Master's Thesis Project: Childcare Centre Design Interventions

SCHOOL OF DESIGN AND THE BUILT ENVIRONMENT DISCIPLINE OF ARCHITECTURE

TITLE: CHILDCARE CENTRE DESIGN INTERVENTIONS AUTHOR: FION KOH CHIN YEE NOVEMBER 2019

THIS THESIS IS PRESENTED FOR THE DEGREE OF MASTER OF ARCHITECTURE OF CURTIN UNIVERSITY

REPORT

TABLE OF CONTENT

01.

OBJECTIVES

02.

INTRODUCTION

03.

MONTESSORI METHOD

04.

LEARNING FROM THE ENVIRONMENT

05.

MULBERRY TREE CHILDCARE CENTRE

06.

PRECEDENT STUDIES

07.

DESIGN PROJECT

D E C L A R AT I O N

This thesis contains no material which has been accepted for the award of any other degree or diploma in any university.

To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made.

Signature: ………………………………………….

Date:

…11/11/19…………………

1.0 RESEARCH QUESTION : UNDER THE INFLUENCES OF THE MONTESSORI METHOD, W H AT A R E T H E D E S I G N I N T E R V E N T I O N S T H AT C A N I M PROVE CHILDCARE CENTRES IN PERTH TO SUPPORT COGNITIVE DEVELOPMENT IN CHILDREN?

1.1 OBJECTIVES

The methodology is based on correlational research and includes the following methods. Architectural precedents and literature reviews have been analysed and studied to understand the importance of learning environments and spatial qualities in the pedagogic theory of Maria Montessori. Mulberry Tree Childcare was selected because it is a Western Australian owned business with 32 branches located in Perth, and the design of every branch is highly similar. Mulberry Tree Childcare

1.

• Analyse the issues of the learning environment that can be solved by design.

• Investigate the relationship between the physical environment and children’s

has been operating since 1995. The outcome of this research by design is to develop a childcare centre model with creative spaces, stimulating, and sensitive for children.

cognitive development through design and developing strategies to overcome the lack of connection and understanding between the relationship of the physical environment in childcare centres and cognitive development in children.

• Identifying design interventions that can be implemented with influences from the Montessori Method in Mulberry Tree Childcare centres that fulfil the needs of the children both physically and psychologically.

1. The following section is adopted from Koh (2019).

1.2 ABSTRACT

2.

This thesis project aims to develop design interventions that can improve the physical environment of childcare centres in Perth under the influences of the Montessori Method to support cognitive development in children. The issue with most childcare centres in Perth is the lack of understanding and connection between the relationship of the physical environment and cognitive development in children and the design of the childcare centre is for functional and efficiency purposes and not the well-being of its occupants. The physical environment is regarded as a space to run the establishment and not as a tool that educators and staff can work within a learning environment. The physical environment does not adapt to the needs of children psychologically, aside from responding to functional needs. Children learn progressively since birth, and from the environment. Maria Montessori believed independence drives learning. Children need to have the freedom to engage in an environment with resources that allow them to learn, explore, and test on their own pace to develop their cognitive abilities. The selected methods for this thesis

1.3 BACKGROUND RESEARCH

1.3.1 History of Montessori Programme in Western Australia The government in Western Australia has neglected education much until the 1940s. Early childhood education had incomplete facilities, incompetent teachers, and a lack of understanding of the needs and development of young children. The environment in schools was unproductive for both students and teachers. Classes were overcrowded, ranging from students of different ages. As for more prominent schools, infant rooms were separated; however, there were no specialised resources provided for teaching infants. There was only a minimal number of infants’ schools that achieved the standards of the Educational Board (Kerr 1944, 12). The educationists around the world contributed to the new developments in the field of early childhood education, but the most explored was the programme of Dr Maria Montessori. An essential component of Montessori’s philosophy was the preparation of the environment for children scaled to their size and through the organisation of materials and equipment to support learning. Her program aimed to help young children to be more responsible, co-operative, and self-discipline. Her works had become recognised in Western Australia by 1910 (Kerr 1994,13).

project from the Montessori Method, are muscular education, environment: schoolroom furnishings, education of the senses and nature in education.

2. The following section is adopted from Koh (2019).

3.

3. The following section is adopted from Koh (2019).

2.0 INTRODUCTION The learning environment should be designed to suit the learner, or the learner should adjust to the learning environment has often been debated on by designers and researchers. Perhaps, it is not the right question. A more appropriate question is: “how does the environment shape the learner and, in turn, how does the learner influence the learning environment?� (Lippman 2010, 2) The issue with most childcare centres is the lack of understanding and connection between the relationship of the physical environment and cognitive development in children. The design of the childcare centre is for functional and efficiency purposes and not the well-being of its occupants. The physical environment does not adapt to the needs of children psychologically, aside from responding to functional requirement. Next, the physical environment is regarded as a space to run the establishment and not as a tool that educators and staff can work within a learning environment. 4 When the physical environment is disregarded, the physical environment loses the ability to support learning towards children. Or worst, undermining the learning process.

4. The following section is adopted from Koh (2019).

3.0 MARIA MONTESSORI Maria Montessori is selected because she focuses her the physical environment, stressing the significance of it in learning (Dudek, 1996, 56).

Maria Montessori was the first female to graduate in Italy at the University of Rome in Medicine. After, she worked at the psychiatric clinic at the university, specialising treatment for mentally disabled children.

She was appointed Professor of Anthropology in 1904.

Her success with backward children led to an interest in general education, and she returned to Rome University to take up a seven-year course in experimental psychology and anthropological pedagogy.

Source: Figure reproduced from Dudek (1996, 56).

Maria Montessori was officially appointed as organiser of the infant schools in these new model tenements throughout Rome. Her success with metally disabled children was phenomenal; she was able to teach some of her backward children so effectively that eventually they could write to examination standard.

The Montessori Method was published in England.

Maria Montessori died in 1952, a century after Friedrich Froebel’s death. During that time there had been great changes to the social context of early years education.

DIFFERENCES 3.1 DIFFERENCES BETWEEN A TRADITIONAL CLASSROOM AND A MONTESSORI CLASSROOM

CLASSROOM

TRADITIONAL

TRADITIONAL CLASSROOM

MONTESSORI

MONTESSORI CLASSROOM + In Montessori classrooms, teachers control the environment, not the child.

Children sit at desks and learn from a whiteboard and worksheets.

Learning is based on the fact that physical exploration and cognition are linked.

Self-Directed Learning

Teacher acts as primary enforcer of external discipline.

Environment and method encourage internal self-discipline.

Self-Discipline

Child is usually assigned own chair and encouraged to sit still and listen during group sessions

Child can work where he/she is comfortable, move around and talk at will while not disturbing others

Focus Work

Same age groups

Mixed age groups

Source: Table reproduced from Montessori Australia 2019.

Group Work

3 . 2 M O N T E S S O R I P R E PA R E D E N V I R O N M E N T “Dr Montessori’s proposals for preparing such environments were based on many years of work, initially as a young doctor in the 1890s with children labelled at that time as ‘deficient’, and more specifically in the Children’s Houses, the Casa Dei Bambini, that she had established, first in Rome in 1907 as part of an urban renewal scheme for the poor, and soon after in other parts of Rome and in Milan for both impoverished and more affluent children” (Feez 2013, 17). 5

3.3 MONTESSORI METHOD The origination of Dr. Montessori’s ideas comes from the works of Jean Itard (17741838) and Edouard Seguin (1812-1880) both French doctors of the nineteenth century (Feez 2013, 30). Dr. Montessori developed an apparatus to teach children to learn through their senses. The children learn to appreciate colour, weight, form, and scale through seeing and touching. Other senses such as taste, smell, and hearing, are also developed through other exercises. Tables and chairs are separated and light enough for each child to move on their own. Fork and spoons, dishes, jugs, basins, and other household items are all part of a Montessori classroom. The main focus on the activities is deliberate and that is to instill independence (Donnell 1996, 5). Whereas in a traditional classroom, “As in a Froebelian setting, similar activities and similar materials were used but in lock-step unison: all children performed exactly the same activity at exactly the same time.” (Donnell 1996, 5). 6 There methods that I have selected for this study from The Montessori Method are muscular education, environment: school room furnishings, education of the senses and nature in education.

5. The following section is adopted from Koh (2019) 6. The following section is adopted from Koh (2019).

3.3.0 Muscular Education Children have the freedom to move anytime and anywhere around the

Multi-Level Furnishing and Climbing Opportunities

space. Promote movement and physical activity of the children to support cognitive development and social development, a sense of achievement, safety, and community (Feez 2013,17). 7

Design Response + Freedom of Choice and Movement in a space that is safe and interesting

(Koh 2019).

