Foundation, 2018) ‘Play is one of the most important ways in which children gain essential knowledge and skills and everyone from every culture, economic background and community knows ‘play’ when they see it.’ There is no way to understand play without also remembering the feeling of play. Our reward for play is strong because we need it to generate a rapidly developing brain.

Figure 18; School designed to encourage learning through play and exploration (Sulkin Askenazi,

According to (Brown, 2009), founder of the National Institute for Play, psychiatrist and play advocate describes play as ‘a voluntary primal basic level activity that makes us feel good, loose a sense of time and allows us to have a diminished consciousness of self, we stop thinking about everything around us, the fact we are playing and in imaginative play we can be a different self.’ He also believes that we have improvisational potential meaning we are not locked into a certain way of playing and are open to serendipity when we stumble across new behaviour, thoughts, strategies, movements or new ways of being. For example an engineer might have new ideas whilst building a sandcastle (see figure.18).

Or a child playing tea party might have come to understand that good manners and a social conversation can provide safety and power rather than being something imposed merely to make the child feel uncomfortable. However, many may argue, including Dutch Historian, Johan Huizinga (Anchor, 1978) that ‘play is a free activity standing consciously outside ‘ordinary’ life as being ‘not serious’ but at the same time absorbing the player utterly and intensely. It is an activity connected with no material interest, and no profit can be gained from it’ But from an educational point of view and looking at Stuart Brown's point of view, play opens up many opportunities that we have not yet considered, we then have a desire to keep doing it, keep finding ways to do it and when it's over we want to do it again. Hence why we need to include play elements into education design, it opens up opportunities for the futures of the children playing in these spaces. (see figure. 20).

Figure 19; Indoor Sandpit in school (SP Nursery / HIBINOSEKKEI + Youji no Shiro, 2015)

Figure 20; Small Play Nook (Rodeph Sholom School Playdecks, Murphy Burnham & Buttrick Architects, 2018)

Researchers find it difficult to define ‘play’ as the concept itself is quite complex. (Eberle, 2014) identifies 6 elements of play and explores their emotional, physical and intellectual dimensions and argues play always promises fun and suggests that any activity that lacks these six elements do not qualify as play. (see figure.21). Play Elements presented as a linear sequence (Evans .C , 2023). Play is a fundamental aspect of human development, encompassing anticipation, curiosity, surprise, understanding, and poise. It begins with anticipation, which is a feeling of curiosity and anticipation, and then progresses to surprise, which is a new sensation and reward. This anticipation leads to pleasure, which serves as the 'hub of play' and drives play as an incentive to continue. Understanding is the fourth element, providing emotional and intellectual benefits. It helps us absorb new information and incorporate ideas that were previously unfamiliar to us.

Figure 21; Play Elements presented as a linear sequence (Evans.C , 2023)

Figure 22.3; Barangaroo Early Learning Centre (Collins and Turner, 2017)

Play also helps develop a "theory of mind," which refers to the ability to comprehend others and their ideas. Playing together deepens understanding, as demonstrated by isolated children who suffer from severe play deprivation, without play and other forms of human contact, it is difficult to reach our full growth of mutual understanding. Play strengthens our mind and body, trains our physical skills, sharpens our mental abilities, and expands our understanding of our social capacities (see figures. 22.1, 22.2, 22.3). Play scenarios help children develop gross and fine motor skills, social intelligence, and creative thinking, whilst encouraging emotional expression and emotional processing, making children more resilient. Finally, poise is produced when play combines strength and understanding, providing a sense of balance and grace.

Play-focused interior design capitalises on plays’ transformative potential, giving students the tools, resilience, and love of learning they need. Play is emphasised in educational spaces to create environments where children thrive, develop a love of learning, and embrace exploration and discovery.

Figure 22.1; Play Area (Rodeph Sholom School Playdecks, Murphy Burnham & Buttrick Architects, 2018)

Figure 22.2 ; Climbing Frame ( Playville DayCare, NITAPROW, 2018)

This report concludes that integrating a variety of strategies and considerations is necessary when designing learning environments that effectively support children’s motivation, engagement, and positive emotional experiences. Schools have changed over time from being based on traditional models to being more inclusive and student-centred. Future-focused learning environments that prioritise sustainability, use technology, and give students independence are becoming more and more important.

Section 2 demonstrated what we can take away from the Scandinavian model of school design. Scandinavian schools are excellent examples because they show how design principles that prioritise emotional health, sustainability, and student-centeredness can enhance learning experiences and increase motivation. By incorporating these ideas into UK schools, teachers can create learning environments that inspire, involve, and support students emotional health, ultimately fostering their overall academic achievement and personal development. Educational space design should be consistent

Conclusion

with pedagogical objectives, promoting student-centred learning and a variety of teaching methods. The interiors of schools should be inclusive, flexible, and adaptable in order to support the use of different teaching methods and curriculum delivery models according to the Government’s Building Bulletin. And the design of circulation spaces, such as hallways and corridors, should be taken into account, as they play a significant role in movement, social interactions, and the overall atmosphere of the learning environment.

