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master’s thesis DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA student: Maja Stojanovska š u.d.i.a mentor: izr. prof. mag. Anja Planišcek year of enrolment: 2015 year of master’s thesis: 2017 University of Ljubljana, Faculty of Architecture


00: Sunset on the building site. View towards the site at sunset.

INSPIRATIONAL QUOTES *** - “THE WAY TO GET STARTED IS TO QUIT TALKING AND BEGIN DOING.” (Disney, W. Brainy Quote. Available from: https://www.brainyquote.com/quotes/quotes/w/waltdisney131640.html [Accessed 1st November 2016]) ...so that is how this master’s thesis began... it is 01.11.2016, morning after Halloween night,the holiday of yours, but not mine.regular foggy day at udine,three cups on the table / black coffee, black tea and water/, computer and the notebook with the promising quote:

-I quit talking, which means i have started doing and since you are reading this it means that i have finished my master’s thesis.


ABSTRACT

Kumanovo is a town where in the last 10 years the number of marriages has increased, which results with growth of child births. Unlike other small towns in Macedonia where young people are leaving, in Kumanovo the statistics shows that the number of new born infants is higher than those who are leaving. It is a result of a stimulant campaign for a third child. As a result of changed life habits from the past when mother was taking care of children while father was working, or time when home was a place for three generations and while parents were working, grandparent were taking care for children, nowadays young couples live alone. This contributes to an increased demand for kindergartens. The current situation in the city is 6 facilities with room for 1,000 children, where ≈1,700 are enrolled, 500 children are on a wait list. Visiting the kindergartens in Kumanovo, I was flabbergasted by conditions and environment. Instead of investing in the youth we are going steps back, with unproductive educational methods and overcrowded kindergartens, where in the key period of child development we are not establishing sufficient care. Master’s thesis offers a solution for improvement of the situation and changes the view towards the children’s education. It deals with the issue of kindergartens, the educational methods and the lack of facilities for child care in Kumanovo. Visits, collaboration with existing kindergartens parallel with researching the Montessori Model were the key methods of project developing. The design proposal is based on creating a space for children where there is freedom with responsibilities, where the balance is the key element of success. When I say balance, I mean on life balancing – practical – sensorial – math – language – culture and sport with a direct contact with nature which set base and preschool education for further child development.

KEYWORDS: KINDERGARTEN, SECOND HOME, MONTESORRI EDUCATIONAL APPROACH, CHOICE OF ACTIVITIES, FREE MOVEMENT KLJUCNE BESEDE: OTROŠKI VRTEC, DRUGI DOM, MONTESORRI PREDŠOLSKA VZGOJA, IZBIRA DEJAVNOSTI, PROSTO GIBANJE

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


1: Kumanovo surrounding. View from building site towards west

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


POVZETEK

Kumanovo je mesto, kjer se je v zadnjih 10 letih število sklenjenih zakonskih zvez povecalo, ž kar ima za posledico povecano ž število rojstev. Za razliko od drugih majhnih mest v Makedoniji, kjer vecinoma mladi odhajajo v tujino, statisticni ž podatki v Kumanovo kažejo, da ž je število rojenih otrok vecje ž od števila tistih, ki odhajajo. To je posledica stimulativne kampanje za tretjega otroka. Zaradi spremenjenih preteklih življenjskih navad, ko je bila mati gospodinja in skrbela za otroke doma, oce ž pa je hodil v službo ali pa, ko so v domu bivale tri generacije in medtem ko so starši šli delat, babica in dedek sta bila tista, ki sta skrbela za otroke, danes pa mladi zakonci živijo sami. To prispeva k povecanju povpraševanja za vpis otrok v vrtce. V mestu Kumanovo je trenutno 6 objektov s kapaciteto ž 1000 otrok, ≈ 1700 je vpisanih in 500 otrok so na cakalnem seznamu. ž Z obiskom vrtca v Kumanovem, sem bila osupla nad pogoji in okoljem, kjer se namesto znanj širijo bolezni. Namesto vlaganja v mladino bomo z neucinkovitimi izobraževalnimi metodami in preobremenjenimi vrtci šli nekoliko korakov nazaj, ker v takšnem bistvenem obdobju razvoja otrok nismo dovolj poskrbeli. Magistrsko delo ponuja rešitev, ki bo izboljšala položaj in bo spremenila pogled na izobraževanje otrok. Ukvarja se s problematiko vrtcev, izobraževalnimi metodami in pomanjkljivostjo vrtcev v mestu Kumanovo. Obiski in sodelovanje z obstojecimi vrtci ter branje in raziskž ž ovanje Montessori Modela so bile kljucne metode v razvoju projekta. Predlog oblikovanja temelji na ustvarjanju prostora za otroke, kjer bodo imeli svobodo in odgovornost ter bo ravnovesje kljucni ž element za uspešni razvoj otrok. Ko recem ravnovesje, mislim na ravnovesje med prakticnimi in cutnimi dejavnostmi, matematiko, jezikom, kulturo in športom z neposrednim stikom z naravo, ki je temelj osnovne ž ž in predšolske vzgoje za nadaljevalni razvoj otrok.

KEYWORDS: KINDERGARTEN, SECOND HOME, MONTESORRI EDUCATIONAL APPROACH, CHOICE OF ACTIVITIES, FREE MOVEMENT KLJUCNE BESEDE: OTROŠKI VRTEC, DRUGI DOM, MONTESORRI PREDŠOLSKA VZGOJA, IZBIRA DEJAVNOSTI, PROSTO GIBANJE

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


2: Panorama of the building site

CONTENT * 5

ABSTRACT 7

POVZETEK 8

CONTENT 11

INTRODUCTION theoretical knowledge

Kindergarten as an institute..........11 Timeline of the kindergarten as an institute..........12 History and development of kindergartens, Friedrich Froebel..........14 Different approaches to design kindergarten..........16 20

SITE PRESENTATION

Macedonia..........20 Kumanovo, Geographic position..........21 Transport infrastructure, Climate features..........23 Education in native language..........23 25

KINDERGARTEN IN KUMANOVO kindergartens in kumanovo,macedonia History..........25 Building composition..........25 Area, capacity, Number of kids, Over capacity..........28 Statistics, Current situation, Problems..........32 Analysis and assessment of the current situation, Past, Present, Future..........33 34

SITE ANALYSIS site location: kumanovo,macedonia Current situation..........34 Urban design, Urban blocks..........36 Build area, Residential area.........38 Residential Area, Housing typology..........40 Traffic flow..........42 Green area..........44 47

REFERENCES

ARCHITECTURAL AND THEORETICAL Architectural references..........47 Theoretical references, Montesorri educational aproach..........49 Montessori materials and curriculum areas..........50

52

PROJECT urban and architectural design

Design proposal - Urbanism..........52 Site, Urbanism..........54 Urban design, Concept, Steps of urban design..........56 Design proposal - Architecture..........62 Program..........66

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Tehnical drawings..........68 Master plan 1:1000..........68 Site plan 1:500..........70 Landscape design plan 1:250..........72 Ground floor 1:200..........74 Underground floor 1:200..........76 Cross sections 1:200..........79 Longitudinale sections 1:200..........82 Visualisation ..........81 Segment of section 1:100..........84 Facade detail 1:20..........86 South facade 1:200..........88 North facade 1:200..........90 East and West facade 1:200..........94 Project visualisation..........96 Fire safty/Fire Prevention, Intervention and protection..........98 used literature and links

Bibliography..........100 Photography..........101 Declaration of authorship..........103 Thanks..........105 ***

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


...KIDS...

...GARDEN...

...KINDERGARTEN...

Illustration 1: Illustration of components of a kindergarten

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INTRODUCTION. KINDERGARTEN AS AN INSTITUTE

Kindergarten is a preschool education which is based traditionally on practical activities such as playing, singing, drawing. It is a transitional process from home to school. In the late 18th century Bavaria and Strasbourg are areas where for the first time this kind of institution was created. They were serving the children whose parents were working out of their homes.A German educator, Friedrich Froebel coined the term “kindergarten”. Froebel’s approach had a global influence on the education in the early years of development. Many countries today, with the term of kindergarten describe a variety of educational institutions, care centres and teaching spaces, which by using a variety of teaching methods are preparing children aged from 0 to 7 for entering the primary school. (Dudek, M. (2013) Kindergarten Architecture: Space for the imagination, Second Edition. London and New York, Routledge. Available from: https://books.google.it/books?id=ieaKAQAAQBAJ&printsec=frontcover#v=onepage&q&f=false com [Accessed 29th October 2016].

̩] KINDERGARTEN_kin·der·gar·ten_ [ˈkɪndɐˌgaːɐ̯ tn

German

kindergarten

[garden for child] = Kinder [child]+ Garten [garden]

France

jardin d’enfants

[garden for child] = Enfant [child] + Jardin [garden]

Slovenia

otroški vrtec

[garden for child] = Otrok [child] + Vrtec [garden]

Macedonia detska gradinka [garden for child] = Dete [child] + Gradina [garden] (Collins Dictionary. Kindergarten. Available from: https://www.collinsdictionary.com [Accessed 28th October 2016].) (Online Etimology Dictionary. Kindergarten. Available from: http://www.etymonline.com/index.php?term=kindergarten [Accessed 28th October 2016].)

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...1918...

...1860...

HERBERT FISHER, UK

GERMANY

EDUCATION ACT / FISHER ACT

KINDERGARTEN RESTITUTION

REQUIREMNET OF EDUCATION FOR ALL CHILDREN

...1878...

ELIZABETH PEABODY, USA

FOUNDED AMERICAN FROEBEL UNION, AFU

...1909...

...1851...

G.STANLEY HALL, USA

MARGARETHE MAYER, WATERTOWN,WINSCONSIN IN USA

CHILD STUDY MOVEMENT -TERM- “FREE PLAY”

1ST KINDERGARTEN

...1874...

NATIONAL EDUCATIONAL ASSOCIATION

FIRST KINDERGARTEN DEPARTMENT IS OPENED

1930

1920

1910

1900

1890

1880

1870

...1919...

1860

1850

1840

1830

...1873...