7. The following section is adopted from Koh (2019).

3.3.1 Environment: School Room Furnishings Montessori described that students should have freedom in their expression. A schoolroom should have a linked open-area for children to feel free to wander around the spaces whenever they want to (Montessori 1964, 81).“The principal modification in the matter of school furnishings is the

The purpose of the window is not only to provide ventilation but also to allow children to look out and connect with the world outside. The window does not only serve functionally but also psychologically (Montessori 1966, 12). As for the dining room, the cupboards are low in height and within reach of the children (Montessori 1966, 12).

abolition of desks, and benches or stationary chairs” (Montessori 1964, 81).

+ Ta b l e a n d C h a i r s + L i t t l e Wa s h b a s i n s

Design Response Children’s Scale +Offer both children and adults’ sized furnishings and furniture. +Open classroom to allow for flexible use of spaces

Montessori Environment

Connectedness to the Environment

Child-Centred Environment 8

+Visual connection between classrooms for children to see and feel

The main aspect of the House of Children is the equipment built for

connected to the surrounding environment and other children

children related to their size and not adults. (Montessori 1966, 10).

The overall building size and structures should be in harmony with the children’s size. The dimension should meet the children’s comfort due to the reason they have a sensitivity to the scale as much as adults do.

Size of the Rooms - Big rooms will be divided with low walls. Low walls offer restricted space required to minimize children’s distraction (Montessori 2013, 12). The windows are small and in children’s scale.

8. The following section is adopted from Koh (2019).

(Koh 2019).

3.3.2 Nature in Education

ALBA

NY H

Nature provides a sensorial experience for the children with curiosity and

IGHW

exploration as driving forces. For this reason, nature plays a role in the Montessori learning process to draw the connection between nature and

NANA TREE

AY

NANA TREE

child development. Nature is shown to improve the child’s life physically,

EXISTING TREE EXISTING TREE

socially, emotionally and cognitively and improves the growth of the child.

NANA TREE

(Montessori 1964, 166.)

+ Agricultural Labour Lorem Ipsum NANA TREE

Natural Connection, Outdoor and Experiential Learning. + a central courtyard space and every classroom having its own outdoor learning space + older children has a garden that they are responsible for at the back of their classroom

BURTON STREET

Design Response NURSERY (0-1 yr old) EXISTING TREE

+ gardening and horticulture allow children to learn from real world experiences by doing

TIN Y-T (12 y OTS rs old ) NANA TREE

EUCALYPTUS TREE

EUCALYPTUS TREE

PRE-KINDY

DY KIN INDY -K ld) E PR yrs o 5 (3-

TODDLERS

NANA TREE

(2-4 yrs old) N’S RE ILD EN RD GA

3.3.3 Education of the Senses

CH

Children tend to use their senses over the others due to which it is essential to create a sensory experience-based environment to allow the children to exercise their senses (Montessori 1964, 168.)

CHILDREN’S GARDEN MULBERRY TREE

NANA TREE

NANA TREE

(Koh 2019).

Design Response Sensory Experience to Educate the Senses + integrating the natural elements such as vegetation, sandpit, water

ROOFTOP

play area into the building and play areas to bring in the natural environment to allow stimulation of the senses.

CHILDREN’S GARDEN

(Koh 2019).

CHILDREN’S WASHBASIN

GARDEN

4.0 LEARNING FROM THE PHYSICAL ENVIRONMENT The physical environment is one of the contributing factors in the learning environment that impacts children’s development. The standard of the physical environment has demonstrated the connection to effects in developmental results of children in their early years, for instance, emotional, behavioural and cognitive characteristics (Evans 2006; Guo et al. 2012) quoted in Berti 2019, 2). Besides, the design also affects the people working there. Educators identified that the physical attributes of the classroom, for instance, lighting, temperature and shape have an impact on their work. Mentioning that the insufficiency of resources can be solved, however, the inefficiency of the structures is more complicated (Havu-Nuutinen and Niikko 2014; Iwan and Poon 2018; Şahin et al. 2011 quoted in Berti 12).

When the physical environment is disregarded, the physical environment loses the ability to support learning towards children. Or worst, undermining the learning process. Because children learn progressively since birth, and from the environment, children need to have the freedom to engage in an environment with resources that allow them to learn, explore, and test on their own pace to develop their cognitive abilities. 9 Together with the teacher and teaching program, the physical environment is exceedingly significant towards children’s development socially, cognitively, and physically, mentioned by a large number of people as the third teacher (Hebert, 1998; Moore and Sugiyama, 2007; Weinstein, 1987 quoted in Mythri, Rajalakshmi and Suresh 2016, 33). “The space and furnishings in an early learning centre should stimulate all aspects of children’s development in a variety of ways” (Mythri, Rajalakshmi and Suresh 2016, 33). The organisation and planning of the environment will influence how children respond to their environment and the type of activities they carry out (Mythri, Rajalakshmi and Suresh 2016, 33).

9. The following section is adopted from Koh (2019).

Muscular Education

• Keep materials and Materials Accessible to the Children

Curiosity and Inquiry

Education of the Senses

• Create Order and Beauty

Play

Topography • Building design will respond to the topography difference on site • Freedom of choice • An infant environment with multilevel and movement in a space that furnishing and climbing opportunities allows is safe and interesting babies the spaces they need to experiment with spatial relationships and learn through their bodies • Sensory Experience • Spaces that stimulates the senses and to educate the senses encourages play using different types of materiality and sensory elements

Montessori Method and Design Responses Matrix (0-1 year old).

Table 1: Montessori Method and Design Responses Matrix (Age 0-1 year old)

MONTESSORI METHOD (Maria Montessori) School Room Furnishings

Nature in Education

Muscular Education

Education of the Senses

MONTESSORI ENVIRONMENTS (Maria Montessori) • Child-Centred Environments

LEARNING DRIVERS (Jean Project) Environment

• Create Order and Beauty

Source: Table reproduced from Piaget and Montessori.

DESIGN INTERVENTIONS

• Children's Scale

• Both children and adults' sized furnishings and furniture.

• Connectedness to the Environment

• Transparency between classrooms for children to see and feel connected to other classrooms • Every classroom has views towards greenery • A central courtyard space and every classroom having its own outdoor learning space

• Natural Connection and Outdoor Learning

• Provide Real World Experiences

• Keep materials and Materials Accessible to the Children

DESIGN RESPONSES

Curiosity and Inquiry

Play

• Experiential Learning

• Every courtyard has a children's garden that the particular classroom is responsible for • Kitchen counter designed for children to help and prepare meals

• Response to the natural elements of site

Sun and Wind • Most activities are done in natural light conditions without the need for artificial lighting. Lighting and air will be as natural as possible. Maximise solar access and crossventilation where possible with large windows and shading Topography • Building design will respond to the topography difference on site • Children can choose to engage or retreat into spaces as suits their situation • Wayfinding around the space with with paved walkways • Pocket spaces for refuge and solitude

• Freedom of movement create a journey around the buildings • Freedom of choice public and private spaces • Sensory Experience to educate the senses

• Spaces that stimulates the senses and encourages play using different types of materiality and sensory elements

Montessori Method and Design Responses Matrix (2-6 years old) Table 1: Montessori Method and Design Responses Matrix

MONTESSORI METHOD (Maria Montessori) School Room Furnishings

Nature in Education

MONTESSORI ENVIRONMENTS (Maria Montessori) • Child-Centred Environments

LEARNING DRIVERS (Jean Piaget) Environment

DESIGN RESPONSES

DESIGN INTERVENTIONS

• Children's Scale

• Both children and adults' sized furnishings and furniture.

• Connectedness to the Environment

• Transparency between classrooms for children to see and feel connected to other classrooms • Every classroom has views towards greenery • A central courtyard space and every classroom having its own outdoor learning space

• Natural Connection and Outdoor Learning

• Provide Real World Experiences

• Response to the natural elements of site

Muscular Education

• Keep materials and Materials Accessible to the Children

Curiosity and Inquiry

Education of the Senses

• Create Order and Beauty

Play

Sun and Wind • Most activities are done in natural light conditions without the need for artificial lighting. Lighting and air will be as natural as possible. Maximise solar access and crossventilation where possible with large windows and shading Topography • Building design will respond to the topography difference on site • Freedom of choice • An infant environment with multilevel and movement in a space that furnishing and climbing opportunities allows is safe and interesting babies the spaces they need to experiment with spatial relationships and learn through their bodies • Sensory Experience • Spaces that stimulates the senses and to educate the senses encourages play using different types of materiality and sensory elements

Source: Table reproduced from Piaget and Montessori.

MONTESSORI METHOD (Maria Montessori) School Room Furnishings

MONTESSORI ENVIRONMENTS (Maria Montessori) • Child-Centred Environments

LEARNING DRIVERS (Jean Project) Environment

DESIGN RESPONSES

DESIGN INTERVENTIONS

• Children's Scale

• Both children and adults' sized furnishings and furniture.