Furthermore, it is impossible to undervalue the significance of play in educational settings. Children get meaningful educational experiences and develop a love of learning when the space they’re learning in is designed with exploration, creativity, and collaboration in mind. Play elements in classrooms foster children’s creativity, problem solving abilities, and social development. As we move forward as designers, it is crucial to leverage the lessons learned from past schools and embrace innovative design strategies that prioritise motivation, engagement, and positive

emotional experiences in educational spaces. This requires holistic strategies that incorporate curriculum alignment, sustainable practices, pedagogical considerations, and influences from Scandinavian design. By building environments that uplift, support wellbeing, and foster a love of learning, we enable children to realise their full potential and give them the tools they need to thrive in a world that is evolving and growing. The future of educational spaces can be shaped by the combined efforts of educators and designers to truly transform learning environments for children’s holistic development.

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Great Britain. National Audit Office and NATIONAL AUDIT OFFICE. (2023) Condition of School Buildings: Department for Education. Dandy Booksellers Limited. Avaliable at: https://www.nao.org.uk/wp-content/uploads/2023/06/condition-of-school-buildings.pdf

Guldberg, K. et al. (2019) ‘Good Autism Practice: Practitioner Guide’, Autism Education Trust [Preprint]. Available at: https://www.egfl.org.uk/sites/default/ files/Services_for_children/SEND/Practitioner-Guidelines_nov_19.pdf.

Hall, K. et al. (2014) Loris Malaguzzi and the Reggio Emilia Experience. Bloomsbury Publishing. Available at: https://play.google.com/store/books/details?id=90C_BAAAQBAJ.

Harwood, E. (2015) England’s Schools: History, architecture and adaptation. Historic England. Available at: https://play.google.com/store/books/details?id=FukqDwAAQBAJ.

Higgins, S. et al. (2005) ‘The impact of school environments: A literature review’, London: Design Council [Preprint]. Available at: https://www.academia. edu/download/82985056/DCReport.pdf.

Hudson, M. and White, T. (2019) Planning Learning Spaces: A Practical Guide for Architects, Designers, School Leaders. Hachette UK. Available at: https:// play.google.com/store/books/details?id=YfYgEAAAQBAJ.

Jeffrey, B. and Woods, P. (2003) The Creative School: A Framework for Success, Quality and Effectiveness. Routledge. Available at: https://play.google.com/ store/books/details?id=AH2CAgAAQBAJ.

National Education Union Joint call to solve school buildings crisis (no date) National Education Union. Available at: https://neu.org.uk/latest/press-releases/joint-call-solve-school-buildings-crisis (Accessed: 8 January 2024).

Killeen, J.P., Evans, G.W. and Danko, S. (2003) ‘The Role Of Permanent Student Artwork In Students’ Sense Of Ownership In An Elementary School’, Environment and behaviour, 35(2), pp. 250–263. Available at: https://doi.org/10.1177/0013916502250133.

OECD Reviews of School Resources: Denmark 2016 (no date) oecd-ilibrary.org. Available at: https://read.oecd-ilibrary.org/education/oecd-reviews-ofschool-resources-denmark-2016_9789264262430-en (Accessed: 30 December 2023).

Pellegrino, J.W. (2014) ‘Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress’, Psicología Educativa, 20(2), pp. 65–77. Available at: https://doi.org/10.1016/j.pse.2014.11.002.

‘school-learning-organisation.pdf’ (no date). Available at: https://www.oecd.org/education/school/school-learning-organisation.pdf.

Sharit Shani Hay, Bikurim Inclusive School - Tel Aviv (2020). Available at: https://shanihay.com/public-spaces/469 (Accessed: 3 January 2024).

The Lego Foundation (2018) UNICEF-Lego-Foundation-Learning-through-Play.pdf. UNICEF.

The WELL Building Standard V2 (2020). International WELL Building Institute. Available at: https://play.google.com/store/books/details?id=DSTCzgEACAAJ.

Underv

isningsministeriet, E. (2014) Improving the Public School: Overview of Reform of Standards in the Danish Public School (primary and Lower Secondary Education). Danish Ministry of Education. Available at: https://play.google.com/store/books/details?id=ap4NrgEACAAJ.

Winston Churchill. (October, 1943). Available at: https://api.parliament.uk/historic-hansard/commons/1943/oct/28/house-of-commons-rebuilding (Accessed: 8 January 2024).

Woolner, P. (2010) The Design of Learning Spaces. A&C Black. Available at: https://play.google.com/store/books/details?id=2HZE68KUGCoC.

List of Illustrations

Figure 1: Cover Art, Evans, C.