RUDOLF STEINER, STUTTGART, GERMANY

SUSAN BLOW, USA

FIRST WALDORF SCHOOL

PUBLIC SCHOOL SYSTEM ADOPT KINDERGARTEN

...1900...

...1837...

USA,

FRIEDRICH FROEBEL, GERMANY

225,000 CHILDS ENROLLED IN KIDERGARTENS

DEVELOPMENT OF KINDERGARTEN RADICAL IDEA OF CHILD-CENTERED EDUCATION COMPLETED OUTSIDE FROM HOME

...1892...

TEACHERS STARTED

INTERNATIONAL KINDERGARTEN UNION, IKU

...1910...

...1851...

MARIA MONTESORI, ROME, ITALY

PRUSSIAN GOVERNMENT, GERMANY

CASA DEI BAMBINI

BANNED KINDERGARTEN

CARE AND EDUCATION FOR CHILDREN

Timeline 1: Timeline of the kindergarten as an insitution (Processed, adapted and supplemented from: Carpenter, K. Evolution of Kindergarten Available from: https:// www.timetoast.com/timelines/evolution-of-kindergarten?beta=1[Accessed 28th October 2016].)

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...2016...

...1968...

KUMANOVO, MACEDONIA

KUMANOVO, MACEDONIA

SONCE, CENTER FOR EARLY CHILDHOOD DEVELOPMENT

SLAVEJCE, 3RD KINDERGARTEN

AS PART OF ELEMENTARY SCHOOL “HRISTIJAN TODOROFSKI KARPOS”

FOR CHILDREN 4-7 YEARS OLD

...1983...

...1958...

KUMANOVO, MACEDONIA

KUMANOVO, MACEDONIA

BUBAMARA, 7TH KINDERGARTEN

ANGEL SAJCE, 1ST KINDERGARTEN FOR CHILDREN 4-7 YEARS OLD

...2002...

ACT OF CONGRESS, USA

NO CHILD LEFT BEHIND REAUTHORIZATION OF THE ELEMENTARY AND SECONDARY EDUCATION

...1978...

...1945...

KUMANOVO, MACEDONIA

SKOPJE, MACEDONIA

RAZVIGORCE, 5TH KINDEDRGARTEN

FIRST KINDEDRGARTEN FOR CHILDREN 4-7 YEARS OLD

...1979...

USA

USA DEPARTMENT OF EDUCATION ESTABLISHMENT

2020

2010

2000

1990

1980

1970

1960

1950

1940

...1980...

KINDERGARTEN AS A 1ST GRADE PREPARATION

...1981...

...1954...

KUMANOVO, MACEDONIA

TOPEKA, KANSAS, USA

PCELKA, 6TH KINDERGARTEN

BROWN VS BOARD OF EDUCATION SUPREME COURT DECISION DESEGRATION OF ALL PUBLIC KINDERGARTENS

...2016...

...1961...

KUMANOVO, MACEDONIA

KUMANOVO, MACEDONIA

BAMBI, CENTER FOR EARLY CHILDHOOD DEVELOPMENT

KOKICE, 2ND KINDERGARTEN

AS PART OF ELEMENTARY SCHOOL “11 OKTOMVRI”

...1965...

JULE SUGARMAN, USA

HEAD START PROGRAM SUMMER SCHOOL PREPARATION PROGRAM FOR SCHOOL ENTERING

...1974...

KUMANOVO, MACEDONIA

SINOLICKA, 4TH KINDERGARTEN

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4: Kindergarten of Friedrich Froebel in Bad Blankenburg, 1840

3: Portrait of Friedrich Froebel

5: Kindergarten of Friedrich Froebel in Bad Blankenburg, 1892

KINDERGARTEN AS AN INSTITUTE HISTORY

FRIEDRICH FROEBEL

Kindergarten is a garden literally meant to be for children, children’s garden. (Froebel Web. Friedrich Froebel created Kindergarten. Available from: http://www.froebelweb.org [Accessed 06th November 2016].) Kindergarten = Garden for children and Garden of children. Kindergarten is a preschool education which is based traditionally on practical activities such as playing, singing, drawing. It is a home to school transitional process. This classroom program is consistes of children with age of zero to seven. Depending on the availability of the school system this program range starts from half day to full days’ care. This program can be presented as a first step of social development skills without the parent’s escorts. As an institution for child day care, the first kindergarten, which served the kids whose parents were working, was created in the area of Bavaria and Strasbourg, in the late 18 century, 28 of June 1840, Bad Blankenburg and named with the upper mention noun kindergarten by Friedrich Froebel, the inventor of the kindergarten. Friedrich Froebel also known as a “Father of

Kindergarten” developed the first kindergarten in 1837, in Colliers, Germany. In his kindergarten he developed theories and practices which are still in use by many kindergartens today. Kindergarten should be a home for children, place where by social interaction with other children they grow and learn. Friedrich Froebel, envisioned the kindergarten as a world where children have an opportunity to experience their independence and also play with others kids of their age. (Brosterman, N.(1997) Inventing kindergarten. New York, Harry N. Abrams Publishing) Kindergarten is composed by three essential components: (Froebel Web. Kindergarten has three essential parts. Available from: http:// www.froebelweb.org [Accessed 06th November 2016].) 1.creative playing, which Froebel named gifts and occupations 2.dancing and singing as a healthy activity 3.observing and nurturing plants in a garden as a method of stimulating awareness of the nature.

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6: Fröbelhaus Bad Blankenburg

7: Kindergarten in Bad Biankenburg, 1932

8: Postcafrd from Bad Blankenburg (Fröbelhaus Bad Blankenburg,Fröbeldenkmal in Bad Blankenburg, Monument in the park in Bad Blankenburg, where the first Kindergarten festival was held in 1840,First kindergarten in Bad Biankenburg,Friedrich Froebel)

Froebel discovered that the period between the and the age of three is a life segment with the most impulsive brain development. He recognized the importance of early started education, something that no one had done back then. The number of innovations that Froebel pioneered through his research is astonishing. It is composed in multiple different learning styles, child-cantered, play-based, parent involvement, holistic education, educational paper folding, use of music, games. German Romantic philosophers Rousseau and Fichte, ancient Greek thinkers were experts who influenced the Froebel’s’ work. Froebel used to live a devout life without preaching. In his school, while teaching he did not use scripture but encouraged children to learn and observe the world, to recognize and respect the orderly and endless creation we all live within. (Dudek, M. (2000) Kindergarten Architecture: Space for the imagination, Second Edition. London, E & FN Spon, p. 43.)

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As a researcher, naturalist and philosopher, Froebel took part in developing the budding science of crystallography. He has developed materials in means to demonstrate the geometry and patterns of the physical world. Froebel was the first one who saw the ideal teacher of humanity in the personality of a mother. He believed that women were best suited for nurturing children and becoming the Kindergartner teachers. In that way, at the time when women were not allowed and not expected to work he gave the first significant career for women outside from home. Intelligent and ambitious women, highly educated also known as a business developers were attracted by Froebel’s Kindergarten. World known teachers who improve Froebel’s cause were: Helen Keller, Kate Douglas Wiggin, Elizabeth Peabody, Phoeve Hearst, Mrs. Leland Stanford, Mrs. Grover Cleveland, Elizabeth Harison. Not only women, Froebel also believed in men, especially fathers. He gave them the fundamental role in child’s education.

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Froebel believed that education is a family activity. (Froebel Web. Mothers made conscious. Available from: http://www.froebelweb.org [Accessed 06th November 2016].) “Come, let us live for our children!” (Frobel, F. 19th century. Froebel Gifts. Available from:http://www.froebelgifts.com/history.htm [Accessed 06th November 2016].)

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9: Froebel Gifts used in early kindergarten classrooms

10: Froebel Gifts used in early kindergarten classrooms

11: Froebel’s Gifts

12: Frobel influence - Frank Lloyd Wright - Robie House

KINDERGARTEN AS AN INSTITUTE DIFFERENT APROACHES TO DESIGN A KINDERGARTEN

FROEBEL’S KINDERGARTEN “Children are like tiny flowers, they are varied and need care, but each is beautiful alone and glorious when see in the community of peers.” (Frobel, F. 1840. Words of Friedrich Frobel. Available from: http://www.froebelweb. org/fblquote.html [Accessed 06th November 2016].) Froebel’s kindergarten was created as an Experimental Social Experience where children were “plants from garden” and he believed that they should be nurtured and nourished like real plants. For him, age from birth to seven was a period of an infant brain formation. He believed that child’s desire to play was the natural way for brain growth stimulation. His philosophy stresses: • • • •

Through play, children meet the biological need and discover how things work. Children should be allowed to learn at their own development pace because they can only learn what they are ready for. Teachers should be guides who lead a child to understanding and not knowledge keepers. Classroom should be a prepared environ-

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ment for free play ,presenting the childrewith tools and materials, optimal for their level of development. Froebel’s teaching methods are composed of various activities: (Froebel Web. (1998) Froebel Play Gifts. Available from: http://www.froebelweb.org [Accessed 06th November 2016].) TOYS - stationary creative play GAMES AND DANCES - healthy activities OBSERVING AND NURTURING PLANTS - awareness of the natural world He invented a series of toys, known as Froebel Gifts and Occupations. Froebel’s Gifts were toys of three dimensional solid shapes, two dimensional shapes, lines and points which helped children to perceive the geometric building block and allowed them to experience the order of beauty of the physical world while they still were not able to understand them intellectually. Occupations were various arts and crafts activities. The gift were materials that could return to their original form while Occupations were crafts that could not be undone. Froebel’s theory of child-centered approach to education as well as the teaching methods

used in his kindergarten were inspiring and had an influence on many important educational figures in the world history. One of them was Maria Montessori, Italian physician and educator, mostly known for her development of Montessori Education. The other is Rudolf Steiner, establisher of Waldorf Education. Froebel influence can be clearly seen in the Frank Lloyd Wright Architecture, in the Geoscope of Buckminster Fuller, created as a child in kindergarten. Other artists who were influenced by Froebel were, Paul Klee, Vassily Kandisnky and Piet Mondrian. (Dudek, M. (2000) Kindergarten Architecture: Space for the imagination, Second Edition. London, E & FN Spon, pp. 5165.) MONTESSORI APROACH Maria Montessori was an Italian physician and educator who developed Montessori education as an educational approach based on extensive research of “phrenasthenic” and “special needs”. Independence, freedom and respect for a natural child’s psychological, physical and social development are characteristics which describe this educational approach. (Dudek, M. (2000) Kindergarten Architecture: Space for

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16: School Reggio Emilia

13: Maria Montessori 20: Waldorf education-Uniqueness of every chid

17: Kindergarten Reggio Emilia

21: Waldorf Kindergarten

14: Maria Montessori in Smithfield, London, 1951

18: Reggio environment for young children

15: The birth of Montessori schools

19.Regio Emilio - classroom

the imagination, Second Edition. London, E & FN Spon, p. 58.)

art materials and language materials. This educational approach is based on activities typically hands on, tactile materials to teach concepts which help children to build a concrete understanding of the basic concepts upon which much more is built later in the years. (You Tube . (2014) Excellent BBC documentary on this great Italian pedagogue, included in the series “Extraordinary Women”. Available from:https:// www.youtube.com/watch?v=NyMqSG98a8M [Accessed 6th May 2017].)