• Connectedness to the Environment

• Transparency between classrooms for children to see and feel connected to other classrooms

MULBERRY TREE CHILDCARE CENTRE

5 . 0 M U L B E R RY T R E E C H I L D C A R E C E N T R E

5.1 RESEARCH ISSUES

It is a Western Australian business with 32 branches located here

The issue with most childcare centres in Perth is the lack of under-

i n P e r t h . T h e y h a v e b e e n o p e r a t i n g s i n c e 1 9 9 5 . A M u l l b e r y Tr e e

standing of the importance of the physical environment in relation

Childcare is operated within a dwelling. A dwelling is designed for

to cognitive development in children. The physical environment is

children but whithin a family setting which generally does not go

regarded as a tool to run the establishment and not what educators

up to more that four children. The internal and external areas are

can work within the learning environment. Therefore, the physical

divided into zones according to age difference such as babies (0-18

environment does not support learning in children. Children learn

months old), toddlers (18 months-3 years old and kindergarteners

progressively since birth, and from the environment. It is essen-

( 3 - 5 y e a r s o l d ) . T h e d e s i g n o f M u l b e r r y Tr e e C h i l d c a r e C e n t r e f o -

tial for children to have the freedom to engage in an environment

cuses on the functionality and practical uses of spaces rather than

with resources that allow them to learn, explore and test on their

the needs of the children. 10

own pace to develop their cognitive abilities. “Alongside teacher a n d p r o g r a m q u a l i t y, t h e p h y s i c a l e n v i r o n m e n t i s s e e n a s a c r i t i -

9. The following section is adopted from Koh (2019).

cal partner in a child’s cognitive, social and physical development, described by many as the third educator (Hebert, 1998; Moore and Sugiyama, 2007; Weinstein, 1987 quotes in Mythri, Rajalakshmi and Suresh 2016, 33). The space and furnishings in an early learning centre should stimulate all aspects of children’s development in a variety of ways. The way in which the environment is set up will influence how children respond to their environment and the kinds of activities they will engage in, and will thus influence their development (Mythri, Rajalakshmi and Suresh 2016, 33).

MULBERRY TREE CHILDCARE CANNINGTON Design 5.1 RESEARCH ISSU ES

for Functional and Efficiency Purposes and not the well-being of P h y s i cits al E n v i r o n m e n t i s R e g a r d e d a s A To o l t o occupants

5.1.0 The Work within The Learning Environment

Run the Establishment and Not What Educators Can FUNCTIONAL PROGRAM + CHILDREN’S ROOMS C T I O N AAREA L PROGRAM +F U N OFFICE i l d r e n ’ ROOM s Rooms ++ C hSTAFF ++ O fKITCHEN fice Area ++ S tLAUNDRY aff Room ++ K iTOILETS tchen +Laundry Room + To i l e t s

+ Spaces are fitted within the residential + S ptypology aces are fitted within a residential typology

(Koh 2019).

5 . 1 . 0 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

Nature TREE in Education: Agricultural Labour MULBERRY CHILDCARE CANNINGTON

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area TINY-TOTS

(1 - 2 years old)

Spatial Characteristics Personal Area + The children’s playhouse is

SELECTED SITE

5.1 RESEARCH ISSUES

not built to children’s scale.

Educator to Children Ratio: EDUCATOR + STAFF (1:5) 15 children max (licensed)

Rigid Spatial Organisation ++ ++

Single age-group Tight corridors for circulation purposes Children are placed in individual No sitting area or lounge area rooms with an outdoor space

Neglected Psychological Needs + Minimal form of vegetation for its users + No designated communal staff area + No views towards greenery + No transition spaces

+ restricted movement + muscular education

Play Area + Animal toys - representation of fauna + Vegetation in tyres - representation of flora + No engagement with natural elements + Artificial grass - easy maintenance

Children’s View + Children’s outdoor area faces the car park.

(Koh 2019).

5 . 1 . 0 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

MULBERRY TREE CHILDCARE CANNINGTON

PARENTS Rigid Spatial Organisation + Restricted movement around the spaces + No transition spaces

Neglected Psychological Needs for its users + No proper drop-off area for parents to say goodbye to children + No sitting area or lounge area for educators to talk to parents

(Koh 2019).

SELECTED SITE

5.1 RESEARCH ISSUES

5 . 1 . 0 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

MULBERRY TREE CHILDCARE CANNINGTON

CHILDREN + BABIES Rigid Spatial Organisation + Confined within their own rooms and outdoor play area + No mixed-group play

Neglected Psychological Needs for its users + No proper drop-off area for parents to say goodbye to children

(Koh 2019).

SELECTED SITE

5.1 RESEARCH ISSUES

5.1 RESEARCH ISSUES 5 . 1 . 1 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment S e c o n d l y, t h e d e s i g n o f t h e c h i l d c a r e c e n t r e i s f o r f u n c t i o n a l a n d e f f i c i e n c y p u r p o s e s a n d n o t t h e w e l l - b e i n g o f i t s o c c u p a n t s . W h e n d e s i g n i n g w i t h f u n c -

SELECTED SITE

tional and efficiency purposes in mind, the childcare centre ends up with rigid rooms with an outdoor area due to the compliance of the national guideline

Nature in Education: Agricultural Labour

framework. The physical environment does not adapt to the needs of the children psychologically aside from responding to functional needs.

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area

Spatial Characteristics Personal Area + The children’s playhouse is

NURSERY

not built to children’s scale.

(0 - 1 year old)

Educator to Children Ratio: (1:4) 10 children max (licensed) + Single age-group + Children are placed in individual rooms with an outdoor space

(Koh 2019).

Play Area + + + + +

+ Minimal form of vegetation

Structured play Repetitive Play No sensory stimulation Artificial lawn No engagement with nature

(Koh 2019).

Children’s View + Babies and infants outdoor area faces the car park.

(Koh 2019).

(Koh 2019).

5.1 RESEARCH ISSUES

Nature in Education: Agricultural Labour

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area

Spatial Characteristics Personal Area + The children’s playhouse is

TINY-TOTS

SELECTED SITE

5 . 1 . 1 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

not built to children’s scale.

(1 - 2 years old)

Educator to Children Ratio: (1:5) 15 children max (licensed) + Single age-group + Children are placed in individual rooms with an outdoor space

Figure 1: Mulberry Tree Childcare, Playhouse. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

Figure 1.

Play Area + Animal toys - representation of fauna + Vegetation in tyres - representation of flora + No engagement with natural elements + Artificial grass - easy maintenance

+ Minimal form of vegetation

Figure 2: Mulberry Tree Childcare, Playhouse. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

Figure 2.

Children’s View + Children’s outdoor area faces the car park.

(Koh 2019).

(Koh 2019).

5.1 RESEARCH ISSUES

Nature in Education: Agricultural Labour

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area

Spatial Characteristics Personal Area + + The The children’s children’s playhouse playhouse is is not not built built to to children’s children’s scale. scale.

TODDLERS NURSERY

(2 old) (0 -- 3 1 years year old)

SITE SELECTED SITE

5 . 1 . 1 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

Educator Educator to to Children Children Ratio: Ratio: (1:5) (1:4) 15 10 children children max max (licensed) (licensed) + + + +

Single Single age-group age-group Children Children are are placed placed in in individual individual rooms rooms with an outdoor space with an outdoor space

(Koh 2019).

Play Play Area Area + + + + + + + + + +

+ + Minimal Minimal form form of of vegetation vegetation

Figure 3.

Playground Structured play Repetitive Play Repetitive Play No sensory stimulation No sensory stimulation Artificial lawn Artificial lawn Minimal engagement with nature No engagement with nature

Figure 3: Mulberry Tree Childcare, Play Area. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

Children’s View Children’s View + Babies and infants outdoor area faces the car park.

Figure 4.

(Koh 2019).

Figure 3: Mulberry Tree Childcare, Play Area. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

5.1 RESEARCH ISSUES

Nature in Education: Agricultural Labour

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area

Spatial Characteristics Outdoor Area Personal Area Pre-kindy’s outdoor area is + playhouse + The The children’s children’s playhouse is not not built built to to children’s children’s scale. scale.

PRE-KINDY TODDLERS NURSERY

(3 4 (2 old) (0 -- 3 1 years year old)

SITE SELECTED SITE

5 . 1 . 1 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

Educator Educator to to Children Children Ratio: Ratio: (1:10) 20children childrenmax max(licensed) (licensed) (1:5) (1:4) 15 10 children max (licensed)

+ + + +

Single Single age-group age-group Children Children are are placed placed in in individual individual rooms rooms with an outdoor space with an outdoor space

Figure 5: Mulberry Tree Childcare, Play Area. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

Figure 5.

Play Play Area Area + + + + + + + + + +

+ + Minimal Minimal form form of of vegetation vegetation

Logs and Planks Playground Structured play for children to walk Repetitive Play Repetitive Play No sensory stimulation No sensory stimulation Artificial lawn Artificial lawn Minimal engagement with nature No engagement with nature

(Koh 2019).