Figure 2; Children in a traditional UK Infant School (Merseyside, 1907) https://historicengland.org.uk/services-skills/education/educational-images/infants-class-church-drive-school-port-sunlight-11070 (Accessed, December 28)

Figure 3; Gillespie Primary School, Islington, London, 2011

https://britishlistedbuildings.co.uk/101400287-gillespie-primary-school-highbury-west-ward (Accessed, December 28)

2011)

https://www.archdaily.com/classroom-of-the-future-lava (Accessed, January 3)

https://shanihay.com/public-spaces/469 (Accessed, December 29)

Figure 6.1;

Natural Materials being used in an indoor/outdoor environment (KM Kindergarten and Nursery, 2016)

https://www.archdaily. com/800830/km-kindergarten-and-nursery-hibinosekkei-plus-youji-no-shiro (Accessed, December 27)

2017)

https://www.oliverheath.com/our-projects/the-garden-school/ (Accessed, January 3)

Displaying organically shaped ‘Reading Hives’ (bjarke ingels group, 2017) https://www.designboom.com/architecture/ bjarke-ingels-group-big-wegrow-wework-school-new-york-11-11-2017/ (Accessed, January 3)

/ Evans.C, 2023)

2005) https://medium.com/edtech-tours/schools-of-the-fu -

(Accessed, January 10)

October 16)

https://archello.com/project/new-nordic-school-by-the-sea (Accessed, December 29)

https://archello.com/project/new-nordic-school-by-the-sea

December 29)

Figure 4; Classroom of the Future (Lava,

Figure 5; Bikurim Inclusive School (Sarit Shani Hay, 2020)

Example of

Figure 6.2; The Garden School (Oliver Heath,

Figure 6.3; WeGrow Micro School,

Figure 7; Oliver Heath's views on biophilic views on school design (Oliver Heath, 2016

Figure 8; Combining classrooms with open spaces (Ørestad Gymnasium,3XN architects,

ture-in-denmark-55f22cf7f772

Figure 9; Vittra School Telefonplan (Rosan Bosch Studio, 2011) https://rosanbosch.com/en/project/vittra-school-telefonplan (Accessed,

Figure 10; Natural, non-allergenic materials used (New Nordic School, Fyra, 2021)

Figure 11; Soft materials & calming colours being used (New Nordic School, Fyra, 2021)

(Accessed,

Figure 12.1; Day Care Centre in Völklingen (Willi Latz, 2013)

https://www.arus.info/arbeiten/kindertagesstatte-voelklingen/ (Accessed, January 5)

Figure 12.2; Hayarden Elementary School for children of refugees (Sarit Shani Hay, 2019)

https://frameweb.com/article/how-to-make-refugee-children-feel-they-belong-it-starts-in-the-classroom-just-look-to-this-tel-aviv-school (Accessed, January 5)

Figure 13; The "Collaboratory" at High Tech Elementary (Danish Kurani, 2016) https://www.cpr.org/show-segment/how-changing-classroom-designcould-change-learning-in-denver/ (Accessed, December 29)

Figure 14; An example of a flexible learning space (Vittra School Södermalm / Rosan Bosch, 2012) https://www.archdaily.com/420645/vittra-schoolsodermalm-rosan-bosch

(Accessed, January 3)

Figure 15; Classroom Display of Diversity (Fun365, 2021)

https://www.fun365.orientaltrading.com/article/diversity-bulletin-board-idea (Accessed, December 29)

16;

Figure 17; Learning Landscape (Liceo Europa, 2016)

https://rosanbosch.com/en/project/liceo-europa (Accessed, October 16)

18;

play and exploration (Sulkin Askenazi, 2021) https://www.dezeen.com/2022/04/22/ikigaisisu-school-sulkin-askenazi-yellow-interiors-wooden-tree/ (Accessed, January 5)

no Shiro, 2015) https://www.archdaily.com/636062/sp-nursery-hibinosekkeiyouji-no-shiro

7)

2018)

https://www.archdaily.com/923501/ rodeph-sholom-school-playdecks-murphy-burnham-and-buttrick-architects?ad_medium=gallery (Accessed, January 7)

2018)

https://www.archdaily.com/923501/rodephsholom-school-playdecks-murphy-burnham-and-buttrick-architects?ad_medium=gallery (Accessed, January 7)

Figure 22.2;

Early Learning Centre (Collins and Turner, 2017)

https://www.guardian.edu.au/childcare-early-learning-centres/nsw/sydney/barangaroo/ (Accessed, November 8)

22.3;

2018)

https://www.archdaily.com/916616/playville-day-care-nitaprow (Accessed, January 7)

Figure

6 Design Principles (Evans. C, 2023)

Figure

School designed to encourage learning through

Figure 19; Indoor Sandpit in school (SP Nursery / HIBINOSEKKEI + Youji

(Accessed, January

Figure 20; Small Play Nook (Rodeph Sholom School Playdecks, Murphy Burnham & Buttrick Architects,

Figure 21; Play Elements presented as a linear sequence (Evans.C , 2023)

Figure 22.1; Play Area (Rodeph Sholom School Playdecks, Murphy Burnham & Buttrick Architects,

Barangaroo

Figure

Climbing Frame ( Playville DayCare, NITAPROW,

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