Principles of the Montessori Method • Mixed age classrooms. • Choice of activity. • Uninterrupted blocks - three hours ideal work time. • Discovery model of working - learning woring with material. • Specialized educational materials. • Freedom of movement in the classroom. • Montessori teacher. Infant and Toddler programs (0-3 years) • Nest (Nido-Italian) 2 - 14 months • Young child community 1 - 3 years • Parent-infant classes-parental participation Preschool and kindergarten program: (3-6 years) • Children’s houses (20-30 kids) (3 - 6 years) Mixed age classroom staffed by a trained teacher and an assistant. The activities are usually based on engaging the practical skills as pouring and spooning while using materials for sense development, math materials, music and

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REGGIO EMILIA METHOD Learning and teaching approach presented by a group of educators and parents after the World War II in Italy. This educational approach headed by Loris Malaguzzi is based on respect, responsibility and community through an atmosphere of exploration and discovery. Principles • Control over children in direction of learning. • Learning through touching, moving, listening and observing. • Relationship between children and material items - process of exploration. • Endless ways and opportunities to express • Natural children development

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22: Waldorf preschool beds

Children should have an opportunity to develop their potential. They are seen as a social being, where the focus is put on the child in relation to other children, family, teachers and the community, rather than on each child separately. Teachers should give them awareness of respect for everyone else as a subjective agency , while living and existing as a part of a group. WALDORF EDUCATION Waldorf or world known Steiner education is an educational philosophy of Rudolf Steiner. He emphasizes the role of imagination in the process of learning, trying to integrate intellectual, practical and artistic development of pupils. 3 stages of Waldorf Education: • Early childhood education-practical, hands on activities and creative play. • Elementary education: development of artistic expression and social capacities • Secondary education: development of critical reasoning and empathic understanding (Spielgaben.(2013)Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner Educational Methods. Available from: https:// spielgaben.com/comparison-froebel-montessori-reggio-waldorf-part-1/ [Accessed 05th November 2016].)

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23: Kumanovo day-night scene. View towords the town of Kumanovo from monument Kosturnica

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serbia

bulgaria

kosovo macedonia albania greece

24: Republic of Macedonia

25: Republic of Macedonia

26: Neighbours countries of Macedonina

27: Urban and rural municipalities of the Republic of Macedonia

SITE PRESENTATION MACEDONIA

Republic of Macedonia, is a country on the Balkan Peninsula in Southeast Europe. It is one of the successor states of the former Yugoslavia, from which it declared independence in 1991. It became a member of the United Nations in 1993, but, as a result of an ongoing dispute with Greece over the use of the name Macedonia, was admitted under the provisional description the former Yugoslav Republic of Macedonia. It constitutes approximately the north-western third of the larger geographical region of Macedonia, which also comprises the neighbouring parts of northern Greece and smaller portions of south-western Bulgaria and southeastern Albania. The country’s geography is defined primarily by mountains, valleys, and rivers. Macedonia’s history dates back to antiquity, beginning with the kingdom of Paeonia, a Thracian polity. In the late sixth century BCE, it was incorporated into the Persian Achaemenid Empire, then annexed by the Greek kingdom of Macedon in the fourth century BCE. The Romans conquered the region in the second century BCE and made it part of the much larger province of Macedonia. Macedonia remained part of the Byzantine (Eastern Roman) Empire,

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and was often raided and settled by Slavic peoples beginning in the sixth century CE. Following centuries of contestation between the Bulgarian and Byzantine empires, it gradually came under Ottoman dominion. Beginning in the late 19 th to early 20 th century, a distinct Macedonian identity emerged, although following the Balkan Wars of 1912 and 1913, the modern territory of Macedonia came under the Serbian rule. In the aftermath of the First World War, it was the incorporated into the Serb-dominated Kingdom of Yugoslavia, which after the Second World War was re-established as the Socialist Federal Republic of Yugoslavia. Macedonia remained a constituent socialist republic within Yugoslavia until its peaceful secession in 1991. Macedonia is a member of the Council of Europe. Since 2005 it has also been a candidate for joining the European Union and has applied for NATO membership. Although it is one of the poorest countries in Europe, Macedonia has made significant progress in developing an open, market based economy.

Statistical regions and Municipalities of the Republic of Macedonia. Macedonia is divided into eight statistical regions: Skopje, Pelagonia, Polog, Vardar, Eastern, South-eastern, North-eastern and South-western. Macedonia has a total area of 25,713 km2.The capital and largest city is Skopje, which is home to roughly a quarter of the nation’s 2.06 million inhabitants. The majority of the residents are ethnic Macedonians, a South Slavic people. Albanians form a significant minority at around 25 percent, followed by Turks, Romani, Serbs, and others. Official language: Macedonian Regional languages: Albania; Turkish; Romani; Serbia Ethnic groups (2002) • • • • • •

64.2% Macedonians 25.2% Albanians 3.9% Turks 2.7% Romani 1.8% Serbs 2.2% other / unspecified

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Kumanovo

Skopje 28: Municipality of Kumanovo

29: Position of Kumanovo

30: Kumanovo

31: Old Kumanovo.City square. Zanatski dom

32: Old Kumanovo-City Center

33: Old Kumanovo-Residental buildings in city center

34: Old Kumanovo-General view

SITE PRESENTATION KUMANOVO. GEOGRAPHIC POSITION.

The terrain is mostly rugged, located between the Šar Mountains and Osogovo, which frame the valley of the Vardar river. Three large lakes: • • •

Lake Ohrid Lake Prespa Dojran Lake

lie on the southern borders, bisected by the frontiers with Albania and Greece.

municipality: Kumanovo Municipality area: 509.48 km2 elevation: +340 m population: city: 70,842 density: 207.04/km2 metro: 105 484 Kumanovo and its surroundings are situated in the Northern parts od the Republic of Macedonia. Its Northernmost parts are in the area North of Kozjak, in the vincinity of the village of M’glence, in Mala Reka Valley, and its southernmost point is in the vicinity od the village of Zivanje. The Westernmost point is in the area of Skopska Crna Gora, to the West of Lukarsko Maalo in the village of Gosince, and its easternmost parts are located at the villafe of Dlabocica that is to its East.

ravine are on the East, while the undulating Kumanovo field is divided from the Skopska valley and Ovce Pole to the South and South East by its gradient terrains and Gradiska Mountaain. The area of Kumanovo, within these borders, matches with today’s teritory of the Municipality of Kumanovo, covering a surface of 1212 km, which represents 4,71% of the territory of the Republic of Macedonia. (Arsovski-Bolto, M. (2004) Geographic position and transport infrastructure. In: Natural-Geographic and Demographic Features. Kumanovo, Kumanovo: Makedonska Riznica.pp, 15-17.)

The Kumanovo area is divided from the neighboring regions on the Western and Northern part by old and mass mountains. The slopes of Skopska Crna Gora, known in the region as Karadag, rise in the West. On the North there are the bared slopes of Ruen, and the slopes of medium high Kozjak go downwards the Trgoviska region. The German mountain and Slaviska

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


35: Residential Architecture in Kumanovo. Two highest residential blocks in Kumanovo.18-stories residential block

SITE PRESENTATION KU-VO.TRANSPORT INFRASTRUCTURE

SITE PRESENTATION KU-VO.CLIMATE FEATURES

SITE PRESENTATION KU-VO. EDUCATION IN NATIVE LANGUAGE

Many significant roads are crossing throught the area of Kumanovo and they enable the link between the areas arround the Adriatic Sea with those around the Aegean and the Black Sea. There are also some local roads linking Kumanovo with its surroundings, such as the road going up to the Skopska Crna Gora Mountain (Kumanovo-Matejce).

In accordance with the geographical latitude and te proximity of major water surfaces, it is oonsidered that Macedonia is under warm influence. But, Kumanovo is situated in the North part of Macedonia, so this influence is reduced. The relatively open relief enables penetration of varios air impact, especially along the Morava-Vardar Rivers valley with a meridian spreading direction.

ographic and Demographic Features. Kumanovo, Kumanovo: Makedonska Riznica, pp. 20-23.) EDUCATION IN NATIVE LANGUAGE

The evidence shows that Kumanovo has a favorable geographic location, being in the cross roads of important international roads, enabling it to enjoy links with neighboring and distant areas. This location contributes to the development of the economy of Kumanvo, where industry was the leading economiy area, but agriculture is also well developed. (Arsovski-Bolto, M. (2004) Geographic position and transport infrastructure. In: Natural-Geographic and Demographic Features. Kumanovo, Kumanovo: Makedonska Riznica, pp. 15-17.) KU-VO.CLIMATE FEATURES The clime features are one of the basic physical geographical specifics of the region. They have a major impact on the life of the people and their economic activities.