Children’s View Children’s View

+ Animal toys - representation of fauna + Vegetation Babies andininfants area faces + tyres -outdoor representation of the car park. flora + No engagement with natural elements

Figure 6.

(Koh 2019).

Figure 6: Mulberry Tree Childcare, Play Area. 2015, Digital Image. Reproduced from: Mulberry Tree Childcare.

5.1 RESEARCH ISSUES

Nature in Education: Agricultural Labour

MULBERRY TREE CHILDCARE CENTRE - CANNINGTON Outdoor Area

Spatial Characteristics Personal Area + + The The children’s children’s playhouse playhouse is is built children’s scale. notnot built to to children’s scale.

KINDY NURSERY

(4 old) (0 -- 5 1 years year old)

Educator Educator to to Children Children Ratio: Ratio:

Figure 7: Mulberry Tree Childcare, Playhouse. 2015, Digital Image. Reproduced from: Mulberry Tree.

(1:10) 25children childrenmax max(licensed) (licensed) (1:4) 10 + + + +

Single Single age-group age-group Children Children are are placed placed in in individual individual rooms rooms with an outdoor space with an outdoor space

SITE SELECTED SITE

5 . 1 . 1 T h e P h y s i c a l E n v i r o n m e n t i s R e g a r d e d a s A To o l t o R u n t h e E s t a b l i s h m e n t a n d N o t W h a t E d u c a t o r s C a n Work within The Learning Environment

Figure 7.

Play Play Area Area + + + + + + + +

+ + Minimal Minimal form form of of vegetation vegetation

Figure 8: Mulberry Tree Childcare, Playground. 2015, Digital Image.

Reproduced from: Mulberry Tree.

Playground Structured play Structured play Repetitive Play Repetitive Play No sensory stimulation Artificial lawn No engagement with nature

Figure 8.

Children’s View Children’s View

+ Children’s playground is facing the + Babies and infants outdoor area faces main road which is Albany Highway. the car park.

(Koh 2019).

(Koh 2019).

(Koh 2019).

PRECEDENT STUDIES

FUJI KINDERGARTEN Te z u k a A r c h i t e c t s To k y o , J a p a n .

E N V I R O N M E N T: S C H O O L R O O M F U R N I S H I N G S C h i l d r e n ’s S c a l e

L i t t l e Wa s h b a s i n

Lightweight Furniture

bendable hose

basin height is at the scale of the child

a bucket can easily be placed beside the basin and filled using the bendable hose

+ furniture blocks that allow children to move them around

the counter has a width in which cups can be placed

Source: Tezuka Architects. Little Wash Basin .n.d, Photograph. Reproduced from: Tezuka Architects (2019.)

+ learning by doing + opportunities to work and do things + independence and freedom

FUJI KINDERGARTEN Te z u k a A r c h i t e c t s To k y o , J a p a n .

N AT U R E I N E D U C AT I O N Responds to the Environment + Integrating existing trees into the building

Source: Tezuka Architects. Little Wash Basin .n.d, Photograph. Reproduced from: Tezuka Architects (2019.)

BEEHIVE MONTESSORI SCHOOL EHDO Architects Perth, Western Australia.

E N V I R O N M E N T: S C H O O L R O O M F U R N I S H I N G S Different type of furniture for various tasks

N AT U R E I N E D U C AT I O N Gardening + Horticulture Connection to Nature

Children’s Garden

+ comfortable little armchair + children takes the responsibility to look after their own garden + learning by doing + opportunities to work and be independent

+ table and chairs that allows children to work individually or together Source: Bo Wong, 2018, Digital Image. Reproduced from: EHDO Architecture (2017).

+ every classroom has their own courtyard with their own garden + every classroom has views towards greenery

P L AY V I L L EPHYSICAL D AY CMOVEMENT ARE CENTRE

PLAY

PRECEDENT STUDIES

Architectural Terrains + Topographical Structures N I TA P R O W A r c-As h iattool e ctot sencourage toddlers to crawl and move around the spaces

Bangkok, Thailand

PLAYVILLE DAYCARE

M U S C U L A R E D U C AT I O N A r c h ARCHITECTURAL i t e c t u r a l Te r r a i n s +TERRAINS To p o g r a p h i+c aTOPOGRAPHICAL l Structures

STRUCTURES

4 Programmatic Zones

-Activities inform the program/ spatial layout

+trampoline

+ toys’ cave

+ slider + climbing hill

+ balls pit

+ constructive blocks + soft play

+ balls pit

Source: Ketsiree Wongwan, Section. 2018, Digital Image. Reproduced from: NITAPROW Architects

(Koh 2019).

(Koh 2019).

+ playhouses

+ balls pit

P L AY V I L L E D AY C A R E C E N T R E

PLAY

PRECEDENT STUDIES N I TA P R O W A r c h i t e c t s Bangkok, Thailand

PLAYVILLE DAYCARE

M U S C U L A R E D U C AT I O N 4 Programmatic Zones FIXED ACTIVITIES FIXED ACTIVITIES + Activities Inform the Program/ Spatial Layout 4 Programmatic Zones -Activities inform the program/ spatial layout

balls pit

sensory wall

role play

CONTEXT

trampoline

toy’s cave balls pit

climbing hill The Hills + Burrow

The Village play houses + tree houses + fox’s den + adventure castle

constructive blocks + soft play

The Dunes reading area

2nd Floor Plan

Source: Ketsiree Wongwan, Floor Plan. 2018, Digital Image. Reproduced from: NITAPROW Architects sand pit

The Tunnel

Source: Figure reproduced from NITAPROW Architects

TINY TOWN

TINY TOWN - EXPERIENTIAL LEARNING

Considerations that inform the design brief + + + +

RESPONSE TO USERS

Montessori Method Structured Questionnaire Childcare Centre Act 2006 To w n P l a n n i n g S c h e m e - C i t y o f C a n n i n g

DESIGN BRIEF K e y Va l u e s + Learning + Relationships Design Responses Users + Design for children, educators, staffs and parents to support learning experience in children and strengthen relationships between the users.

+ communal area + lounge area + work spaces

Montessori Method + Children’s Scale + Connectedness to the Environment + Natural Connection and Outdoor Learning + Freedom of Movement + Freedom of Choice + Sensory Experience

+ lounge area to send the children off + sheltered drop-off area

Montessori Environment + Multi-Age Group Classroom

+ openness and safe for children to wander wander around the centre + rest and work areas for group work and solitary work

TINY TOWN - EXPERIENTIAL LEARNING BUILDING TYPOLOGY

Natural Connection + Outdoor Learning

A Series of Pavillions

(Koh 2019).

Connectedness to the Environment

(Koh 2019).

Design Interventions + Connectedness to the Environment + Freedom of Movement + Freedom of Choice

(Koh 2019).

Freedom of Movement

(Koh 2019).

O R I E N TAT I O N

Buildings are orientated to maximise views and vistas especially towards greenery and also for natural surveillance.

(Koh 2019).

Classrooms are located towards the back for privacy and more southern ambient light to enter the spaces.

(Koh 2019).

(Koh 2019).

TINY TOWN

TINY TOWN

A S E N S E O F A R R I VA L Public to Private T h r e s h o l d s + Tr a n s i t i o n S p a c e s

(Koh 2019).

Address the thresholds to enhance the overall experience and create a different experience from the streets all the way to the interior spaces.

(Koh 2019).

TINY TOWN FREEDOM OF MOVEMENT A Sense of Journey Wa l k a b i l i t y

Use of different materials to create a sense of journey and offer tactile experience for the users.

(Koh 2019).

Walkways are paved with different materials to ensure safe walking and easy wayfinding for children.

(Koh 2019).

TINY TOWN

TINY TOWN

FREEDOM OF CHOICE Public and Private Spaces I n h a b i t a b l e Wa l l s + P o c k e t S p a c e s

Use of different materials to create a sense of journey and offer tactile experience for the users.

Allow children to have spaces to rest or for refuge and solitude.

(Koh 2019).

(Koh 2019).

TINY TOWN

TINY TOWN

CHILDREN’S SCALE Children + Adult Furnishings Independence and Responsibility Adult + Children’s Scale

(Koh 2019).

Movable Furniture + Storage

(Koh 2019).

(Koh 2019).

TINY TOWN

NATURE

DESIGN

CHILDREN’S SCA L E HOUSE + JUNGLE TREE Low-Roof Line

Pitched roof compared to a flat roof has different spatial qualities

(Koh 2019).

Low roof line and one-storey building to achieve children’s scale. Testing different roof types to explore different spatial qualities.

TINY TOWN

TINY TOWN

CHILDREN’S SCALE Low-Roof Line CHILDREN’S HOUSES R e s p o n s e t o t h e N a t u r a l E n v i r o n m e n t - To p o g r a p h y

(Koh 2019).

