NaughtyKnot- Re-Designing a Pre-Primary School

NaughtyKnot Re-Designing a Pre-Primary School Harleen Kaur | Student ID- 8018272 | 20/08/2018 Main tutor- Selma Porobic I Module Leader- Seid Porobic

Figure 1: Children playing with paints (Pinterest, 2016)

MA. INTERIOR DESIGN COVENTRY UNIVERSITY The project focuses on Interior spaces of a kindergarten in order to improve the learning experience and well being of the students. The research part includes case studies of different play schools all over the world and research on child’s psychology and desires, new teaching methods and technologies. The next part of the report shows the design process, that is, initial ideas and concepts and finally proposing the redesigned play school.

JINGLE BELLS SCHOOL

Figure 2: Jingle Bells school (2018)

ACKNOWLEDGEMENTS It is with a great pleasure that I hereby present my Final Major Project. I would like to express absolute gratitude to my main tutor, Mrs. Selma Porobic and the module tutor, Mr. Seid Porobic for the support and guidance that they have provided throughout the semester.

I would like to thank Mrs. Achla Aggarwal, the principal of Jingle Bells school, Noida, India, for providing me her existing school drawings and my family and friends for filling out the online questionnaires.

ABSTRACT This project is undertaken during the third semester as a part of MA.Interior Design
 program at Coventry University. This project aims to provide a learning experience to the students of age groups 3-6 years. The main focus of this project is to understand the needs and psychology of a child who starts going to school for the first time. Therefore, the emphasis is on redesigning a play school in order to improve the learning experience and nurture the child with best possible facilities. This report is a reflection of my research undertaken about a child’s wellbeing, parent's and teacher's expectations and and understanding the most and least successful kindergartens all around the world. The report is divided into two parts, that is, research of the play schools and a child's desires and the final design.

CONTENTS 1.0 INTRODUCTION

PART 1:

RESEARCH ACTIVITY

1. RESEARCH METHODS AND ETHICS 2. CHILDREN’S SPACES (i) What is Childhood.?

(ii) Child and the different colours

(iii) Explorations in Light

3. GUIDELINES FOR DESIGNING EDUCATIONAL FACILITIES 4. FACTORS TO BE CONSIDERED WHILE DESIGNING A PLAY SCHOOL EXPLORING THE WORLD

1. CASE STUDIES (i) FUJI KINDERGARTEN

(ii) DELHI PUBLIC SCHOOL KINDERGARTEN

(iii)GIRAFFE CHILDCARE CENTER

2. ANALYSIS AND SUMMARY OF FINDINGS 3. DESIGN RESEARCH CONCLUSION 4. DESIGN PERFORMANCE SPECIFICATION 5. DESIGN BRIEF 6. MOOD BOARD

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PART 2:

DESIGN OUTCOME

1. JINGLE BELLS SCHOOL 2. EXISTING SITE ZONING 3. PRO’S AND CON’S OF JINGLE BELLS SCHOOL 4. INITIAL IDEAS 5. CONCEPTS 6. FINAL CONCEPT 7. RENDERS 8. MATERIALS AND FINISHES

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BIBLIOGRAPHY REFERENCING

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APPENCIDES

1. CERTIFICATE OF ETHICS APPROVAL 2. BRISTOL ONLINE SURVEY- PARENTS 3. BRISTOL ONLINE SURVEY- TEACHERS 4. EXISTING SITE PLAN

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LIST OF FIGURES AND TABLES Figure 1: Children playing with paints (Pinterest, 2016) Figure 2: Jingle Bells School (2018) Figure 3: Annual Day (Harleen Kaur,1999) Figure 4: Sports Day (Harleen Kaur,1999) Figure 5: Kids around the world (Pinterest, 2018) Figure 6: Fuji Kindergarten (2007) Figure 7: Tree Roots and Foundations (2007) Figure 8: Net Holes (2007) Figure 9: Joinery details of the Net Holes (2007) Figure 10: Concept of Handrails (2007) Figure 11: Concept of Skylights (2007) Figure 12: Entirely Openable Building (2007) Figure 13: Furniture Blocks (2007) Figure 14: Childcare Room Washbasins (2007) Figure 15: Slides (2007) Figure 16: Delhi Public School, Kindergarten (2013) Figure 17: Open-to-sky Court (2013) Figure 18: Decorated Local Jaalis (2013) Figure 19: Corrugated Metal Sheets (2013) Figure 20: Traditional Indian Jaalis (2013) Figure 21: Giraffe Childcare Center (2013) Figure 22: Entrance to the Childcare Center (2013) Figure 23: The white Bear (2013) Figure 24: The Huge Ladybirds (2013) Figure 25: Play Area 1 (2013) Figure 26: Play Area 2 (2013) Figure 27: Calm (Pixabay,2018) Figure 28 : Discipline (BetterLYF,2018) Figure 29 : Fun (Pinterest, 2018) Figure 30 : Serenity (Shutterstock, 2018) Figure 31 : Thrill (megatr, 2018) Figure 32 : Adventure (Webgranth, 2018)