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Bearing in mind these aerial and natural features, one can conclude that Kumanovo is under influence of warm and cold aerial masses that determine the fact that there are two seasons during the year: cold and humid winter and hot an dry summer. Out of the transitional seasons the fall is more distinctive, sometimes long and warm, which is a characteristic of the moderate continental climate. The features of the continental climate are more distinctive in the surrounding mountains. The air temperature has average annual value of 11,8 °C and it is lower on the slopes of the surrounidng mountains. The Kumanovo average annual temperature is lower compared to the ravies to the South and East. (Arsovski-Bolto, M. (2004) Climate Features. In: Natural-Ge-

Autorities have focused seiously on education in the post-wat period in compliance with documents and declatations that resulted from the rualing party’s platforms, that is commitments declared in the National Liberation War Education was and still is in tha native language. By the end of 1980, Kumanoov had seven independent primary schools, 6 of them in the town and one in the Karpos settelment, then 19 central primary school - 3 in the town and 16 in the near villages, 6 regional primary school and 48 elementary four-year schools. Preschool and education in Kumanovo is caried out throught the activities in the “Angel Sajce” institution. (Arsovski-Bolto, M. (2004) General Development Features. In: Post War Development. Kumanovo, Kumanovo: Makedonska Riznica,pp. 15-17.)

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


36: Kumanovo surrounding. View from building site towards North-West

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


KINDERGARTEN IN KUMANOVO HISTORY

Public municipal institution for children care and education, kindergarten “Angel Sajce” in Kumanovo began its activity in 1958. With a decision of the People’s Committee of Kumanovo municipality formed an independent institution for care of children education from the age of 3 to 7 in two educational groups. The institution was located in the former home for orphans. In 1965 the first branch of children care was established in the primary school “11 October “. In 1967 the Fund for Child Protection at Municipal Assembly of Kumanovo funded the construction of a new kindergarten, the current building of the kindergarten Slavejce. The second decade of existence of the institution is characterized by opening kindergarten groups in existing schools and intensive construction of facilities for coverage of pre-school children. Due to the increased number of children, the staff number and employee structure increases in the institution as well. The employees are included and have their contribution into the realization and promotion of the activity as tutors, administrative-technical staff, musical collaborator, teacher, psychologist. Starting from the school year of 1995/1996 in

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the kindergarten Razvigorce a new educational program is implemented. It was called “Step by step” and was realized in six educational groups. The same year in kindergarten Sinolicka was realized “The Thematic experimental planning “under the leadership of pedagogical plant PE-Kumanovo. In the next year the working team of the kindergarten “Slavejce “started with the realization of the Thematic planning and after a while the rest of the education teams from other kindergartens as “ Kokice“ and “Bubamara” also took part in the program. From 1996/97 kindergarten “Pcelka” starts with the realization of the program “Step by step” into the infants group in every kindergarten in Kumanovo. BUILDING COMPOSITION The kindergarten Angel Sajce takes child care and carries out implementation of educational activities spread out in six buildings positioned in different parts of the city, usually near the elementary schools with which they are collaborating. The six buildings of the institution are purpose built care centres for care and education of children aged from 9 months to school entry.

The size and organisation of the exterior and interior of the kindergarten corresponds to the activity and age of the children enrolled in. All the build facilities are ground floor buildings with rigid construction. These 6 buildings are designed with a capacity of 885 children split in 42 educational groups. ... 10 infant’s groups... ... 28 kindergartens groups... ... 2 groups for children from elementary school - all day stay... ... 2 mosaic design bilingual classes... according to the age children are divided into 2 groups ...infants 6-24 months... ...kindergarten group 2 -5,8 years... ...elementary school children 5,8-10 years... Because of the increased number of children and the number of parents who are in need of enrolling their children in the kindergarten, today the total number of children in these six buildings is 1722, divided in 49 educational groups. The number of employees in the care center “Angel Sajce” that takes care and teaches these children is 186. (Stosevska, Violeta. Pedagogue. (Personal communication, 5th January 2017).)

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


FZC BOULEVARD 11-NOEMVRI

BOULEVARD 11-OKTOMVRI

CITY CENTR ISKRA KUMANOVO

TRAIN STATION

SKOPJE

KUMANOVO

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


37: Kumanovo, Google Maps, Satellite View

PARK

RIVER KUMANOVKA BUS STATION OKTOMVRISKA REVOLUCIJA

CITY CENTRE

BOULEVARD III M.U.B

PARK

BOULEVARD BAJRAM SABANI

LOCATION

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


...1958...

KUMANOVO, MACEDONIA

ANGEL SAJCE, 1ST KINDERGARTEN FOR CHILDREN 4-7 YEARS OLD

...2016...

...1968...

KUMANOVO, MACEDONIA

KUMANOVO, MACEDONIA

SONCE, CENTER FOR EARLY CHILDHOOD DEVELOPMENT

SLAVEJCE, 3RD KINDERGARTEN

AS PART OF ELEMENTARY SCHOOL “HRISTIJAN TODOROFSKI KARPOS”

FOR CHILDREN 4-7 YEARS OLD

...1978...

KUMANOVO, MACEDONIA

RAZVIGORCE, 5TH KINDEDRGARTEN

...1983...

KUMANOVO, MACEDONIA

BUBAMARA, 7TH KINDERGARTEN

PERIOD OF 33 YEARS NO KINDERGARTEN WAS BUILD

2020

2015

2010

2005

2000

1995

1990

1985

1980

1975

1970

...2016...

1965

1960

1955

1950

...1961...

KUMANOVO, MACEDONIA

KUMANOVO, MACEDONIA

BAMBI, CENTER FOR EARLY CHILDHOOD DEVELOPMENT

KOKICE, 2ND KINDERGARTEN

AS PART OF ELEMENTARY SCHOOL “11 OKTOMVRI”

...1981...

KUMANOVO, MACEDONIA

PCELKA, 6TH KINDERGARTEN

Timeline 2: Timeline of the kindergarten in Kumanovo, Macedonia (Design by combining the received information from the personal communication) (Stosevska, Violeta. Pedagogue. (Personal communication, 5th January 2017).)

KINDERGARTEN IN KUMANOVO AREA. CAPACITY. NUMBER OF KIDS. OVER CAPACITY

KINDERGARTEN NAME

AREA

CAPACITY

NUMBER OF KIDS

OVER CAPACITY

1. PCELKA 2. RAZVIGORCE 3. KOKICE 4. SLAVEJCE 5. SINOLICKA 6. BUBAMARA

1838 m2 1668 m2 814 m2 736 m2 940 m2 1163 m2

194 164 171 116 116 123

368 330 305 220 248 221

174 166 134 104 132 98

TOTAL

7159 m2

885

1692

757

100 60

73 41

CENTER FOR EARLY CHILDHOOD DEVELIOPMENT

1. SONCE (elementary school “Hristijan Karpos”) 2.BAMBI (elementary school “11 Oktomvri”)

0 0

(Stosevska, Violeta. Pedagogue. (Personal communication, 5th January 2017).)

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


38: Kumanovo, Google Maps, Satellite View

5

4 3

2

1

location of the new kindergarden

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STUDENT: MAJA STOJANOVSKA MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


39: Kindergarten -1- “Pcelka” Kumanovo

40: Kindergarten - 1- “Pcelka” Kumanovo

41: Kindergarten - 1- “Pcelka” Kumanovo

42: Kindergarten -1- “Pcelka” Kumanovo

43: Kindergarten - 1- “Pcelka” Kumanovo

44:Kindergarten - 1- “Pcelka” Kumanovo

45: Kindergarten -2- “Razvigorce” Kumanovo

46: Kindergarten -2- “Razvigorce” Kumanovo

47: Kindergarten -2- “Razvigorce” Kumanovo

48: Kindergarten -2- “Razvigorce” Kumanovo

49: Kindergarten -2- “Razvigorce” Kumanovo

50: Kindergarten -2- “Razvigorce” Kumanovo

51: Kindergarten -3- “Kokice” Kumanovo

52: Kindergarten -3- “Kokice” Kumanovo

53: Kindergarten -3- “Kokice” Kumanovo

54: Kindergarten -5- “Sinolicka” Kumanovo

55: Kindergarten -5- “Sinolicka” Kumanovo

56: Kindergarten -5- “Sinolicka” Kumanovo

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


38: Kumanovo, Google Maps, Satellite View

5

4 3

2

1

location of the new kindergarden

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


2007

20564

2008

21711

2009

22213

2010

23157

2011

25056

2012

26885

2013

29113

2014

29406

2015

NUMBER OF CHILDREN IN KINDERGARTENS THE TOTAL NUMBER OF CHILDREN IN KINDERGARTENS HAS INCRESED BY 58%, FROM 20 564 CHILDREN IN 2007 TO 32 490 IN 2015

32490

0

5000

10000

15000

20000

25000

30000

Diagram 1: State Statistical Office. (2015) Processed and adapted Diagram of number of children in kindergarten 2007-2015.Available from: http://www.stat.gov.mk [Accessed 10th November 2016].)

KINDERGARTEN IN MACEDONIA. KUMANOVO STATISTIC. CURRENT SITUATION. PROBLEMS

“THE TOTAL NUMBER OF CHILDREN IN KINDERGARTENS IN THE PERIOD 2007-2015 HAS BEEN CONSTANTLY GROWING, AND HAS INCREASED BY 58% I.E. 20.564 CHILDREN IN 2007 AND 32.490 IN 2015” (State Statistical Office, MOST, 2016. Pravo da znaes. Available from: http://pravodaznaes.mk/en/34-encat/analysis/217-34-municipalities-don%E2%80%99t-have-kindergartens,-and-the-number-of-children-grows [Accessed 6th May 2017].)

period of 2007-2015 new kindergartens were opened only in 10 municipalities that previously had none. CURRENT SITUATION IN KINDERGARTENS IN KUMANOVO

The positive side of the is that Macedonia is a country in development where young nation is rapidly growing. The negative side and what statistics shows is that opposite of the increase in infant mortality is stagnation in number of kindergartens and centers for child care.