NATURE

DESIGN TREE HOUSE + JUNGLE DESIGN

NATURE

TREE HOUSE + JUNGLE

Tr e e h o u s e C o n c e p t

DESIGN DEVELOPMENT Pitched Roof

EAST MORNING SUN

Clothesline

STORAGE LAUNDRY

N

PANTRY

STAFF/ ADMIN

STAFF'S OFFICE

MANAGER'S OFFICE

KITCHEN

BABIES

PARENTS SITTING AREA

Children's Counter

TOILETS

PORCH FOR DROP-OFF

Crawling things - hills or bumps

SQUARE Sandpit Play foam

stone pavements OPEN-ENDED LEARNING

Baby's Area OPEN-ENDED LEARNING

PRE-KINDY CLASSROOM CLASSROOM KINDY

Gym Area +climbing ropes +climbing ladder

CLASSROOM TODDLERS

+playfoam

Vertical Shading

Children's Toilets

Storage

HARSH AFTERNOON SUN Changing room

IndoorOutdoor Classroom Daily learning experience Children's Toilets

SOUTHERN SUNLIGHT

HARSH AFTERNOON WESTERN SUN

2

Ground Floor 1 : 200

Level 2 Level 2

6000

6000

Level 1

Level 1

3200

3200

Ground Floor Basement 0

Ground Floor Basement 0 -1000

1

4

-1000

Section 5 1 : 200

Section 10 1 : 200

Level 2 6000 Level 1 3200 Ground Floor Basement 0

3

Section 4 1 : 200

Gro

-1000

5

Section 6 1 : 200

DESIGN DEVELOPMENT Accessible Roof

3000

4000

EAST MORNING SUN

Clothesline - Rammed Earth

STORAGE

2000

Changing Room

N

LAUNDRY

NURSERY 0-1 year

STAFF/ ADMIN

Sensorimotor Stage

STAFF'S OFFICE

PANTRY

MANAGER'S OFFICE

KITCHEN

Children's Counter

PARENTS SITTING AREA

TOILETS

PORCH FOR DROP-OFF

Crawling things - hills or bumps

SQUARE Sandpit Play foam

- Stone Pavements OPEN-ENDED LEARNING

Baby's Area - Rubber Mulch

Gym Area +climbing ropes +climbing ladder

OPEN-ENDED LEARNING

Sensorimotor Stage

+Smaller scale treehouse

1000

TINY-TOTS 1-2 years old

+playfoam

Storage

+Sensory play area +Sand pit

KINDY + PRE-KINDY 3-5 years old

PRE-KINDY + TODDLERS 2-4 years old

Changing Room

+Climbing Rope on the wall

oor utd r-O m oo Ind ssroo Cla

Water Play Area - Rubber Mulch Indoor-Outdoor Classroom

Drai nage

HARSH AFTERNOON SUN

Daily learning experience Children's Toilets

Drainage

Children's Wash Basin

SOUTHERN SUNLIGHT

HARSH AFTERNOON WESTERN SUN

2

Ground Floor 1 : 200

Level 2

Level 2

6000

6000

Level 1

Level 1

3200

3200

Ground Floor Basement 0

Ground Floor Basement 0

-1000

4 1

-1000

Section 5 1 : 200

Section 10 1 : 200

Level 2 6000 Level 1 3200 Ground Floor Basement 0

3

Section 4 1 : 200

-1000

5

Section 6 1 : 200

DESIGN DEVELOPMENT Spatial Organisation 3000

4000

EAST MORNING SUN

Clothesline - Rammed Earth

STORAGE

2000

Changing Room

N

LAUNDRY

NURSERY 0-1 year

STAFF/ ADMIN

Sensorimotor Stage

STAFF'S OFFICE

PANTRY

MANAGER'S OFFICE

KITCHEN

Children's Counter

PARENTS SITTING AREA

TOILETS

PORCH FOR DROP-OFF

Crawling things - hills or bumps

SQUARE Sandpit Play foam

- Stone Pavements OPEN-ENDED LEARNING

Baby's Area - Rubber Mulch

Gym Area +climbing ropes +climbing ladder

OPEN-ENDED LEARNING

Sensorimotor Stage

+Smaller scale treehouse

1000

TINY-TOTS 1-2 years old

+playfoam

Storage

+Sensory play area +Sand pit

KINDY + PRE-KINDY 3-5 years old

PRE-KINDY + TODDLERS 2-4 years old

Changing Room

+Climbing Rope on the wall

r oo utd om

r-O oo Ind sro Clas

Water Play Area - Rubber Mulch

inage

Indoor-Outdoor Classroom

Daily learning experience

Dra

HARSH AFTERNOON SUN

Children's Toilets

Drainage

Children's Wash Basin

SOUTHERN SUNLIGHT

HARSH AFTERNOON WESTERN SUN

2

Ground Floor 1 : 200

Level 2

Level 2

6000

6000

Level 1

Level 1

3200

3200

Ground Floor Basement 0

Ground Floor Basement 0

-1000

4 1

-1000

Section 5 1 : 200

Section 10 1 : 200

Level 2 6000 Level 1 3200 Ground Floor Basement 0

3

Section 4 1 : 200

-1000

5

Section 6 1 : 200

DESIGN DEVELOPMENT

N

Accessible Roof

EAST MORNING SUN - Nana Tree (non-deciduous)

- Italian Cypress Trees (non-deciduous)

PORCH FOR DROP-OFF

- Rammed Earth

BIN STORE

LAUNDRY

STORAGE

Clothesline

MEN'S TOILET

PANTRY

NURSERY 0-1 year

WOMEN'S TOILET

Sensorimotor Stage

PARENTS SITTING AREA

Children's Counter

- Existing Tree (non-deciduous) OUTDOOR PLAY

PANTRY

KITCHEN

Kindy's Eating Area

ENTRY

AMBULANT TOILET

STAFF'S OFFICE

MANAGER'S OFFICE

25.5m2

Bay Windows

- Stone Pavements SQUARE

STAFF AREA

Sandpit Play foam

- Imagination Playground

OPEN-ENDED LEARNING

Unstructured Play

Sto

- Eucalyptus Tree (non-deciduous)

Sensorimotor Stage

- Rubber Mulch

e rag

KINDY + PRE-KINDY

STAFF OUTDOOR - Nana Tree AREA (non-deciduous)

OPEN-ENDED LEARNING

3-5 years old

TINY-TOTS

1-2 years old

Storage

Crawling things - hills or bumps

PRE-KINDY + TODDLERS 2-4 years old

Changing Room

utdo or-O om Indo ssro Cla

Gym Area +climbing ropes +climbing ladder

or

Slide

+Climbing Rope on the wall

+playfoam

Water Play Area - Rubber Mulch

ag e

Indoor-Outdoor Classroom

ain

HARSH AFTERNOON SUN

Dr

- Nana Tree (non-deciduous)

h Was n's ldre C hi in Bas

n's ldre C hi den Gar

Daily learning experience

Children's Toilets

- Nana Tree (non-deciduous) Drainage

Children's Wash Basin

Children's Garden

2

3D View 1 - Kitchen

SOUTHERN SUNLIGHT

HARSH AFTERNOON WESTERN SUN

1

Ground Floor 1 : 200

3

3D View 4

DESIGN DEVELOPMENT Spatial Organisation Changing Room

STAFF'S OFFICE

PANTRY

MANAGER'S OFFICE

Children's Counter

PARENTS SITTING AREA

EAST MORNING SUN - Italian Cypress Trees (non-deciduous)

- Rammed Earth

BIN STORE

N

STORAGE

- Nana Tree (non-deciduous)

PANTRY

PANTRY

STAFF AREA

PORCH FOR DROP-OFF KITCHEN

Kindy's Eating Area

OUTDOOR PLAY

NURSERY 0-1 year

PARENTS SITTING AREA

PARENTS SITTING AREA Children's Counter

- Existing Tree (non-deciduous)

Sensorimotor Stage

ENTRY STAFF'S OFFICE

MANAGER'S OFFICE

TOILETS

Crawling things - hills or bumps

SQUARE Sandpit Play foam

LAUNDRY

- Stone Pavements OPEN-ENDED LEARNING

PANTRY

- Rubber Mulch

STORAGE

Gym Area +climbing ropes +climbing ladder

OPEN-ENDED LEARNING

- Eucalyptus Tree (non-deciduous)

Sensorimotor Stage

TINY-TOTS 1-2 years old

Clothesline

Storage

+playfoam

KINDY + PRE-KINDY 3-5 years old

PRE-KINDY + TODDLERS 2-4 years old

Changing Room

+Climbing Rope on the wall

r oo utd r-O m oo Ind ssroo Cla

- Nana Tree (non-deciduous)

inage

Indoor-Outdoor Classroom

Dra

HARSH AFTERNOON SUN

Level 2 6000

Water Play Area - Rubber Mulch

's ren ild Ch rde n Ga sh 's Wa ren ild Ch sin Ba

Daily learning experience

Level 1 3200

Children's Toilets

- Nana Tree (non-deciduous) Drainage

Children's Wash Basin

Ground Floor Basement 0

Children's Garden

SOUTHERN SUNLIGHT

4

HARSH AFTERNOON WESTERN SUN

2

-1000

Section 5 1 : 200

Ground Floor 1 : 200

Level 2 6000 Level 1 3200 Ground Floor Basement 0 -1000

1

Section 10 1 : 200

Level 2

3

Section 4 1 : 200

Level 2

6000

6000

Level 1

Level 1

3200

3200

Ground Floor Basement 0

Ground Floor Basement 0

-1000

-1000

5

Section 6 1 : 200

APPENDIX

APPENDIX DESIGNED TO MAXIMISE USER EXPERIENCE A Series of Pavillions

USERS child educators + admin parents

Table 1: Learning from the Environment Matrix LEARNING FROM THE ENVIRONMENT

Prepared Environment 1. Design in children's perpective, children's scale/dimension

Spatial Characteristics Proportion

Architectural Outcome 1. both children and adults' sized furnishings and furniture.