Figure 33 : Friendly (The Malaysian Times, 2018) Figure 34: Jingle Bells School (2018) Figure 35: Open to Sky Central Courtyard (2018) Figure 36: Existing Classrooms (2018) Figure 37: Existing Resting Rooms (2018) Figure 38: Existing Site Zoning (2018) Figure 39: Initial Ideas (Kaur 2018) Figure 40: Concept 1 (Kaur 2018) Figure 41: Concept 1 Zoning (Kaur 2018) Figure 42: Concept 1 Sketches (Kaur 2018) Figure 43: Concept 2 Zoning (Kaur 2018) Figure 44: Concept 2 Sketches (Kaur 2018) Figure 45: Final Design- Ground Floor Plan (Kaur 2018) Figure 46: Final Design- First Floor Plan (Kaur 2018) Figure 47: Final Design- Mezzanine Floor Plan (Kaur 2018) Figure 48: Final Design- Sections (Kaur 2018) Figure 49: Final Design- Rendered Floor Plans (Kaur 2018) Figure 50: Final Design- Exterior Rendered View (Kaur 2018) Figure 51: Final Design- Sectional Rendered View (Kaur 2018) Figure 52: Final Design- Corridor Rendered View (Kaur 2018) Figure 53: Final Design- Classroom 1 Rendered View (Kaur 2018) Figure 54: Final Design- Central Courtyard Rendered View (Kaur 2018) Figure 55: Final Design- Classroom 4 Rendered View (Kaur 2018) Figure 56: Final Design- Classroom 3 Rendered View (Kaur 2018) Figure 57: Final Design- Dining Area Rendered View (Kaur 2018) Table 1: Norms and Standards for play school (National Commission for Protection of Child Rights, 2013) Table 2: Pro’s and Con’s of Jingle Bells School (Kaur 2018) Table 3: Material Chart (Kaur 2018)

GLOSSARY OF TERMS 1. ORS- Oral Rehydrating Solution is a liquid preparation developed by the World Health Organisation that can decrease fluid loss in persons 2. Jaali- A jaali is a term for perforated stone or latticed screen, usually with an ornamental pattern constructed through the use of calligraphy and geometry.

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RESEARCH ACTIVITY

INTRODUCTION Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of child and youth (Goldstein 2012) . According to Jeffrey’s research, “play” is a very important part of a child to reach is full potential. Therefore, designing a PrePrimary/ Play School is important as it is the first time when a child walks out of his home and all the comfort zones. It is very important that the child gains trust and builds a healthy relationship with his learning environment. This is how the idea for the this project came up and and was framed with the primary question “How can an Interior space of a play school improve the learning experience and wellbeing of children?”

The report is structured in a way that it is divided in two parts. It starts with my understanding and research undertaken about children and play schools and further taken forward into the design process. The research intends to answer three sub questions, in order to come to a design brief. The questions were, “How can an a play school make a child feel comfortable, happy, motivated and excited to go to school?”, “How can the elements such as touch and feel enhance the child’s mind and help him/her grow?” and “How can designing an interior space help a child gain trust and maintain stronger relationship with growing and learning environment?”. The answers to these questions were achieved by online surveys in the form of questionnaires, both for teachers and parents and through online research.

This project involves a deeper understanding and research of not only functional aspects of pre-primary schools but also the psychology of a child. The project expects to deliver a design that will not only build a healthy and strong relationship between child and the teacher but also between the child and the school.

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DESIGN RESEARCH Research Methods and Ethics The research for this project started with an online research to understand the requirements of a kindergarten, a child, parents as well as teachers. The next step was to understand the nature of the topic in more detail. Therefore, primary research was undertaken in order to get a clear idea and more specific details of the topic.

The research focuses on qualitative information such as psychology and behaviour of a child when he/she enters into the school life as well as explanations of problems, experiences, opinions and feelings of both the sides, that is, the parents and the teachers of the child. As a part of primary research, surveys were conducted through Bristol Online Survey both for parents and teachers to understand their expectations from the school. Apart from this, different play school were studied as well, to understand the actual working requirements of a play school, keeping in mind the standards provided by Indian Government.

The project has been followed according to the ethics set by Coventry University. All the data taken from external sources have been referenced according to the Harvard style. The ethics forms and questionnaires were approved by the primary supervisor and uploaded on the ethics portal.

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Figure 3: Annual Day (Harleen Kaur,1999)

CHILDREN’S SPACES 3

What is Childhood ?

“Childhood is sometimes described as the state of mind. It is also a distinct physical and mental phase which is experienced between the ages one and half to 16” (Dudek 2005).

According to Dudek, it is very important to understand the psychology of a child. This means that listening and understanding the issues, wants, likes and dislikes of a child is the first step towards taking an initiative towards theirs views within the design process.

Understanding Children’s Psychology One of the approaches, known as Mosaic Approach, is a methodological framework, developed by Alison Clark which states that it is important to listen to young people about the important details of the daily lives. By saying this she shows her concern for those details and the architectural features which young children really need, are not taken for granted by the adults who are creating for them. She also argues that only by listening to young children, we can begin to understand how important iconography is to them (Clark 2005).

According to Dr. Michael Ungar’s research, kids go to school, when they feel they belong there. “It does not matter what the age is ,the ethnic background and the place where they live, they want to feel engaged at school.” (Ungar 2010). His study also shows that even the children of ages 5 and 6 years do what they can to blunt the monotony of the classroom and make school bearable.

Colour Psychology: Child Behaviour and Learning through Colours

Colour is an energy having wavelength and frequency. Colour not only affects the mood in adults and a lot more in children. When the right colour is used according to the place and problem, it makes a lot more easier for the child to adapt to the surroundings. Not only this, it leaves a positive impact on the child, such that he/she starts feeling a sense of belonging to the place and thus, enjoy spending more and more in that place (Olesen 2017).

Guidelines for Educational Institutes Following are the guidelines from Frank H. Mahnfke from his book Color, Environment and Human Response. These guidelines have been prepared based on the age of kids especially for Academic environments.

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“Pre-school and elementary school-Warm and bright colour schemes are ideal.

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Upper grade and secondary-Cool colours are recommended to enhance concentration

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Hallways– Wide range of colours can be sued to impart distinctive personality.

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Libraries-These do well with cool green or pale/light green for enhancing quietness and concentration” (Mahnke 2017).

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Child and the different colours “It is very important to understand and study how different colours can have an impact on the learning and memory of kids.

BLUEIt enhances creativity and stimulates a cool and relaxing environment. Excess of using blue can depress and invoke the feelings of sorrow.

REDIt is a colour of passion and strong feelings of threat, love or excess stimulus. It schools, it should be used in the combination with other colours. The combination helps in detail orientation or repetitive tasks.