Government’s stimulation program for a third child increased the growth of new-borns but contributes to the problems in the centres for child care. The second part of the program of expanding the capacity in the old and opening new kindergartens only remained as a plan and promise on paper without realization. Statistics show that 34 municipalities i.e. 40% of the total number of municipalities in Macedonia do not have kindergarten and in the

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• •

• •

NUMBER OF CHILDREN IN KINDERGARTENS IS CONSTANTLY GROWING NUMBER OF CHILDREN IS BIGGER THAN THE CAPACITY WHICH THE EXISTING KINDERGARTENS OFFER OVERCOME CAPACITY IN EXISTING KINDERGARTENS 500 CHILDREN ON WAITHING LIST FOR ENROLING A KINDERGARTEN POLITICAL INVOLVEMENT VIOLATES THE RIGHT OF CHILDREN FOR KINDERGARTEN AND EDUCATION DISCRIMINATION BETWEEN CHILDREN AND PEOPLE BASED ON A PARENTAL POLITICAL AFFILIATION

Kumanovo is a town where it is easier to enrol a child in college than in kindergarten. Despite the constant statements of the Government that new kindergartens will be built and opened, Kumanovo is not on the priority list, even though it is the biggest municipality in the state. The

commitment of the authorities in Kumanovo to use money from the Municipality’s budget to expand the capacity of the kindergartens also remained only as a promise. The amount of 15 million denars intended for new kindergartens, was allocated for other purposes. The President of the Council, Maxim Dimitrievski irritated by the praise of advisers of the political group VMRO-DPMNE that the state subsidizes the birth of the third child and thus stimulates the birth rate in the state, confronted them by saying that it was their way of leading the country which affected the mass emigration of young people from the country. “How can young parents stay and live in the country, where government stimulates them to give birth and babysit and after a while does not give a chance to enrol the children in kindergarten. Instead of working on the socio-economic problems in families, they catch connections among politicians to enrol their children in kindergarten. It is easier to enrol the kids in college than in kindergarten. Five hundred children are on the waiting list for enrolment. That is why young people are moving out of town, out of the country, because there are not primary liv-

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


HOUSE OF 80’s - 90’s

HOUSE OF early 2’s

family compose of 3 generations. traditional way of living one house-one family after marriage a new couple lives with the grandmother and grandfather of the husband after parents are gone on work 06 - 15 h retired grandparents are taking care for the kids

HOUSE OF FUTURE

family composed of 2 generations. individual way of living two houses-one family 1. after marriage a new couple lives separate 1.1.with children 1.2.without children 2. unmarried

NO NEED OF KINDERGARTEN

Every generations lives independently 1. stay single / life and work/ 1.1 without child 1.2 adoptted child 2. married 2.1. kids - kindergarten -babysitter 2.2. no kids

NEED OF KINDERGARTEN

NEED OF KINDERGARTEN

grandparents house

couple with kids

grandparents house

couple with kids

grandparents house

couple without kids

grandparents house

couple without kids

grandparents house

single

parents-work

grandparents are raising the children

grandparents house

single with child

single

Illustration 2:Illustratuin of house development and change of the family organisation in the way that affect kindergartens

KINDERGARTENS IN KUMANOVO CURRENT SITUATION. PAST. PRESENT. FUTURE.

ing conditions. People are sick of politics, sick of just talking, promising and doing nothing for overcome the problems, “ (Dimitrievski, M. 2016. Sakam da kazam. Available from: http://sdk.mk/index.php/dopisna-mrezha/vo-kumanovo-polesno-e-da-zapishete-dete-na-fakultet-otkolku-vo-gradinka/ [Accessed 6th May 2017].)

the predicted future gives a perfect overview how way of living, habits and lifestyle affect the kindergartens. The need of the kindergartens has changed during the years, the importance of the existence of kindergartens, the influence of the teaching method in personal development of the child.

Habits are changing and the lifestyles too. All these changes affect the work of every institution. Parallel to that the needs for kindergarten are changing too, as in number of kindergartens, number of needed places, number of children, working hours, way of teaching, way of designing...

As consequences of changed lifestyle, life habits, present living and family organization appears to have several problems. One of them is the lack of kindergartens in my city. As time is changing the tradition is changing too. New couples are starting to live on their own, which means in a separate house, apart from their parents. This means that when going to work there must be someone who is going to look after their children, who nowadays are not the grandparent, because the work period has been prolonged 65 - 70 years. This brings the problem with the position and place for every child in the kindergarten, which was not a case back in the years when most of the kids were raised up by their grandparent.

Presenting the timeline of the development of the house and the way of living from 80’s - till

The demand rapidly increases and the supply remains the same. As the number of new families and children is rising the demand for

In Kumanovo the problem of enrolling the kids in kindergartens is chronic. The kindergarten “Angel Sajce” has room for about 1000 children, and this year 1700 children were enrolled. How do change of lifestyle, living habits, and political situation affect kindergartens?

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kindergartens is growing. Not having funds for new investments, new openings of the kindergarten becomes a big problem which leads to corruption, discrimination and political involvement in child sector and child’s right for care and education. Need of a place in kindergarten in the community, where the capacity is exceeded by 700 kids and other 500 on the waiting list is not a promising child care. Here is where the whole process of struggling and political involvement begin.

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


57: New buidlid residential housing next to the building site: View A

58: Residential Housing near building site: View B

59: Current view from the site towords West: View C

SITE ANALYSIS. CURRENT SITUATION AXONOMETRIC VIEW. 30/30

The building site is located in the southern part of Kumanovo District. It is a hilly area with northern oriented views towards the city centre and river Kumanovka. The surrounding area is densely populated, composed by residential houses, organized in perimetral urban blocks with a central green space. The latter is mostly used for planting and gardening. From the outside, these urban blocks are protected from

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the traffic and noise pollution by a landscape design: green ring composed of evergreen trees planted by the owners of the houses in their courtyard. This part of the city as a new city extension is still in development, so there is no completed urban infrastructure. The current situation is composed of streets and sidewalks, with no bike path and parking lots. People who live

in this area have their own garages or parking spaces organized in their courtyard in front of the house. Besides residential purposes there is no other program developed for this area. Green areas located on the site are mostly naturally grown shrubs and grass that are not designed nor in the care and maintenance of professionals.

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


A

C B

0

10

20

30

40

50 m

Population The population in the area are mostly families, composed of three generations, living in one house. The new block of urban houses which are in process of building on the left side of the building plot, are one to two floor housing for younger population and new formed families of 4-5 members.

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


URBAN BLOCK X URBAN BLOCK IX

URBAN BLOCK VIII

URBAN BLOCK VII

URBAN BLOCK VI 60: Residential housing near buidling site: View A

URBAN BLOCK V

URBAN BLOCK IV

61:Site current situation, view towards East: View B

URBAN BLOCK III

URBAN BLOCK II

URBAN BLOCK I

62: Site current situation: View towards West-North: View C

SITE ANALYSIS. URBAN DESIGN. URBAN BLOCKS AXONOMETRIC VIEW. 30/30

The building plot is part of an urban block surrounded by two-way streets on each side which makes the site easy accessible. The urban block is in building process and is composed by two programs: • Residental houses on the East side • Education Program on the West side The surrounding area are urban blocks already build and organised as a perimetral composi-

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tion with a green garden space in the middle. Usually these inner spaces are shared or individual orchards with double function. One as a green pass or planting and gardening area and the other as a visual and sound border and isolation between the houses which are build close one next to the other. Positioning the houses on the block perimeter has defined the streets profile and movement area on the site.

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B

C

A

0

10

20

30

40

50 m

legend: perimetral block

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63: Residental housing: A

64: Residential housing: B

65: New builded residential housing: C

SITE ANALYSIS. BUILD AREA. RESIDENTIAL AREA. AXONOMETRIC VIEW. 30/30

The whole area is composed of residential houses. The houses are centraly positioned on the building plot which contributes with own courtyard in front of the house where the entrance and parking are organized and the backyard for the planting and gardening.The houses have different orientation, mostly following the street they define.

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Houses typologies: • free standing houses • double houses/ two houses • row houses Roof typologies: • gabled roof • hipped roof • flat roof

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B

C

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30

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50 m

legend: residental house unbuild house

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66: New residential free standing house: A

67: Old residential housing - double house: B

68: Row residential housing: C

SITE ANALYSIS. RESIDENTAL AREA. HOUSING TYPOLOGY AXONOMETRIC VIEW. 30/30

The residential houses of the site are houses without architects and mostly self - built. Houses are not aligned neither in height nor in any building material or tradition. Freedom of building can be seen in the construction, also there are extensions and upgrades which were later legalized. The new houses have shown more respect for the legislation, but nevertheless, they are sub-

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

jects to the owners’ imagination and needs. Houses typologies : • free standing houses • double houses/ two houses • row houses

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A

B

C

0

10

20

30

40

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legend: free standing houses double houses/ two houses row houses

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Simeon Pogacarevic

Dimce Karanfilovski Boro Cuskar Bajram Shabani Dimo Hadzi Dimov

69: Street Esperanto

Maksim Gorki

70: Street Dimce Karanfilovski

Esperanto

Slavisa Vajner Cica Franz Rozman

71: Street Maksim Gorki- Part of the street which is still unbuilt

SITE ANALYSIS. TRAFFIC FLOW AXONOMETRIC VIEW. 30/30

The traffic flow on the site is organized in two way streets which allows a car fto access every house. All these inner block streets lead towards the main boulevard Bajram Shabani from where there is the connection to the city centre and other city parts. Walking paths and sidewalks are organized parallel to the streets but are not usually used by the walkerscross who use to cross the street in unmarked and

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prohibited places. This part of the town as any other does not have a bike path and organized cycling area so the bikers are usually using the street or sidewalks and blocking the movement flow. Parking problems are common situations which leads towards a traffic disorder and complications. By stopping and leaving the car on the street people are making disorder in the traffic and produce dangerous situations.

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SITE ANALYSIS. TRAFFIC FLOW STREET PROFILES 1:200

0

Bajram Shabani

Maksim Gorki 16.5 10.5

2.5 2.5

1.5

Dimce Karanfilovski

2

10 6

2

20

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50 m

legend: traffic movement people movement street direction

Dimo Hadzi Dimov

10.5 6.5

2

10

10.5 2.5

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2.25

6.5

2.25

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72: Green building plot

73: Green area near building site

74: Surrounding of the buidling site. Nature vs. Buidlings

SITE ANALYSIS. GREEN AREA AXONOMETRIC VIEW. 30/30

Green areas: • Naturally grown green areas (shrubs and grass) • Green protective belt of coniferous trees as a part of the yard (pine, fir, spruce) • Middle green space within the urban block (fruit, vegetable gardens)

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0

10

20

30

40

50 m

legend: coniferous trees / pine spruce fir/ trees shrubs and gras

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75: Crèche in Hamburg. Atrium surrounding wall with different function.