1. Different resources made available.

2. Free to work on any selected task for however the child intended

Private Space

Curiosity

1. Different shapes or forms

Form + Shape Light + Colour

Play

1. Natural and artificial lighting 2. Natural and warm colour palette 3. Ample natural lighting and access to outdoors 1. Play area or socialising area

1. treehouses 2. children's corner kitchen 3. huts 1. balance of loose and fixed furniture 2. open plan 1. integration of different forms and shapes into the architecture form/layout/furnitures 1. choice of materials (timber, rammed earth, concrete) 2. natural colour - connection to nature (sensory garden, water elements) 1. different types of textures (materiality) and spaces to promote physical activity

Montessori Focuses Freedom (movement + choice)

Source: Table reproduced from Montessori.

Flexible Space

Public Space

Learning from the Environment 1. sense of autonomy (independence) 2. ability to do things on their own (responsibility) 1. sense of autonomy (independence) 2. increases focus 3. sense of belonging 1. build teamwork from arranging furnitures (social resilience) 1. increases spatial perception 2. increases creativity 1. stimulate their senses 2. increase creativity 3. improve well-being 1. increase engagement and social connection

APPENDIX C O G N I T I V E D E V E L O P M E N T A N D M O N T E S S O R I M E T H O D M AT R I X

UNDER THE INFLUENCES OF THE MONTESSORI METHOD, WHAT ARE THE DESIGN INTERVENTIONS THAT CAN IMPROVE THE CHILDCARE CENTRES IN PERTH TO SUPPORT COGNITIVE DEVELOPMENT IN CHILDREN? COGNITIVE DEVELOPMENT AND MONTESSORI METHOD MATRIX AGE OF CHILDREN AT MULBERRY LEARNING STAGES TREE CHILDCARE CENTRE (Jean Piaget) 0 - 18 months (1) Sensorimotor Stage Nursery, Tiny-Tots Motor Development • learn through senses • learn through reflexes • manipulate materials

COGNITIVE DEVELOPMENT (Jean Piaget) • Babies need to push, pull and manipulate objects they need to crawl, climb and pull up to standing position, without physically at risk

LEARNING DRIVERS (Jean Project) Environment

MONTESSORI METHOD (Maria Montessori) School Room Furnishings

Nature in Education

MONTESSORI ENVIRONMENTS (Maria Montessori) • Child-Centred Environments

• Provide Real World Experiences

DESIGN RESPONSES

ARCHITECTURAL OUTCOMES

• Children's Scale

• Both children and adults' sized furnishings and furniture.

• Connectedness to the Environment

• Transparency between classrooms for children to see and feel connected to other classrooms • Every classroom has views towards greenery • A central courtyard space and every classroom having its own outdoor learning space

• Natural Connection and Outdoor Learning • Response to the natural elements of site

AGE OF CHILDREN AT MULBERRY TREE CHILDCARE CENTRE 18 months - 6 years old Tiny-Tots. Toddlers, Pre-Kindy, Kindy

LEARNING STAGES (Jean Piaget) (2) Pre-Operational Stage Ego-centric • form ideas based on their perception • can only focus on one variable at a time • overgeneralise based on limited experiences

COGNITIVE DEVELOPMENT (Jean Piaget) • During the pre-operational stage, children are egocentric which means think of everything only as it relates to them), can only focus on only one characteristic at a time (for example, take words at their exact meaning), gather information from what they experience rather from what they are told

Curiosity and Inquiry

Muscular Education

• Keep materials and Materials Accessible to the Children

• Freedom of choice and movement in a space that is safe and interesting

Play

Education of the Senses

• Create Order and Beauty

• Sensory Experience to educate the senses

LEARNING DRIVERS (Jean Project) Environment

MONTESSORI METHOD (Maria Montessori) School Room Furnishings

MONTESSORI ENVIRONMENTS (Maria Montessori) • Child-Centred Environments

DESIGN RESPONSES

ARCHITECTURAL OUTCOMES

• Children's Scale

• Both children and adults' sized furnishings and furniture.

• Connectedness to the Environment

• Transparency between classrooms for children to see and feel connected to other classrooms • Every classroom has views towards greenery • A central courtyard space and every classroom having its own outdoor learning space

Nature in Education

Curiosity and Inquiry

Play

Source: Table reproduced from Montessori and Piaget.

Sun and Wind • Most activities are done in natural light conditions without the need for artificial lighting. Lighting and air will be as natural as possible. Maximise solar access and crossventilation where possible with large windows and shading Topography • Building design will respond to the topography difference on site • An infant environment with multilevel furnishing and climbing opportunities allows babies the spaces they need to experiment with spatial relationships and learn through their bodies Play area that stimulates the senses using different types of materiality and sensory elements

Muscular Education

Education of the Senses

• Provide Real World Experiences

• Keep materials and Materials Accessible to the Children

• Create Order and Beauty

• Natural Connection and Outdoor Learning • Experiential Learning

• Every courtyard has a children's garden that the particular classroom is responsible for • Kitchen counter designed for children to help and prepare meals

• Response to the natural elements of site

Sun and Wind • Most activities are done in natural light conditions without the need for artificial lighting. Lighting and air will be as natural as possible. Maximise solar access and crossventilation where possible with large windows and shading Topography • Building design will respond to the topography difference on site • Children can choose to engage or retreat into spaces as suits their situation • Wayfinding around the space with with paved walkways • Pocket spaces for refuge and solitude

• Freedom of movement create a journey around the buildings • Freedom of choice public and private spaces • Sensory Experience to educate the senses

Play area that stimulates the senses using different types of materiality and sensory elements

ock themselves onto the

PEOPLE - EDUCATION

AN YH IGH WA Y

FAMILY COMPOSITION

ALB

block where children can easily carry these

(Tezuka Architects, n.d.).

Childcare CHILDCARECentres CENTRESin IN Cannington CANNINGTON

SITE INFORMATION

CHILDCARE CENTRES NEARBY

A P P E N D TREE IX MULBERRY CHILDCARE - CANNINGTON ED XIS ING C HN I L DICN A RT EE C ER N TV RE A NN A LY ET S IG E -NS ITT EI O SS I SF

FION KOH

O R C H I L D C A R E C E N T RWIND ES I N P E RDESIGN T H INTERVENTIONS FOR CHILDCARE CENTRES IN PERTH STUDY WIND STUDY

DESKTOP RESEARCH

DATA COLLECTION (Primary Data) VISIT THE VENUE

es and precedent

ondition,

TYPOLOGY STUDY QUESTIONNAIRE

SITE INFORMATION

ACCESSIBILITY

ul precedent

TO STAFF

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g (Tezuka Architects, n.d.).

Architects, n.d.).

7 tects, n.d.). ing (Tezuka Architects, n.d.). ng (Tezuka Architects, n.d.).

-PHOTOS

-LITERATURE REVIEW

-SKETCHES

-CASE STUDIES

-BUILDING SCHEMATIC

-PRECEDENTS (e.g. of best practice

SURVEY

design + management)

TRANSIT POINTS

TRAFFIC

TRAFFIC

hitects, n.d.). g (Tezuka

TRANSIT POINTS

LITERATURE REVIEW

LITERATUR

-Montessori Method

-Psychology

+ Building T

SITE INFORMATION

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hitects, n.d.).