YELLOWIt is the colour of happiness and and sunshine for children. It stimulates intelligence and is the most appropriate colour for kid’s rooms, study rooms and play areas. If it is overdone, it can make the child feel stressed.

GREENGreen is the colour of abundance. It can relax and contribute to better health in kids.

PINKPink is a charming colour and can lower the heart rate.

PURPLEPurple is an ideal colour for kids as it grabs attention.

ORANGEIt enhances critical thinking and memory. It is a good idea to colour the test rooms orange as it will help to enhance the performance in exams” (Olesen 2017).

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Explorations in Light According to Pennsylvania State University, light plays a role in tapping into emotion, beauty, vivid imagination and concrete learning. The sources of light can evoke feelings, assist in work, living and playing. To make a space feel welcomed and healthier, it is essential to have the right kind of lighting. Lighting types and styles should differ according on its purpose, for example, reading, playing, eating, dramatic plays etc.

According to some researchers, light not only affects the work and mood, but also the behaviour. It is believed that too much light can stimulate energy whereas too inappropriate lighting can result in frustration and agitation. When the light is specifically prepared for a space/ environment, it helps to attract and hold attention, provide interest and learning and influence feelings.

It happens at a very young age when children start releasing and visualising that light changes and makes shadows. Adding reflecting lights in the space adds interest, imagination and textures. Example of reflecting lights can be mirror, see through containers, using bouncy back materials like glossy papers, metals etc. (Pennsylvania State University 2015) .

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Guidelines for Designing Educational Facilities The following table depicts the Norms and Standards provided by the Indian Government to design a private play school. These Norms and Standards come under various different elements and covers the overall working the the school.

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ITEM

NORMS AND STANDARDS • •

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STAFF •

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No. of Teachers-1 teacher for 20 children No. of Caregivers- 1 caregiver for 20 children Adequate staff to maintain hygine, sanitation, ensure safety, security, of the children in the play school.

BUILDING

All weather building consisting of• arrangements for securing the school building by boundary wall or fencing.

• adequate circulation area and ventilation.

• a separate rest room for children.

• barrier-free access.

• separate child-friendly and disabledfriendly toilets for boys and girls.

• soap, clean cloth/towel, garbage bin, wash-basin/sink at low level.

• portable, safe and adequate drinking water facility to all the children.

• a pantry (desirable).

• play area.

• CCTV surveillance (ensure security of data).

• fire safety measures.

• periodic pest control.

Minimum no. of instructional hours per day

3-4 hours per day as per National ECCE Policy 2013. (Play school should be used as a non-residential facility functional as per the prescribed no. of hours per day.)

Continued on the next page.

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S.NO

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ITEM

NORMS AND STANDARDS

Shall be provided to each class in adequate no. in accordance with the prescribed curriculum.

Teaching Learning Aids

There shall be a library in each school having reading material appropriate for early years, educational audio-visual aids.

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LIBRARY

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Play material, games and sports equipment

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As per prescribed by an authority specified by MWCD, Government of India in adequate no.

Basic First Aid and Medicine Kit containing band-aids/ bandages, cotton wool and disinfectants for minor injuries, ORS packets, scissors, thermometer and antiseptic ointment should also be part of the medicine kit.

Arrangement for quarterly health checkup of children by a registered medical practitioner.

HEALTH

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RECORDS

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Table 1: Norms and Standards for play school (National Commission for Protection of Child Rights, 2013)

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enrolment forms of children admission/ enrolment register for recording profile of children and their parents including detail of parents attendance register of children attendance registers for all employees maintenance of quarterly health checkup records of children stock register fee record of all children.

Factors to be Considered while Designing a Play School The factors that have been listed below should be considered while designing a play school They have been researched and short-listed from the list of Japanese Norms and Standards.

The specific list has been chosen as it reflects one of my case studies from Japan. The kindergarten is called the Fuji Kindergarten, which has won several awards and also has now been considered as a perfect play school example for others. These Norms and Standards have been derived from the Ministry of Eduction, Japan. The specific standards have been considered in this report as it plays a very important role in creating experiences for children.

It not only focuses on the structural building of the school but also touches on the emotions of the students and staff working in the school. Theses norms will be very helpful for the schools in India as it will help in strengthening the bond between the students, teachers and the school. â?–

Design environments for life experiences-: (Ministry of Education, Japan, 2010)

Emphasis should be made not only on providing the schooling facilities but also on the green areas. Therefore, while designing a kindergarten, it is important to design gardens. Gardens not only lay a positive impact o its surroundings but also provide an outdoor playing and activity area. â?–

Providing facilities in order to strengthen the bond between the school, families and the region-: (Ministry of Education, Japan, 2010)

Kindergartens should not only focus on play areas and activities but should also act as a preschool education center. It should also provide day care facilities, considering that a few children would stay for a few extended hours. â?–

Providing facilities for children with special needs and disabilities-: (Ministry of Education, Japan, 2010)

While designing a play school, children with special needs and requirements and disabilities should also be taken care of. They might have some special requirements and by not providing them the facilities that they need, might affect their personal growth.

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Considering sustainability in terms of environment-: (Ministry of Education, Japan, 2010)

Kindergarten facilities should be designed and provided in an environmental friendly way, to reduce the adverse affect on the surrounding environment. ❖

Keeping an aim for a smooth transaction from the play school to elementary school -: (Ministry of Education, Japan, 2010)

Kindergartens should have good contacts with the elementary schools and should design their facilities and the teaching curriculum in a way that it helps the children to adapt themselves to the elementary school. ❖

Facilities to develop children’s physical strength and well being-: (Ministry of Education, Japan, 2010)

Kindergartens gardens and play areas should be designed and planned in a way that it does not interrupt and restrict the movement from indoors to outdoors and vice- versa.