78: Kindergarten in Guastalla. Wooden constructive frames

76: Crèche in Hamburg. Central glazed atrium.

77: Crèche in Hamburg. Multipurpose wall

79: Kindergarten in Guastalla. Kindergarten wooden interior

81: Frederiksberg kindergarten. House shape block around the playground

82: Frederiksberg kindergarten. House shape winter garden

80: Kindergarten wooden interior

83: Frederiksberg kindergarten. Interior

REFERENCES ARCHITECTURAL REFERENCES

CRÈCHE IN HAMBURG

KINDERGARTEN IN GUASTALLA

FREDERIKSBERG KINDERGAREN

Architects: Kraus Schonberg Architekten Location: Hamburg Area: 420 m2

Architects: Mario Cucinella, Marco dell’ Agli Location: Guastalla RE, Italy Area: 1400 m2

Architects: COBE Location: Frederiksberg, Denmark Area: 1.700 m2

Crèche in Hamburg is a small nursery school. Located on a large site, surrounded by single residential housing, the design provides a surface of 7000 m2 amid mature trees where the kids can play.

KIndergarten in Guastralla is a desing for a kindergarten which should stimulate the intraction between the child and the surrounding. It has a vision of future teaching whrere nothing is left to a chance. The choosen construction, interior materials, colors, light are designed taking in consideration the peragogical and educational growth of the child.The supporting stucture is made of wooden frame seen into the building and also from ouside. The transparent facade allows the nature to enter the building and make the child feels like being in an open space surrounded by treees. Being inside in the building and still having the connection to the outside surrounding and the nature was tha main concept and leading point into this kindergarten design. The building facade integrate the surrounding trees and creates areas for different activites of the children. (Mondor.Arc. (2016): Guastalla Kindergarten, Italy. Available from: http://www. mondoarc.com/guastalla-kindergarten-italy/ [Accessed 06th June 2017].)

Frederiksvej Kindergarten is composed of 11 house shaped block which are organized around two winter gardens.

The project is design by Kraus Architekten. The building is composed of four small volumes which are linked by open courtyards. The central atrium provides light into the building. It is surrounded by a corridor used for circulation, interaction and also a pre-entrance space to every playroom. The walls around the corridor are used as children’s cubbyholes, shelving space, seating nooks, and because of the transparent latter teachers can easily keep an eye on the children. The building structure composed of glue-laminated beams is seen into the building. (Schittich, C. (2016) Buidling for children. Munich, Institut fur internationale Arcgitektur-Dokumantation Gmbh & Co. KG, pp 138-141.)

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The design is built upon the idea of providing intimacy and creating different child sized spaces. Diversity was the key element of the design project. The kindergarten offers the opportunity of establishing individual playing spaces while at he the same time we have the coherent and clear building organization. To keep the concept of a village environment the architects design six additional houses located in the playgraound area. They are used as a toys, tool storge areas. The design is an interpretation of how child might draw a house. (Dezeen. (2016) Morby, A.: COBE’s Frederiksvej Kindergarten is based on children’s drawings Available from: https://www.dezeen. com/2016/02/05/cobe-frederiksvej-kindergarten-based-on-childrens-drawings-houses-copenhagen-denmark/[Accessed 06th June 2017].)

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84: Montessori educational method. Montessori child playing with cylinder blocks

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THEORETICAL REFERENCES MONTESSORI EDUCATIONAL APROACH

Montessori method is a theoretical educational method on which the design proposal is baased on. Italy’s first female doctor, Maria Montessori developed the Montessori teaching method as a tool, to change society and to help people to have a better life. She was a doctor, a scientist who observedchildren to see how they developed. She observed the behaviour and spotted that the children were playing with the bread at meals, making little balls. It was the manipulation of the bread that made her think that if the children have something to play with, they may develop better skills. So she developed the learning materials which are kind of foundation of the Montessori legacy today. The key aspects of her philosophy are the facts that the children learn by doing. Values of the Montessori approach are in following the child, so she believed that children have the capability of teaching themselves. This makes her method fundamentally different from the other. (You Tube. (2014) Excellent BBC documentary on this great Italian pedagogue, included in the series “Extraordinary Women” . Available from:https://www.youtube. com/watch?v=NyMqSG98a8M [Accessed 6th May 2017].)

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She found out that concentration is the key in child learning, so the environment should be prepared in such a way to foster the concentration of the child. In Montessori method teachers are not standing in front of and giving the lecture, they are not in charge every minute of the day. Teachers are guides, so they are not teaching the child as much as assisting the child in teaching itself by introducing new concepts and giving the tools to discover the knowledge on its own. The environment is set up in a way the teachers can observe and take a step back. Children are coming in the kindergarten and the teacher is the one who presents a range of activities from which children are choosing. It is a way how the child learns to be in charge of his own learning. There is freedom with responsibilities. Another way of saying is that there is choice with limits. The choices and limits are coming from the adult in the classroom. The adult redirects the child if it is not doing right or introduces something new if that is the right thing that needs to happen at that time. Children in Montessori classroom are having uninterrupted access to the materials for 3 hours and they are playing and doing till they

finish. Montessori materials are self-correcting, they are carefully sequenced so that each activity has order and logical process to follow. These allow children to organise their thinking and problem solving skills in a clear way and to absorb their knowledge through their senses. Mixed age space is a Montessori typical approach in child education. It is more like a family, university atmosphere where mixed age children (3-6) are staying together. This promotes better work and cooperation. It is a way how a child becomes aware and interested in further knowledge gaining. It is not just mental learning, it is not just memorising it is hands on, it is visual. Putting all these together, children learn deeper and longer - lasting. Montessori methods include life skills that children are practising at young ages.They relied on using Montessori materials wich are organised in five curriculum areas: • practical life • sensorial • language • math • cultural (You Tube. (2012) Teachers TV- The Montessori Method. Available from: https://www.youtube. com/watch?v=NyMqSG98a8M [Accessed 6th May 2017].)

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85: Practical life activities Preliminary Aplications. Pouring

89: Sensorial activities Visual Sense. Cylinder blocks

93: Language activities Written language. Sand paper latters

86: Practical life activities Aplied Applications.Environment care. Floor sweeping

90: Sensorial activities Tactile sense-environment care.Touch tables

94: Language activities Written language. Sand paper latters

87: Practical life activities Aplied Applications. Personal care. Preparing a snack

91: Sensorial activities Olfactory sense. Smelling jars

95: Language activities Writing. Chalkboards

88: Practical life activities Control of moment.Walking on line

92: Sensorial activities Stereognostyc sense. Sandpaper globe

96: Language activities Reading. Phonogram object box

THEORETICAL REFERENCES MONTESSORI MATERIALS AND CURRICULUM AREAS

PRACTICAL LIFE ACTIVITIES Useful, purposeful basic life activities which help the child in gaining independence and adapt in the society. These exercises aid the development the intellect and the concertation of child. CATEGORIES OF PRACTICAL LIFE ACTIVITIES: • •

PRELIMINARY APPLICATIONS (pouring, folding carrying) APPLIED APPLICATIONS (personal carehand’s washing, polishing shoes, preparing a snack dressing frame, environment care- washing a chalkboard, dusting a table, washing a table, polishing wood, polishing glass, arranging flowers, washing clothes, setting a table, sweeping, wet mopping, dust mopping, outdoor sweeping) GRACE AND COURTESY (people interaction, introduction, greeting a person, thank you, excuse me, introduction of one’s self, yawning, coughing, interupting, offering help, expressing admiration) CONTROL OF MOMENT (walking on the line, silence game)

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(Montessori Primary Guide. (2011) Practical Life. Available from: http://www.infomontessori. com/practical-life/introduction.htm [Accessed 04th April 2017].) SENSORIAL ACTIVITIES Maria Montessori named the child as a “sensorial explorer”. These activates give the children ability of acquire clear, conscious receiving information and prepare them to make classifications in his environment. CATEGORIES OF SENSORIAL ACTIVITIES: •

• • •

VISUAL SENSE (cylinder blocks, pink tower, brown stairs, red rods, colour tablets, geometric cabinet, constructive triangles, rectangular triangles, blue rectangular box, triangular box, large hexagonal box, small hexagonal box, geometrical figures, sensorial decanomial, knobbles cylinders, binomial cube, trinomial cube, leaf cabinet) TACTILE SENSE (sensitizing fingertips, touch boards, touch tablets, fabrics) BARIC SENSE (baric tablets) THERMIC SENSE (thermic bottles)

• • • •

AUDITORY SENSE (sound boxes, bells) OLFACTORY SENSE (smelling jars) GUSTATORY SENSE (tasting bottles) STEREOGNOSTYC SENSE (geometric solids, sorting trays, mystery bag, sandpaper globe, painted globe, puzzle maps) (Montessori Primary Guide. (2011) Sensorial Life. Available from: http://www.infomontessori.com/sensorial/introduction.htm [Accessed 04th April 2017].) LANGUAGE ACTIVITIES Language activities help a child to grow into an articulate person, able to communicate with his feelings in well-formed sentences and in writing. CATEGORIES OF LANGUAGE ACTIVITIES: • •

ORAL LANGUAGE (oral language exercises, enrichment of vocabulary, language training) WRITTEN LANGUAGE (written language exercises, graphic symbols s o u n d games, sandpaper letters, moveable alphabet, metal insets) HANDWRITING (introduction, preparations, chalkboards, sorting symbols, writ-

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97: Math materials

101: Music activities

98: Math materials Math Extentions

99: Math materials

100: Math materials Math Golden Bead Organic Cotton Canvas Work Mats

102: Dance activities

sufficiently construct himself in his culture. The Cultural Work is given so the child has the keys to function in his culture.