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MULBERRY TREE CHILDCARE CENTRES

COMPARATIVE STUDY

7 7 7 7

MATERIALITY

PREMISE 1

PREMISE 2

PREMISE 3

PREMISE 4

PREMISE 5

Cannington

North Perth

Tuart Hill

Leeming

Mt. Hawthorn

Facility

Facility

Facility

Facility

Facility

User Response

User Response

User Response

User’

User

Response

Response

OUTCOMES

ON

BURTON STREET

GOOD DESIGN PRINCIPLES

DESIGN PROCESS FORM EXPLORATION RESPONSE TO ENVIRONMENT

ALBANY

ASSESSMENT OF PREMISES AGAINST GOOD DESIGN PRINCIPLES

DESIGN TEST OPTIONS Iterative Process SELECTED DESIGN PROPOSAL

HIGHWA Y

RESPONSE TO USER

SPATIAL EXPERIENCE

o the the

PEOPLE - DEMOGRAPHICS

CANNINGTON

SITE INFORMATION

WIND STUDY

WIND STUDY

SITE INFORMATION GOCHEAN AVENUE

Y I PICK THE SITE

AP X SITE AN APLEYNSDII S E X I S T I N G C H I L D C A R E C E N T R E - S I T E A N A LY S I S

BURTON STREET

SITE INFORMATION

FAMILY COMPOSITION

PEOPLE - EDUCATION

TRANSIT POINTS WA Y IGH

MILLS STREET

n Cannington IN CANNINGTON

N SCHILDCARE FOR IN PERTH

CENTRES NEARBY

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SITE INFORMATION

BURTON STREET

ESSORI METHOD, WHAT ARE THE DESIGN HE ENVIRONMENT OF CHILDCARE CENTRES IN PERTH T IN CHILDREN?

WIND STUDY

WIND STUDY

ALB

AN

YH IGH WA Y

MATERIALITY

SITE INFORMATION

ACCESSIBILITY TRAFFIC

TRAFFIC

WIND STUDY

ND STUDY

TE INFORMATION

BURTON STREET

ACCESSIBILITY

TRANSIT POINTS

TRANSIT POINTS

SITE INFORMATION

APPENDIX

SUN-STUDY

E X I SSITE T I NANALYSIS G C H I L -DSUN C ASTUDY R E C E N T R E - S I T E A N A LY S I S SUMMER SOLSTICE - 21st December 9 a.m.

12 p.m.

3 p.m.

WINTER SOLSTICE - 21st June 9 a.m.

12 p.m.

3 p.m.

APPENDIX

SUN E X I S TSTUDY I N SUN GSITE CSTUDY H I L D-- SITE CSITE A- SUN R E STUDY CENTRE ANALYSIS

- S I T E A N A LY S I S

SITE INFORMATION

SUMMER SOLSTICE - 21st December 9 a.m.

3 p.m.

12 p.m.

3 p.m.

NY

BA

AL

12 p.m.

Y

HW WINTER SOLSTICE - 21st June 9 a.m.

FORMATION

(Koh 2019).

SUN STUDY - EXISTING BUILDING SUN STUDY - EXISTING BUILDING

SITE INFORMATION

FION KOH

D E S I G N I N T E R V E N T I O N S F O R C H I L D C A R E C E N T R E S I N P E RDESIGN T H INTERVENTIONS

APPENDIX

MULBERRY TREE CHILDCA

E X I S T I N G C H I L D C A R E C E N T R E - S I T E A N A LY S I S ZONING

WRONG BUILDING TYPOLOGY

DATA COLLECTION (Prim

DWELLING

-PHO

VISIT THE VENUE

The physical environment is regarded as a space to run the establishment and not as a tool that educators and staff can work within a learning environment. The physical environment does not adaptINSUFFICIENT to the needs BUILDING of childrenTYPOLOGY psychologically aside from providing a roof over their heads.

ZONING

-SKET

SITE INFORMATION

QUESTIONNAIRE

-BUIL

TO STAFF

SURV

COM PREMISE 1

PREMISE 2

Cannington

North Perth

Facility

Facility

User Response

User Response

GOOD DESIGN PRINCIPLES

DESI

SELECTED

(Koh 2019).

DESIGN PROCESS FORM EXPLORATION RESPONSE TO ENVIRONMENT

COMMERCIAL SERVICE COMMERCIAL RESIDENTIAL

RESPONSE TO USER

SPATIAL EXPER

SITE PLAN

APPENDIX

SITE ANALYSIS

SUN STUDY -- SITE SITE SUN SITESTUDY ANALYSIS - SUN STUDY

E X I S T I N G C H I L D C A RDE C E N T R E - S I T E A N A LY S I S O U

ST

ST

B U I L D I N G F O R M + R O A DREET

SUMMER SOLSTICE - 21st December

BUILDING FORM + ROAD

9 a.m.

BUILDING FORM + ROAD

NY

BA

AL HW Y WINTER SOLSTICE - 21st June 9 a.m.

PU

R

KI

SS

ST

R

EE

T

SITE PLAN // 1:1000

ZONING ZONING

SITE INFORMATION

TO R BU

S T

EE

S

IL

S

L IL

TR

AM

CH A LE

AY

H

TOPOGRAPHIC MAP

HW G HI

M

PU

R

APPENDIX

KI

SS

ST

R

EE

Gochean Park

T

E X I S T I N G C H I L D C A R E C E N T R E - S I T E A N A LY S I S

NY BA AL

TOPOGRAPHIC MAP

W GH HI

Bentley Motel

1:1000

AY N

HW

AV

EN

NY

U

E

BA

AL

H EA G

O

C

Y

Bentley Motel

Gochean Park

G

O

C

Magic Hand Carwash

H

EA

N

AV

E

W

N H EA C O G

T

N AV

EE

EA EN

R

H U

ST

E

C

BU

R

E

N

AC

O

TO

PL

AV

G

EN

U

E

AN AY

G Regal VIllage Shoplots

Plot Area : 1826m2 Building Area : 497m2

T

(Koh 2019).

FION KOH

DESIGN INTERVENTIONS FOR CHILDCARE CENTRES IN PERTH MULBERRY TREE CHILDCARE CENTRES

FLOW CHART DESKTOP RESEARCH

DATA COLLECTION (Primary Data) -PHOTOS

-LITERATURE REVIEW

-SKETCHES

-CASE STUDIES

QUESTIONNAIRE

-BUILDING SCHEMATIC

-PRECEDENTS (e.g. of best practice and

TO STAFF

SURVEY

design + management)

VISIT THE VENUE

LITERATURE REVIEW

LITERATURE REVIEW

-Montessori Method

-Psychology of Form + Building Typology

COMPARATIVE STUDY PREMISE 1

PREMISE 2

PREMISE 3

PREMISE 4

PREMISE 5

Cannington

North Perth

Tuart Hill

Leeming

Mt. Hawthorn

Facility

Facility

Facility

Facility

Facility

User Response

User Response

User Response

User’

User

Response

Response

OUTCOMES GOOD DESIGN PRINCIPLES

ASSESSMENT OF PREMISES AGAINST GOOD DESIGN PRINCIPLES

DESIGN TEST OPTIONS Iterative Process SELECTED DESIGN PROPOSAL

APPENDIX STRUCTURED QUESTIONNAIRE - CANNINGTON DESIGN INTERVENTIONS FOR CHILDCARE CENTRES IN PERTH Structured Questionnaire N a m e : S h a r o n Yo n g

Location: Albany Highway, Cannington.

Context: Commercial Area City: City of Canning

Date : 10/08/2019 P l a c e : M u l b e r r y Tr e e C h i l d c a r e - C a n n i n g t o n 1) D o y o u t h i n k t h e c h i l d c a r e c e n t r e i s s u c c e s s f u l i n s u p p o r t i n g c h i l d r e n i n t e r m s

of cognitive development?

Ye s 2) If yes, could you explain how in your view?

E d u c a t o r s a l w a y s p r o v i d e a c t i v i t i e s t h a t s u p p o r t c h i l d r e n ’ s c o g n i t i v e d e v e l o p ment.

3)

What are the daily activities and function taking place in each room?

D i f f e r e n t a c t i v i t i e s , m a t s e s s i o n , o u t d o o r a n d i n d o o r p l a y. M o r n i n g t e a , l u n c h and nap time.

4)

Are there enough storage spaces in the centre and does children has their own personal storage?

Ye s , c h i l d r e n h a v e t h e i r o w n p e r s o n a l s t o r a g e w i t h t h e i r n a m e o n i t t o s t o r e their personal belongings.

5) H o w m u c h t i m e d o s t a f f a n d c h i l d r e n s p e n d o n e a c h a c t i v i t y a n d i n w h i c h space?

T h e r e a r e a l w a y s a c t i v i t i e s p l a n n e d b y t h e e d u c a t o r s i n b o t h m o r n i n g a n d a f t e r

n o o n , o n e h o u r w i t h c h i l d r e n d e p e n d i n g o n t h e a c t i v i t i e s c a r r i e d o u t i n d o o r o r o u t d o o r.

6) I n y o u r e x p e r i e n c e , w h a t i s t h e m o s t u s e d s p a c e w h e n a c t i v i t i e s w e r e c a r r i e d out?

Mat area in the room, tables and chairs (indoor), grass area (outdoor).

7) D o y o u t h i n k t h e c o n d i t i o n o f t h e p h y s i c a l e n v i r o n m e n t h a v e a n e f f e c t o n t h e children?

Ye s , i t h e l p s t o d e v e l o p c h i l d r e n ’ s w e l l - b e i n g , h a p p i n e s s , c r e a t i v i t y a n d d e v e l

oping independence.