Figure 4: Sports Day (Harleen Kaur,1999)

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Figure 5: Kids Around the world (Pinterest, 2018)

EXPLORING THE WORLD Case Studies 1. FUJI KINDERGARTEN, TACHIKAWA CITY, METROPOLITAN, TOKYO 2. DELHI PUBLIC SCHOOL, KINDERGARTEN, BANGALORE, INDIA 3. GIRAFFE CHILDCARE CENTER, BOULAGNE, FRANCE

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Figure 6: Fuji Kindergarten (2007) This picture of the Fuji Kindergarten shows the overall view of the school, wherein, we can have an idea of the concept of this school.

Fuji Kindergarten “ARCHITECT Tezuka Architects

CLIENT School Corporation Minnanohiroba, Fuji Kindergarten

STRUCTURE AND SCALE Steel construction. One floor above ground

LOCATION Tachikawa City, Metropolitan Tokyo

CONSTRUCTION PERIOD BUILDING AREA 1419.25 m2 Mar.-Sept. 2006 (Phase 1), July 2006-Jan. 2007 (Phase 2)

Fuji Kindergarten is a one storey large kindergarten situated in Metropolitan Tokyo.

The kindergarten has 19 classrooms and accommodates 620 students, out of which 30 are autistic. Fuji Kindergarten has won several awards for its design and the concept. The idea behind it’s donut shaped design is to remove all the walls and boundaries and never make the children stop.

SITE AREA 4791.69 m2 TOTAL FLOOR AREA 1304.01 m2”

The “end of an era” scheme has been accomplished by the school as it believes that the modern conveniences have deprived the children of basic sensation and the treasures that were once found have been abandoned.

Through its building, the school wants to teach it’s students “common sense” which means the values of the society are unchanging, even across era’s.

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Tezuka Architects (2016)

Figure 7: Tree Roots and Foundations (2007) In order to preserve the tree and not damage its roots, a grid of steel beams and extended foundations were developed. The slab area which was near to the Zelkova tree was extended between the foundations. This helped in reducing the heavy load of the building, which would have affected the tree’e roots.

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Figure 8: Net Holes (2007)

Figure 9: Joinery details of the Net Holes (2007) Net holes have been cut around the Zelkova tree with the motive of preserving the tree and also to be able to make it accessible for children to climb up and plunge into it.

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Figure 10: Concept of the Handrails (2007) Children love throwing their feet through the gaps, therefore 110mm spacing has been given between the handrails, so that children can sit and an adult standing below can easily dangle their feet from below.

Figure 11: Concept of the Skylights (2007) The idea behind giving skylights is to absorb as much natural light as possible. It is designed in a way that children can easily access the roof top by climbing up the ladder from their own classroom.

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Figure 12: Entirely Openable Building (2007) The kindergarten building does not have any walls in between. It has sliding doors and foldable walls which also helps the space formed and deformed according to the requirements.

Figure 13: Furniture Blocks (2007) Furniture blocks have been designed in 3 different variations.These furniture blocks promote building blocks activity and are made up of wood called Paulownia. It is so soft that it can easily have a dent if someone bangs their head into it.

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Figure 14: Childcare Room Washbasins (2007) The idea behind having a common room washbasins was not to face the walls instead to gather around and face their own fellow friends. This becomes an activity in itself as children celebrate washing hands by cheering and shouting.

Figure 15: Slides (2007) In order to access the slide children have to climb up the ladder. This makes it more playful and accessible to the roof top.

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Figure 16: Delhi Public School, Kindergarten (2013) The kindergarten’s entrance has jaali patterns. This helps in keeping air circulation and keeps the temperature of the building cooler.

Delhi Public School Kindergarten “ARCHITECT Khosla Architects

LOCATION Immadihalli, Whitefield, Bengaluru, Karnataka, India

One of the most popular schools in North India, Delhi Public School expands its school for the first time to Kindergarten level. This extension was constructed by an Indian studio Khosla Associates.

SITE AREA 43963 sq ft

DATE COMPLETED 31st May, 2013

The concept of the kindergarten is simple and cost effective. The Kindergarten has 25 classrooms and accommodates 1000 students.

The classrooms are surrounded around a pair of central courtyards, which are either used as playgrounds or outdoor learning spaces.

The kindergarten topped the education category at the Inside Festival awards.

The key objective that the architects considered and focused was the climate and the colours.

Frearson (2013) 18

Figure 17: Open-to-sky court (2013) The central open-to-sky court facilitates learning outside the classroom.

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Figure 18: Decorated Local Jaalis (2013) The school is constructed from perforated bricks and the local jaalis on the walls. The combination of both helps is reducing the impact of direct sunlight and enables cross ventilation.

Figure 19: Corrugated Metal Sheets (2013) The solid walls have been replaced with the corrugated metal sheets and the colours of traditional Indian textiles have been used.

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Figure 20: Traditional Indian Jaalis (2013) The combination of the decorated local jaalis, perforated bricks and the corrugated metal sheets all-together help in achieving the desired goal of the architects, that is, getting Natural light and cross ventilation in the school to lower down the school temperature and make it cooler.

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Figure 21: Giraffe Childcare Center (2013) The above picture shows the outer view of the Giraffe Childcare Center, France

Giraffe Childcare Center “ARCHITECT Hondelatte Laporte Architectes

CLIENT SAEM Val de Seine Aménagement

LOCATION Boulogne, France

The childcare center located in France has a Giraffe as its main supporting element for its building. It is so huge that it peeps out of the roof of the nursery and the childcare center.

SITE AREA 1,450 sq m

child’s imagination. The facade of the building is made up of white corrugated iron which helps in reflecting back these giant colourful wild animals. The wild animals including the giraffe, polar bear and the ladybirds contribute to the school by attempting to be peacefully eating plants, clambering up the steps and climbing the facade to reach the interior patio respectively.

The Giraffe Childcare Center can accommodate 60 beds childcare facility and a nursery for upto 20 children. It has three floors and has a playground on each of them.