CATEGORIES OF LANGUAGE ACTIVITIES:

problems) LINEAR & SKIP COUNTING (teens: quanity, teens: symbol, tens: association, linear counting, skip counting, number roll) • TABLES OF ARITHMETIC (addition snake game, strip board - exercises, addition strip board, addition charts, subtraction snake game, subtraction strip board, subtraction charts, multiplication bead, multiplication board, multiplication charts, unit division board, division charts) • PASSAGE TO ABSTRACTIONA (small bead frame, wooden hierarchical material, large bead frame, racks and tubes • FRACTIONS (fractions) (Montessori Primary Guide. (2011) Math. Available from: http://www.infomontessori.com/ mathematics/introduction.htm[Accessed 04th April 2017].)

CULTURAL ACTIVITIES

• •

ing on paper, upper and lower case letters, capital letters, periods, commas and questions marks, transcription, spelling, scripts, creative writing) READING ANALYSIS LANGUAGE SUMMARY (Montessori Primary Guide. (2011) Language. Available from: http://www.infomontessori.com/language/introduction.htm [Accessed 04th April 2017].)

MATH ACTIVITIES Activities are caried throught materials, which help the child to explore arithmetic. The arithmetical exercises are grouped and their realization happens sequentially or parallel.

NUMBERS THROUGH TEN (number rods, sandpaper numbers, number rods and cards, spindle boxes, concept of zero, cards and counters, memory game) DECIMAL SYSTEM (introduction to quantity, symbols, formation of numbers, changing, addition, multiplication, subtraction, division, stamp game, dot game, word

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

CATEGORIES OF CULTURAL ACTIVITIES: • ART • MUSIC AN DANCE • GEOGRAPHY • HISTORY • BIOLOGICAL SCIENCE • PHYSICAL SCIENCE (Montessori Primary Guide. (2011) Cultural Activities. Available from: http://www.infomontessori.com/language/cultural-work-introduction. htm [Accessed 04th April 2017].)

Every cultural path has a sensorial base for the child. From this base, the child will be offered specific activities in each of the paths of culture. Thus allows the child to become a participating and contributing member of his society. The four basic groups of work allow the child to

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103: Kokino. Megalithic Observatory. Bronze Age archaeological site in the Republic of Macedonia, approximately 30 km from the town of Kumanovo

DESIGN PROPOSAL - URBANISM

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Building plot is composed of 2 building areas • V11 =6220 m2 • V12 =1535 m2

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Urban block is split in 2 programs • residential A1 =4625 m2 • education V1 =16145

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Urban block P=58377 m A=20770 m2

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View towards north - town of Kumanovo

Green area near the building plot G=1510 m2

75 100 125

SITE. URBANISM PLAN

The building area is composed of two plots, planned to be combination of residential and education programmes. The residential area on the right side of the area has row houses along the street Dimo Hadji Dimov. The rest of the urban block is intended fot the new kindergarten, offering a three sides access and view towards the town of Kumanvo.

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The building block is surrounded by other perimetral blocks with residential program. This part of the town does not offer other program for the habitants. In the surroundings there is a green part which is meant for park but the real function nowadays is only green uncared plot, filled with dirt and trash....

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0

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...KINDERGARTEN ...

...GREEN BELT...

...RESIDENTIAL HOUSING...

URBAN DESIGN CONCEPT: 1 ° STEP: GREEN BELT

URBAN DESING STEPS OF URBAN DESIGN

1 ° GREEN BELT - Visual and sound separation between two different programs, residental and educational 2 ° INFLUENCE OF SURROUNDING - Shape and position of the kindergarten is developed by respecting and following the surrounding 3 ° ADDING AN EXTRA PROGRAM - URBAN PARK - Involving the habitants of the area by double use of a new program- Urban park

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10

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The idea of site segment analis is to develop urban design proposal respecting and connecting to the existing surrounding. In the diagram we can see that the site is composed of row residential houses, centrally positioned on the building plot. The entrance is towards the street from which they are separated by green belt protecting every house from car and sound pollution.

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HOUSE MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

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STREET

HOUSE

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


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0

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HOUSE STREET = CORIDOR HOUSE

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URBAN PARK

BACK YARD

GARDEN

KINDERGARTEN

KINDERGARTEN BUILDING

PLAYGROUND FRONT YARD PARKING LOT

URBAN DESIGN 2 ° INFLUENCE OF SURROUNDINGS SITE SEGMENT ANALYSIS The shape of the new building follows and connects to the residential surrounding. By positioning the building centrally on the building plot there are front and back kindergarten playground. It is similer to the house with her front and back courtyard. On the front side, next to the street there is parking lot and a children drop off. Central position of the new building arranges

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

3 ° ADDING AN EXTRA PROGRAM - URBAN PARK URBAN ZONE WITH DOUBLE USE the urban block in three segments: • • •

front playground and parking lot kindergarten building urban park with planting and gardening area

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


DESIGN PROPOSAL - ARCHITECTURE KINDERGARTEN VILLAGE. DESIGN PROPOSAL AND CONCEPT. PROGRAM AND SPATIAL ORGANIZATION

DESIGN PROPOSAL AND CONCEPT For many parents in Kumanovo, finding care center for their child is matter of luck, since about 500 more places are needed at the present. Kindergarten proposal provides space for 1/5 or, 118 kids looked after and educated by Montessori Educational Method. ”Kindergarten village” Design concept of the kindergarten – ”kindergarten village” – is a response to the residential surrounding in the periphery of the town, where one-to-two story houses are facing each other. They are physically connected with a street and visually and acoustically separated by greenery. The design proposal is based on Montessori educational methods as a reference for space design and organization. The idea of the “kindergarten village “is a set of houses, where every house is a room with different function and activity. Houses are connected by a corridor and separated with green pockets, allowing the nature to enter the building.

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

PROGRAM AND SPATIAL ORGANIZATION The houses in the “kindergarten village” are connected with a long corridor, interpreting the organization of the existing surrounding, where the street connects the houses. The corridor is more like an area with more than a corridor function: it is also an access space, a pre-entrance of every house / playroom, which houses a group of activities, organized in highly educational and motivational way to be taken and used by the child. The activities are organized in four categories/ houses, following Maria Montessori’s educational method. They are intended for mixed age groups of 3-7 years old children: • • • •

Practical Life House Cultural Life House Sensorial Life House Math – Language House

There are also two separate houses: • •

Infant House for the youngers from 0-1 Toddler House for kids aged between 1–3

The first group of four playhouses is positioned on the left side of the main entrance and multipurpose room. They are facing each other with no strict distinction between the activities inside playhouses. The space has a flexible floor plan, which provides visual connection. There are sliding/rotating panels, providing visual and acoustic isolation and curtains, allowing organization of isolated “pocket areas”. Every playhouse has a direct access either to the front or the back playground, which makes the building directly connected to the nature and surrounding. Educational materials, playing toys and Montessori specially developed objects are organized in the small movable closets, inserted between the structural wooden frames. This makes the space free and flexible in organization. The designer is the child. After entering the building and after the morning session on the sunken stairs in the multipurpose house, every child chooses his/her own activities. This is followed by two-hour uninterrupted self-education. The child provides his/her own materials for the chosen activities and arranges the surrounding. His/her responsibility is to put back the used materials.

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104: Kumanovo town square. Craft House designed by the Russian Architect Vladimir Antonov

During the play time, teachers are only observing and following the learning process. They offer help, only if they are asked, or if they notice that a child has difficulty during the activity realization. The dividing zones between playhouses contain shared bathrooms on the northern side and mini-zoo areas on the southern one. Half glazed bathroom window, allows the teacher and assistant to keep eye on the children. The other two playhouses are positioned on the right side of the building’s main entrance, next to the kitchen and dining house. They are isolated from the mostly loud houses of the kindergarten and connected with the shared bathroom. The spatial organization of the playhouse is similar to the mixed age houses: there are beds, educational and play materials inserted and organized between the structural modular frames, providing a free middle space where infants and toddlers are free to walk, take their first step, crawl. They are looked after by a Montessori trained teacher with one assistant. Across these two playhouses with southern and eastern orientation, there is a sleeping house and administration and cooking house facing

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

north. The dinning house with a child sized cooking island is facing south. By positioning the dinning house across the cooking house, and designing a glazed kitchen wall, we achieve visual connection – cooking, as a practical life activity can be seen and attended by children. Corridor as a connecting space has additional features. Walking through and looking towards north, one can see a playhouse wall of modular repetition. The wall seen from the corridor serves as an information board of daily activities in playhouses. The wall seen from the entrance becomes a parental informational wall. There is a black drawing wall, as an extra drawing surface (next to the cultural house), climbing wall (next to the multipurpose house) and menu wall describing the daily served food. On the other hand, the view from the corridor toward south offers mini zoo program. It is a connection between kindergarten, nature and animal’s world. Every gap between the playhouses provides different animal program. Starting with winter garden, the program is sequentially changing. It offers eye and hand con

tact with animals living on the ground (rabbits, hamsters etc.), in water (fish, shell etc.) and in the air (birds). From the corridor there is visual and physical access to the zoo zones. They can also be accessed from the front playground. Involvement of the animal world in the teaching process is a way to educate child about other sorts of living creatures. By breeding and feeding them, children learn about animals, their habits and needs. Regarding the function, needs of light and the level of required silence, the houses are orientated in the way to develop suitable conditions for the continuous flow of educational activities. All the services and bathrooms have northern orientation and so do the sleeping and drawing, cultural house. Nevertheless, there are top windows allowing for southern light. All the services (store, technical room, small laundry) are in the underground floor. Natural light and ventilation is provided by a side light opening.

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


DESIGN PROPOSAL - ARCHITECTURE LEARNING FROM THE NATURE. BUILDING FLOW AND CIRCULATION. STRUCTURE

LEARNING FROM THE NATURE. NATURE AS AN EDUCATIONAL ELEMENT Nature as an important element in child education is also included in the kindergarten design. By positioning the kindergarten centrally on the building plot the front and back playground are provided. Front playground is organized as a continuous playing and learning space, where nature has the teacher’s role. Different flooring types, such as rubber, sand boxes, net, stone, grass, water areas and playing facilities are made out of natural materials. They teach children on balance, stability, encouraging the gross-motor skills and control of movement. Planting and gardening is organized on the back yard. By growing and watering the plants, children are learning about life cycle activities.