8)

Are there any plans for expansion or renovation in the future?

Not yet

9) A r e t h e r e a n y o t h e r f u n c t i o n a l n e e d s t h a t n e e d t o b e i m p r o v e d ? I f y e s , w h i c h ones?

More resources for the tiny-tots and toddlers’ room. A bigger space area for the toddlers.

10)

What do you think is lacking in terms of the environment to support learning? If yes, which ones?

Need more hands-on resources.

(Koh 2019).

MU

APPENDIX DESIGN INTERVENTIONS FOR CHILDCARE CENTRES IN PERTH Structured Questionnaire Name : Audrey Chen Date : 30/08/2019 P l a c e : M u l b e r r y Tr e e C h i l d c a r e - Tu a r t H i l l 1) D o y o u t h i n k t h e c h i l d c a r e c e n t r e i s s u c c e s s f u l i n s u p p o r t i n g c h i l d r e n i n t e r m s

of cognitive development?

Ye s 2)

If yes, could you explain how in your view?

E d u c a t o r s i n t h e c h i l d c a r e c r e a t e a n e n v i r o n m e n t w h e r e c h i l d r e n a r e e n c o u r aged to problem solve and be curious about the world around them through play and intentional teaching

3)

What are the daily activities and function taking place in each room?

B a b i e s - M o r n i n g t e a , s i n g i n g s o n g s , i n d o o r a n d o u t d o o r p l a y, l u n c h , n a p , s e n s o r y c r a f t , l u n c h , n a p , i n d o o r f r e e p l a y, a f t e r n o o n t e a , i n d o o r a n d o u t d o o r f r e e play and home time.

To d d i e s - O u t d o o r p l a y, m o r n i n g t e a , m a t s e s s i o n ( s o n g s a n d s t o r i e s ) , c r a f t , l u n c h , n a p , i n d o o r f r e e p l a y, a f t e r n o o n t e a , o u t d o o r f r e e p l a y a n d h o m e t i m e .

K i n d y - O u t d o o r p l a y, m o r n i n g t e a , m a t s e s s i o n ( e x p l i c i t t e a c h i n g ) , c r a f t , l u n c h , t a b l e t o p a c t i v i t i e s , l u n c h , n a p , f r e e p l a y, a f t e r n o o n t e a , o u t d o o r f r e e p l a y a n d home time.

4)

Are there enough storage spaces in the centre and does children has their own personal storage?

Ye s , b u t o n l y h a v e h o o k s f o r t h e i r b a g s n o p e r s o n a l s t o r a g e , a l l t h e i r w o r k home with them.

9)

W h a t w e r e t h e c o n s i d e r a t i o n s , w h e n d e s i g n i n g a n d b u i l d i n g t h e M u l b e r r y T r e e Childcare Centre?

Capacity and location (within a residential area).

10) Are there any plans for expansion and renovation in the future?

Uncertain.

11 ) A r e t h e r e a n y o t h e r f u n c t i o n a l n e e d s t h a t n e e d t o b e i m p r o v e d ? I f y e s , w h i c h ones?

Bigger rooms in babies and toddies.

Location: Ca Context: Res City: City of S

(Koh 2019).

5) H o w m u c h t i m e d o s t a f f a n d c h i l d r e n s p e n d o n e a c h a c t i v i t y a n d i n w h i c h space?

U s u a l l y a n a v e r a g e o f 3 0 m i n u t e s i s s p e n t o n e a c h i n d o o r a c t i v i t y ( m a t , t a b l e

top activities). More time is spent on outdoor free play and naps.

6) I n y o u r e x p e r i e n c e , w h a t i s t h e m o s t u s e d s p a c e w h e n a c t i v i t i e s w e r e c a r r i e d out?

The tables and the mats in the rooms.

7) D o y o u t h i n k t h e c o n d i t i o n o f t h e p h y s i c a l e n v i r o n m e n t h a v e a n e f f e c t o n t h e children?

Ye s 8) What is the relationship between teaching and spatial and material organisation

of the facility?

T h e e d u c a t o r s i n t h e c e n t r e f u l l y u t i l i s e s t h e s p a c e s a n d m a t e r i a l i n t h e i r t e a c h

i n g . T h e y s p e n t t i m e t h i n k i n g a b o u t m a x i m i s i n g t h e s p a c e u s a g e a s m u c h

as possible and made sure that the material used are appropriate.

(Koh 2019).

REFERENCE LIST

REFERENCE LIST

Berti, Sara, Ada Cigala, and, Nima Sharmahd. 2019. “Early Childhood Education and Care Physical Environment and Child Development: State of the art and Reflections on

future Orientations and Methodologies.” Educational Psychology Review 9 (1): 1-31. https://doi.org/10.1007/s10648-019-09486-0.

Donnell, Dan O. 1996. Montessori Education in Australia and New Zealand. Australia: Fast Books.

Dudek, Mark. 1996. Kindergarten Architecture: Space for the Imagination, London: E and Fn Spon.

K e r r, R o s e m a r y. 1 9 9 4 . A H i s t o r y o f t h e K i n d e r g a r t e n U n i o n o f W e s t e r n A u s t r a l i a 1 9 11 - 1 9 7 3 . W e s t e r n A u s t r a l i a : S c o t t F o u r C o l o u r P r i n t .

L i p p m a n , P e t e r. 2 0 1 0 . “ C a n t h e P h y s i c a l E n v i r o n m e n t h a v e a n i m p a c t o n t h e L e a r n i n g E n v i r o n m e n t . ” C E L E E x c h a n g e , C e n t r e f o r E f f e c t i v e L e a r n i n g E n v i r o n m e n t s , 2 0 1 0 / 1 3 ,

OECD Publishing. https://doi.org/10.1787/20727925.

M o n t e s s o r i A u s t r a l i a . n . d . “ D i ff e r e n c e s b e t w e e n M o n t e s s o r i a n d Tr a d i t i o n a l E d u c a t i o n . ” M o n t e s s o r i A u s t r a l i a . A c c e s s e d O c t o b e r 9 , 2 0 1 9 . h t t p s : / / m o n t e s s o r i . o r g . a u / d i ff e r e n c es-between-montessori-and-traditional-education.

M o n t e s s o r i , M a r i a . 1 9 6 4 . T h e M o n t e s s o r i M e t h o d . N e w Yo r k : S c h o c k e n B o o k s .

Montessori, Maria. 1966.

D r. M o n t e s s o r i ’ s O w n H a n d b o o k . M a s s a c h u s e t t s : R o b e r t B e n t l e y, I n c .

M o n t e s s o r i , M a r i a . 2 0 1 3 . “ T h e H o u s e o f C h i l d r e n . ” T h e N A M TA J o u r n a l 3 8 ( 1 ) : 11 - 1 9 . h t t p s : / / e r i c . e d . g o v / ? i d = E J 1 0 7 8 0 1 3 .

M o o n e y, C a r o l G a r h a r t . 2 0 0 0 . T h e o r i e s o f C h i l d h o o d . U S A : R e d l e a f P r e s s .

M u l b e r r y T r e e C h i l d c a r e . 2 0 1 5 . “ M u l b e r r y T r e e C h i l d c a r e . ” M u l b e r r y T r e e . h t t p : / / w w w. m u l b e r r y t r e e . c o m . a u / c a n n i n g t o n / .

Mythri, D, M Rajalakshmi, and K P Suresh. 2016. “Assessment of Selected early learning centres for space and furnishing.” International Journal of Education and Management

S t u d i e s 6 ( 1 ) : 3 3 - 3 9 . h t t p s : / / s e a r c h - p r o q u e s t - c o m . d b g w. l i s . c u r t i n . e d u . a u / d o c v i e w / 1 8 7 0 5 6 4 5 3 7 ? a c c o u n t i d = 1 0 3 8 2 .

Te z u k a A r c h i t e c t s . 2 0 1 9 . “ F u j i K i n d e r g a r t e n . ” F u j i K i n d e r g a r t e n , J u n e 0 7 , 2 0 1 9 . h t t p s : / / w w w. a r c h d a i l y. c o m / 8 8 0 0 2 7 / t e z u k a - a r c h i t e c t s - f u j i - k i n d e r g a r t e n - w i n s - 2 0 1 7 - m o r i y a m a - r aic-international-prize.

REFERENCE LIST

W o n g , B o . 2 0 1 8 . “ B e e h i v e M o n t e s s o r i S c h o o l . ” E H D O A r c h i t e c t u r e . h t t p s : / / w w w. e h d o . c o m . a u / b e e h i v e - m o n t e s s o r i .

W o n g w a n , K e t s i r e e . 2 0 1 8 . “ P l a y v i l l e D a y c a r e C e n t r e . ” N I TA P R O W A r c h i t e c t s . h t t p s : / / w w w. n i t a p r o w. c o m / # / p l a y v i l l e / .