The idea behind the buildings structure is to animate the urban landscape by using a 22

Frearson (2013)

Figure 22: Entrance to the Childcare Center (2013) The entrance of the Giraffe Childcare Center invites you in a way that it is located at the end of the building.

Therefore, in this way the visitor has to go through the legs of the giant Giraffe.

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Figure 23: The white Bear (2013)

Figure 24: The huge Ladybirds (2013) These over sized animals and the white corrugated metal elevations both contribute to the facade of the building.

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Figure 25: Play Area 1 (2013)

Figure 26: Play Area 2 (2013) The above images show the different play areas of the childcare center. Figure 1 shows more formal style of classroom having chairs and tables whereas the second figure depicts the balls area, where children can it and play with the balls.

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Analysis and Summary of Findings Key Findings of the Case Studies CASE STUDY 1: FUJI KINDERGARTEN Focus is made on improving child’s fitness.

It follows the concept of the school, that is, “a Kindergarten building is a huge playground for children’s growth, a tool for fostering children” (Ministry of Education, Japan, 2010).

There is a horizontal and vertical flow of circulation all around the building for children between the courtyard and rooftop.

Lunch room and cafeteria are planned and designed in a way that they are open spaces and encourages interaction with local community.

There is a slide that connects the courtyard with the roof.

A tree that was originally on the site has been maintained and is used as a tree climbing activity and a hammock to play in. (Ministry of Education, Japan, 2010) Fuji Kindergarten has been a perfect example to learn about opening up a space to the extent that you can transform and re-setup everything again according to the needs and requirements of the end user. It helped me to understand how a space can be multi-functional and how to you utilise every bit and corner optimally. The kindergarten aims and fulfils the desires of a child, that is to run on a single storey and also interacting with the space vertically. All these wants and desires are taken care of along with providing a safe and a healthy design that children enjoy and love coming back to.

Implementations Some of the ideas that can be taken forward in my design are as follows:Using slides to increase vertical interaction with the space.

Net holes will act as another interesting element in my design.

Adding communal areas will be a plus point in my design as it increases interaction with the fellow mates.

Introducing learning outside the classroom activities.

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CASE STUDY 2: DELHI UBLIC SCHOOL KINDERGARTEN The main focus of the architect is on sustainability by using traditional terracotta jaali’s and cross ventilation and lighting and controlling the heat temperatures inside the school.

The kindergarten’s design and planning is based on an unusual concept of translating the concept of a school franchise into a compositional system testifying to the contemporary architectural idiom. (Khosla Associates 2014) The kindergarten is organised on 2 levels and are arranged around a portico overlooking two open courtyards. (Khosla Associates 2014) There is a vertical flow of circulation noticed n the building where the concrete staircase links the ground floor with the first floor. It acts as the buildings massive element that is it’s heart and visual symbol.

The kindergarten is known for its authentic details. It focuses on providing views from the sheltered and raised position and concrete grids of the outer and inner walls in the first floor corridor.

It has a strong presence of colour and the vernacular indian architecture influenced by the Indian Islamic traditional terra-cotta jaali’s. These not only help in creating shadows, but, also facilitating natural ventilation and maintaining proper light levels.

Delhi Public School Kindergarten focuses not only on teaching and making an enjoyable experience for the children but also, it keeps in consideration the increasing heat temperatures in India. Mostly during the extreme summers and humidity, schools have to extend their vacations, but including the elements such as decorated jaali patterns, concrete, corrugated metal sheets and perforated bricks provides an excellent solution to the problem.

Open courtyards are put well in use as the school’s important activities take place here such as assemblies and outdoor games. It also has playground equipments and flowerbeds.

Implementations The ideas that can be considered in my design are as follows:Balancing the heat temperature in the school.

Maintaining and taking forward the authentic Indian culture by using vibrant colours and balancing it with modern design.

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CASE STUDY 3: GIRAFFE CHILDCARE CENTER “Giraffe Childcare Center focuses on balancing the child’s and the urban landscape.

It is a 3 storey building and has a playground on each of them. Therefore, the architects wants to familiarise the children with the nature and make them comfortable by adding giant models of wild animals.

One of the key facts about the project is minimalism and simplicity. The exterior walls are kept white so as to enhance the rich colours of the animals.

The whole concept of the building turn out to be a narrative. It tells a story of how the building changes its identity and becomes a landscape on it’s own.

The Giraffe has not only become a strong structural element for the school building but has also caught the eyes of the neighbourhood.” (Frearson 2013) Giraffe Childcare Kindergarten turns out to be an exciting and a lively place for children. It makes it interesting and welcoming because of the key elements of its concept, that is, less is more and connecting children’s imagination to urban landscape. It is said that nature and animals become a child’s best friend, therefore, the idea of getting the children close to the nature is a great achievement and innovation for the designers and the architects.

Implementations The ideas that can be considered in my design are as follows:Building and maintaining a bond between a child and nature.

Make the spaces and the classrooms more interactive, so that children do not lose interest in their studies and school.

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Design Research Conclusion The research was conducted in the form of online research, studying case studies of different kindergartens around the world and also by carrying out online surveys. All the three ways of carrying out my research summed out to be very useful.

The online research helped me to understand the theoretical aspects of my topic, that is to understand the a child and his thoughts. Not only this, but it gave me a direction to brief down the requirements and my design brief.

The case studies helped me to gather information about how the most successful kindergartens are working all over the world. It also helped me to find out the good points that could be taken further as an inspiration and implemented in my own design.

Apart from this, the surveys undertaken online were of a great help too. It was great to hear from the participants directly. This included surveys from both, the parents and the teachers.

So, it gave me a clear indication of the expectations from both the sides. Therefore, it summed up a task to redesign and fulfil as many requirements as possible in an existing play school.

Design Performance Specification After undertaking the research, there were certain design specifications that were missing from the existing school and should be resolved in order to change the environment of the school.

ENTRANCE: As you enter the school, parents and children both want to feel welcomed and excited. Therefore, the school must have a welcoming aroma, a warm and inviting reception.

Children want to feel secure and have a positive vibe towards it.

ACTIVITIES: The activities that children enjoy the most are playing areas, messing up with sand, pebbles and water. They love overnight camping and day trips. Children are very fidgety, therefore, they want to run, jump, climb and colour everywhere.

FACILITIES: The school lacks some facility that are a must to be incorporated at a young age for children. There should be an exhibition room and a performance area/ assembly area where children can gain confidence about their public speaking skills and their work. There should be a dining area and locker rooms as well. he school should upgrade it’s technology and propose iPad’s and interactive classrooms. This will make the children feel attentive and belonged to the school.

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Design Brief Harleen Kaur I Redesigning a Pre-Primary School I 20/08/2018 Introduction: Pre-Primary School is important as it is the first time when a child walks out of his home, where he is alone, out of his comfort zone without his parents and family. It is very important that the child gains trust and builds a healthy relationship with his learning environment and with tutors. It is the first time when he meets new people and makes new friends. Therefore, in order to make it a learning and enjoyable journey for the child, it is important that he is happy and comfortable in the space where he spends a few hours of the day. Psychologically, if a child is enjoying being in a space, he would want to spend more time there and would love to come back the next day. But, if it is a school where there are a few games and toys to play with, he might be bored in no time and therefore, this can act as an obstacle in the growing journey of a child.

Something that makes this project interesting is understanding the mind of a 3 year old child and designing a space that is specifically for his/her use. Children love to run, play, explore the world on their own. They want to touch and feel everything, either it is hot or cold, big or small, solid or liquid, hard or soft etc. Therefore, a space which involves them in learning through touch and feel will help them think more and become curious and excited.

Project Aim: This project aims to understand the psychology of a child and help him/her grow by maintaining a healthy relationship with the space and his/her tutors.

Project Objectives: The main objective of this project is to build a healthy and strong relationship not only between a child and the teacher but also between the child and the school. Children are fearless, explorers and the future discoverers. Therefore, it is important that when they step out in the schooling environment, they should not be unhappy or demotivated with their surroundings. Instead they should feel safe and should trust the learning environment. Until and unless, the child has faith in his surrounding and loves the space, he will never be motivated in his journey of school life.The primary aim will always be to encourage the child to learn through its surroundings as it is very essential to have a healthy and promising bond with his/her workspace.

Target Audience: The targeted audience are the children of ages 3-6 years, residing in Noida, India.

No. of Students- 150 No. of Teachers- 1 teacher for 20 children No. of Caretakers- 1 caretaker for 20 children Project Management: The project has been divided, timed and managed at various times and stages. It started with an Ethics Approval in the month of May and then further proceeded with the Initial Research. It was then followed by observing the needs and requirements of the targeted user and then developing Initial Design ideas. After developing the initial ideas, scaled drawings were made which was further accompanied by a physical model and final presentation on 20th August 2018. In between these 3 months there were tutorials held with the primary supervisor every fortnight along with 2 draft report submissions and 2 formative feedbacks.

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Mood Board

Figure 27: Calm (Pixabay,2018)

Figure 29: Fun (Pinterest, 2018)

Figure 28: Discipline (BetterLYF,2018)

Figure 30: Serenity (Shutterstock, 2018)

Figure 31: Thrill (megatr, 2018)

Figure 32: Adventure (Webgranth, 2018)

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Figure 33: Friendly (The Malaysian Times, 2018)

2.

Design Outcome

Figure 34: Jingle Bells School (2018) The above picture is the front view of the Jingle Bells School.

Jingle Bells School “ARCHITECT Sanchita Priyadarshini

CLIENT Mrs. Achla Aggarwal

LOCATION I Block, Sector 12, Noida, Uttar Pradesh, India.

Jingle Bells School is located in Noida, Uttar Pradesh, India. It has a total plot area of 1255.15 sq metres and total covered area of 461.587 sq metres. This total covered area includes 348.819 sq metres and 112.768sq metres on ground floor and first floor respectively.

TOTAL PLOT AREA 1255.15 sq m

There are many facilities that the school offers to its students. They are swimming pool, day care facility, air conditioning, pick up and drop facility and a medical room.

Presently, the school can accommodate 150 students and has 8 classrooms in total.

These classrooms include resting rooms and playing rooms as well.

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Figure 35: Open to Sky central courtyard(2018) This picture shows the existing outdoor gaming area and the courtyard.

Figure 36: Existing Classroms (2018)

Figure 37: Existing Resting Room (2018)

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Existing Site Zoning

Figure 38: Existing Site Zoning (2018)

Swimming Pool

Water Body

Pathway

Rabbit and Bird cage

Green Areas

Natural Vegetation 34

Pro’s and Con’s of Jingle Bells School

FACTORS

PRO’S

CON’S

Location

Since it is located in residential area, now, it does It is located in the residential not have too much of parking area, therefore, it is very safe. space. It just has a reserved parking around the school building.

Teaching

Since, it is a small school, therefore, every tutor has an eye and personal contact with each student.

In terms of teaching and technology, the school has not upgraded itself. It is dependent on books and pens.

Environment

-

It does not have a very welcoming and motivational environment as children are just involved in reading and writing.

Infrastructure

Landscaping done in the building gets a positive energy to the school.

The infrastructure of the school lacks discipline and children do not have a stage to perform and show their work.

Classrooms

-

The classrooms have very bright colours on the walls. It is not soothing to the eyes.

Table 2: Pro’s and Con’s of Jingle Bells School (Kaur 2018)

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Initial Ideas

This sketch shows the sand and camping activities which can be added behind the water feature.

This sketch shows how the classroom windows can become an advantage for students.

This is a sketch which was inspired by the shape of a bottle. This shape would be suitable for a Mezzanine space.

Figure 39: Initial Ideas (Kaur 2018) 36

Concept 1

Figure 40: Concept 1 (Kaur 2018)

The first concept is proposed with an idea of redesigning the spaces and reallocating them in a way that more area can be introduced. Therefore, the idea is to first change the entrance of the school, which means the pathway/ driveway and the water feature that leads to main entrance of the school. Therefore, instead of having a straight pathway/ driveway, a semicircular one is proposed with a water feature in between.

Apart from this, sand and camping area has been included as well along with an inverted Lshaped areas for admin and children each.

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Concept 1- Zoning Rabbit and Bird cage

Swimming Pool

Resting Room Toilets

Stage performances and assembly area

Classroom 1

Centre courtyard

Faculty Room

Classroom 2 Sand and Camping Area

Principal’s Office

Admin Room

Classroom 3

Dining Area

Classroom 4

Reception and Waiting Area

Water Feature

Ground Floor

First Floor

Figure 41: Concept 1- Zoning (Kaur 2018)

The first zoning was done, keeping in mind the concept of Learning by Doing and Designing an Interactive space. Therefore the following things were proposed in Zoning 1:Ground Floor-

First Floor-

•

Reception and Waiting Area

•

Dining Area around the courtyard

•

Principal’s Room

•

Library

•

1 interactive class room (playing area)

•

1 Classroom

•

1 classroom

•

Slide along the staircase, going down

•

A statue of Goddess Saraswati (Goddess of Eduction) in the central courtyard.

•

Faculty Room

•

Toilets

•

Resting Rooms

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The God’s statue in the central courtyard and the vertical garden (used by the children to grow their own pots).

Figure 42: Concept 1 Sketches (Kaur 2018) The interactive classroom which has an interactive floor, where they can learn by playing and also a scribble wall, where they can write, paint and colour.

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Concept 2- Zoning Swimming Pool

Toilets Resting Room

Faculty Room

Classroom 1

Resting Rooms

Library and Mezzanine Floor

Toilets

Classroom 2 Classroom 5

Reception and Waiting Area

Principal’s Office God’s Statue

Exhibition Area

Medical Room

Classroom 4 Dining Area

Admin Room

Outdoor Play Area

Ground Floor

First Floor

Figure 43: Concept 2- Zoning (Kaur 2018)

While doing the second zoning, it was realised that there were a few spaces that children do need and are presently missing from the earlier zoning. These spaces have been highlighted below:Ground Floor-

First Floor-

•

Reception and Waiting Area

•

Dining Area around the courtyard

•

Principal’s Room

•

Library

•

1 interactive class room (playing area)

•

1 Classroom

•

1 classroom

•

Slide along the staircase, going down

•

A statue of Goddess Saraswati (Goddess of Eduction) in the central courtyard.

•

Outdoor Play Area

•

Movie Room

•

Faculty Room

•

Computer/ iPad Activities

•

Toilets

•

Classroom

•

Resting Rooms

•

Library

•

Medical Room

•

Resting Areas

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Concept 2- Sketches This is a sketch that shows the second classroom wherein, children can have their own hexagonal shaped lockers and shoe racks.

They can have a projector with a screen.

This sketch of the sectional view shows the Ground Floor classroom, First Floor and the Mezzanine Floor activities.

This sketch shows the second idea for the central courtyard, which can be used as an communal area and children can even play their toy cars around the courtyard.

Figure 44: Concept 2- Sketches (Kaur 2018) 41

Final Design The final concept of the project was summed up with the idea of teaching students by doing things, that is, “Learning by Doing”. All the spaces have been designed and zoned in a way that safety has of the children has been kept as an utmost priority. Furthermore, the existing boxy structural problem has been taken care of too. All the spaces are related to each other.

The classrooms have been designed flexible so that it can be modified/ used according to the requirements. All the furniture used is very light weight such that it can be easily dragged.

The initial phase of this project, that is the research has helped a lot to make the most suitable material choice, taking in consideration the heat temperatures of the city. Perforated Aluminium Jaali’s has been used so as to balance the heat and the spaces have been tried to kept as open as possible, in order to have an eye on students.

The central courtyard in the building plays a very important role as it has Lord Ganesha’s statue which symbolises peace and harmony. It brings positive energy to the building. Also, around the Lord Ganesha’s statue are plants. These are the plants that are looked after by the children itself. They can have their own gardening activities. This will help them broaden their perspective towards coming to school by not just using pen and paper but also getting involved with the spaces.

The project surely gets the children involved not only with their fellow friends and their teachers but also with their spaces.

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Final Concept Ground Floor Plan

Figure 45: Final Design- Ground Floor Plan (Kaur 2018) 43

First Floor Plan

Figure 46: Final Design- First Floor Plan (Kaur 2018) 44

Mezzanine Floor Plan

Figure 47: Final Design- Mezzanine Floor Plan (Kaur 2018) 45

Sections

Figure 48: Final Design- Sections (Kaur 2018) 46

Renders

GROUND FLOOR

FIRST FLOOR Figure 49: Final Design- Rendered Floor Plans (Kaur 2018) 47

EXTERIOR BUILDING VIEW Figure 50: Final Design- Exterior Rendered View (Kaur 2018)

SECTIONAL VIEW Figure 51: Final Design- Sectional Rendered View (Kaur 2018)

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Figure 52: Final Design- Corridor Rendered View (Kaur 2018)

Figure 53: Final Design- Classroom 1 Rendered View (Kaur 2018) 49

Figure 54: Final Design- Central Courtyard Rendered View (Kaur 2018)

Figure 55: Final Design- Classroom 4 Rendered View (Kaur 2018) 50

Figure 56: Final Design- Classroom 3 Rendered View (Kaur 2018)

Figure 57: Final Design- Dining Area Rendered View (Kaur 2018) 51

Material and Finishes

Table 3: Material Chart (Kaur 2018)

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BIBLOGRAPHY •

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Brown J. (2017). WeWork Wants to Teach Kindergartners to Disrupt Shit Up. [online]Available at:< https://gizmodo.com/wework-wants-to-teach-kindergartners-todisrupt-shit-up-1820183260.> [4th April 2018].

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Grozdanic, L. (2017). BIG and WeWork reveal plans for interactive WeGrow kindergarten in New York City. [online] Available at : <https://inhabitat.com/nyc/big-and-wework-revealplans-for-interactive-wegrow-kindergarten-in-new-york-city/.>[ 5th April 2018]

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Howarth.D. (2018). WeWork. [online]Available at: <https://www.dezeen.com/tag/wework/.> [5th April 2018]

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Griffiths. A. (2018). House-shaped windows puncture perforated metal facades of Yokohama nursery. [online]Available at: <https://www.dezeen.com/2018/03/31/ hibinosekkei-nursery-school-architecture-japan-yokohama-house-shaped-windows/.> [6th April 2018]

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Griffiths. A. (2018). Chuon Chuon Kim Kindergarten by Kientruc O looks like a cluster of brick houses. [online]Available at: <https://www.dezeen.com/2018/05/17/kientruc-okindergarten-ho-chi-mihn-city-vietnam-lego-like-brick-blocks/.> [6th April 2018]

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Anon.. (2014). Khosla Associates: DPS Kindergarten School in Bangalore. [online]Available at: <http://www.floornature.com/khosla-associates-dps-kindergarten-school-inbangalore-9388/.> [7th April 2018]

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Hurley.K. (2013). 7 Secrets of Highly Happy Children. [online]Available at: <https:// www.huffingtonpost.com/katie-hurley/secrets-of-highly-happy-children_b_3722259.html? guccounter=2. >[7th April 2018]

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OLESEN.J. (2017). Color Psychology: Child Behavior And Learning Through Colors. [online]Available at: <https://www.color-meanings.com/color-psychology-childbehavior-and-learning-through-colors/.> [8th April 2018]

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Anon.. (N/A). REGULATORY GUIDELINES FOR PRIVATE PLAY SCHOOLS. [online]Available from: <http://ncpcr.gov.in/showfile.php? lang=1&level=1&&sublinkid=933&lid=1271.> [8th April 2018]

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Frearson. A. (2013). Giraffe Childcare Centre by Hondelatte Laporte Architectes. [online]Available at: <https://www.dezeen.com/2013/01/10/giraffe-childcarecentre-by-hondelatte-laporte-architectes/.> [8th April 2018]

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Frearson A. (2013). Giraffe Childcare Centre by Hondelatte Laporte Architectes. [online] Available at: < https://www.dezeen.com/2013/01/10/giraffe-childcare-centre-by-hondelattelaporte-architectes/.> [15th Jul 2018]

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Frearson A (2013) DPS Kindergarten School by Khosla Associates. [online] Available at:< https://www.dezeen.com/2013/10/18/dps-kindergarten-school-by-khosla-associates/.> [14 June 2018].

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Dalian University of Technology Press. (2016). Kindergarten Architecture II. [online] Available at: <https://issuu.com/hidesignpublish/docs/_______________ii-issuu.> [1 April 2018].

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FLOORNATURE (2014) Khosla Associates: DPS Kindergarten School in Bangalore. [online] Available at: < http://www.floornature.com/khosla-associates-dps-kindergartenschool-in-bangalore-9388/.> [14 June 2018].

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Gang, J (2018) Buildings that blend nature and city. [online] Ted.com. Available at: < https:// www.ted.com/talks/jeanne_gang_buildings_that_blend_nature_and_city#t-57317 > [3 Apr. 2018].

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Government of India. (N.D). REGULATORY GUIDELINES FOR PRIVATE PLAY SCHOOLS. Available at: < http://ncpcr.gov.in/index1.php? lang=1&level=0&linkid=14&lid=261. > [13th Jul 2018].

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Ifengspace. (2012). Colorful Childhood - Contemporary World Kindergarten Design. [online] Available at: < https://issuu.com/kevin-choy/docs/colorful_childhood__contemporary_world_kindergart. > [1 April 2018].

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Prescott J. (2014). Primary School Design. [online] Available at: < https://issuu.com/ jackwprescott/docs/finaldissertation3_smallpdf.com_.> [1 April 2018].

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Goldstein J (2012) play in children’s development, health and well-being. [online] Available at: <http://www.ornes.nl/wp-content/uploads/2010/08/Play-in-children-s-developmenthealth-and-well-being-feb-2012.pdf.> [13 June 2018].

•

Ungar M Ph.D.(2010). Why Kids Like to Go To School, and Why They Don't. [online] Available at: < https://www.psychologytoday.com/gb/blog/nurturing-resilience/ 201004/why-kids-go-school-and-why-they-dont. > [14th Jul 2018].

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â&#x20AC;˘

Tezuka Architects (2013) Fuji Kindergarten. [online] Available at: < http://moriyama.raic.org/ sites/default/files/fuji_kindergarten.pdf. > [14 June 2018].

â&#x20AC;˘

The Pennsylvania State University. (2015). Explorations in Light. [online]Available at: < https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/explorations-inlight. > [16th July2018]

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APPENDICES 1. CERTIFICATE OF ETHICS APPROVAL 2. BRISTOL ONLINE SURVEY- PARENTS 3. BRISTOL ONLINE SURVEY- TEACHERS 4. EXISTING SITE PLAN

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Certificate of Ethics Approval APPENDICE 1

Certificate of Ethical Approval Applicant: Harleen Kaur

Project Title: Redesigning a Pre-Primary School

This is to certify that the above named applicant has completed the Coventry University Ethical Approval process and their project has been confirmed and approved as Medium Risk

Date of approval: 31 May 2018

Project Reference Number: P70303

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APPENDICE 2

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Bristol Online Survey- Parents

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62

63

64

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APPENDICE 3

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Bristol Online Survey- Teachers

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68

69

70

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APPENDICE 4

Existing Site Plan

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