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

BUILDING FLOW AND CIRCULATION Main entrance is in the middle of the building volume, providing direct access from the front playground entrance. In front of the main hall there is a pre-entrance space with trolley parking, Entrance hall is equipped with 120 cloak spaces, benches and sofa siting. From the hall through the corridor there are entrances to every house. There are also two secondary entrances on each corridor side. The kitchen staff has a separate entrance from the back of the cooking house. There is also delivery entrance. STRUCTURE The building has a wooden structural modular frame system. It is composed of cross laminated timber frames (12/50 cm), positioned on module of 90 cm. Space between the structural frames serves as furniture, closet, space for stoking tables, chairs, educational materials, folding beds. The corridor space in the middle is lower than playhouses, which are growing towards south providing more light and sun entering the building.

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


105: Kumanovo. Monument Kosturnica

DESIGN PROPOSAL - ARCHITECTURE FACADE. CHILD AS A SPACE USER

FAÇADE Façade protects the inner space and structure with modular wooden panels, designed as “sandwiches” with thermal insulation. They are inserted within structural wooden frames. They are interrupted by top windows, providing eastwest light in the building. External facade element are wooden boards, which also envelop aluminum roof construction.

filled. Some of those window, door openings are child sized. These elements make the kindergarten, space design for child. Fixed glazed façade elements only provide visual connection with the surrounding and cannot be open.

Southern and northern façades are glazed, provide visual connection between the front and back playground through the building. They offer view over the town of Kumanovo. Certain segments of the glazed façade provide openings, wooden windows and doors.

Children as primary “inhabitants” of the space should have the right to use, touch and feel free to explore the world in the same matter as grown-ups do. Children need to touch, learn and expirience the world while they are young, as this is the best learning and influential period. Kindergarten village is an architectural design proposal for children. It offers space for children where there is a freedom with responsibilities and the balance is the key element. Children’s choice is respected and treated as the starting point for child development and education.

The idea of using a different material for door and window, which are no more transparent surfaces, is based on creating a moment of surprise and connection. After opening a window or door, you see what is behind. You are physically connected with the outside world.We open surfaces to make a connection, to move through the space. This explain the opening action as an action with a reason. Every façade surface which provide physical connection is

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

CHILD AS A SPACE USER

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


PROGRAM KINDERGARTEN

VI GROUPS (118KIDS) I-INFANTS /0-1/ 14x3m² =42 m² I-TODDLERS /1-3/ 16x2.6m² =42 m² IV-PRESCHOOLERS /3-7/ 4x16x1.8m² =168m² Kindergarten 2180 m² min for playroom 118x3m² =354 m² kindergarten village 118x5.25m²=620 m²

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

Child area 1296.21 m² Playground min 118x15m²=1770m²_3480 m² Playrooms 620.45 m² Front Playground 2730 m² Toiets 88.90 m² Back Playground 750 m² Administration area 136 m² Service area 398.8 m² Parking Comunication area 250.65 m² 2ps per Group min: 2x6= min 12 ps_21 Terraces 460 m²

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

PLANTING AND GARDENING 56 m²

PLANTING AND GARDENING 42 m²

PLANTING AND GARDENING 77 m²

TERRACE 35 m²

PLANTING AND GARDENING 42 m²

BATHROOM 21m²

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TERRACE 45 m²

TERRACE 35 m²

PLAYROOM IV SENSORIAL LIFE HOUSE USER: PRESCHOOLER 92.75 m²

PLAYROOM I CULTURAL HOUSE USER: PRESCHOOLER 136 m²

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TERRACE 45 m² TERRACE 35 m²

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MULTI-PURPOSE HOUSE USER: PRESCHOOLER 175 m²

BATHROOM 21m²

ADMINISTRATION HOUSE USER: TEACHERS, ADMINISTRATION STAFF 136 m²

SLEEPING HOUSE USER: PRESCHOOLER 92.75 m² BATHROOM 21m²

L I G H T 17m²

COOKING HOUSE USER: EMPLOYEES,COOKS 170 m² SERVICE MINI ZOO AREA AIR ANIMALS BIRDS 21m²

BATHROOM 21m²

21m²

PLAYROOM II PRACTICAL LIFE HOUSE USER: PRESCHOOLER 98 m²

WINTER GARDEN 21m²

MINI ZOO GROUND PLAYROOM III MATH-LANGUAGE HOUSE ANIMALS,RABITS 21m² USER: PRESCHOOLER 67 m²

COMMUNICATION AREA 240 m² M ENTRANCE HOUSE USER: PRESCHOOLER,INFANT,TODLERS, ADMINISTRATION, PARENTS 122 m²

MINI ZOO AIR ANIMALS FISHES 21m²

TERRACE 35 m²

INFANTS HOUSE USER: INFANTS 67 m²

TOILET AREA 21m²

TERRACE 35 m²

TODDLER HOUSE USER: TODDLERS 67 m²

MINI ZOO AIR ANIMALS BIRDS 21m²

TERRACE 35 m²

ENTRANCE TERRACE 45 m²

TERRACE 35 m²

COOKING AND DINNINGHOUSE USER: CHILDREN AND TEACHERS 131m²

TERRACE 45 m²

PROGRAM DIAGRAM. GROUND FLOOR SCALE 1:500

JANITOR 19.10

STORAGE AREA 120 m² SERVICE AREA 21m² ARCHIVE 15.40 m²

HEATING 17.50 m²

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TOILET 10 m²

L I G LAUNDRY H T 27.00 m² 17m²

A

PROGRAM DIAGRAM. UNDERGROUND FLOOR SCALE 1:500

CULTURAL HOUSE

SENSORIAL HOUSE MULTIPURPOSE HOUSE

PRACTICAL HOUSE MATH AND LANGUAGE RECEPTION HOUSE

SLEEPING HOUSE ADMINISTRATION HOUSE COOKING HOUSE

INFANT HOUSE

TODDLER HOUSE COOKING AND DINNIG HOUSE

SCHEME OF THE ORGANISATION OF THE KINDERGARTEN SCALE 1:500

PROGRAM KINDERGARTEN

The kindergarten is intended for 118 children. They are organised in 6 groups, composed out of 4 Preschoolers gorups , 1 Infant Group and 1 Toddler group. One preschooler group has a capacity starting from 16 to 22 children, so range of 64 to 88 kids aged between 3 to 7 years old are playing and beeing taught in 4 playrooms. The youngest ones in the Infant group, aged 0 - 1, are 14 in one playroom and Toddler group

which count 16 kids age between 1 to 3 years are in another playroom. They are separated from the mixed age groups in separate playrooms, where two teachers and two assistants are looking after them. This building provides space for 118 children, cared by 6 Montessori Trained Teachers helped by 6 assistants. The Administration staff is composed of Director, Consultant Office Work-

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er, Acounting, Administrator and Archiver. The Service working team is composed of janitor who maintaines the building, two cleaning persons, and employees working in the kitchen, 3 chefs and 3 precook persons with responsibillity for dishwashing and garbage area.

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


MASTER PLAN SCALE 1:1000

Legend: Urban Block 20770 m2 Plot 1 [P1] P1 =12351 m2 Plot 2 [P2] P2 =3605 m2 Building Plot 1 [BP1] BP1 =6220 m2 Building Plot 2 [BP2] BP2 =1535 m2

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

P1 - Plot 1 P2 - Plot 2 BP1 - Building Plot 1 BP2 - Building Plot 2 R.L - Regulation Line C.L - Construction Line

C.L C.L R.L R.L

Car Parking Spaces [C.P.S] C.P.S =21 Bike Parking Spaces [B.P.S] B.P.S =40 Parking for People with Disabilities 4 Regular Parking 18 Main Entrance x1 Secondary Entrance x 2 Staff Entrance x1 Delivery Entrancce x1

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SITE PLAN SCALE 1:500

Car Parking Spaces [C.P.S] C.P.S =21 Bike Parking Spaces [B.P.S] B.P.S =40 Parking for People with Disabilities 4 Regular Parking 18 Main Entrance x1 Secondary Entrance x 2 Staff Entrance x1 Delivery Entrancce x1

I. Urban Park II. Kindergarten II.A. Kindergarten Building a. ground floor a. underground II.B. Front playground II.C. Back Playground II.D. Gardening and Planting

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6186m2 2180 m2 1895 m2 285 m2 2730 m2 750m2 300 m2

I. Urban Park I-1. Urban Park Main Entrance I-2. Small white stone walking path I-3. Water Pond I-4. Wooden bench- round sitting I-5. Green landscape slope

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


LANDSCAPE DESIGN PLAN SCALE 1:250

Car Parking Spaces [C.P.S] C.P.S =21 Bike Parking Spaces [B.P.S] B.P.S =40 Parking for People with Disabilities 4 Regular Parking 18 Main Entrance x1 Secondary Entrance x 2 Staff Entrance x1 Delivery Entrancce x1

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

II. Kindergarten II.B. Front playground II.B.1. Sand Wheel playground II.B.2. Floor Water Fountain II.B.3. Balance maze II.B.4. Wooden Climbing logs in sand II.B.5. Landscape Green slope II.B.6. Trampoline jumping net on rubber flooring

II.B.7. Cycling flat platform II.B.8. Low green landscape pockets II.B.9. Round sitting-wooden benches II.B.10. Hammock between trees II.B.11. Toilet and Storage Area II.C. Back Playground summer terraces II.D. Gardening and Planting /sesonal plants/ II.D.1. Toilet and Storage for garden II.D.2. Manual Water pump

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0

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270 1080

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540 9320

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MAIN ENTRANCE GARBAGE SHED SIDE WALK

SIDE WALK

BIKE PATH

BIKE PATH

DIMCHE KARANFILOVSKI

DELIVERY/ SERVICE ENTRANCE

9400 UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


GROUND FLOOR SCALE 1:200

1 Entrance 2 Cloak House 3 Multipurpose House 4 Middle street - corridor 4.1 Drawing wall 4.2 Climbing wall 4.3 Parental Informational wall 4.4 Menu Wall 5 Playroom I - Cultural Life House 6 Playroom II - Practical Life House 7 Playroom III - Sensorial House 8 Playroom IV-Math and Language House 9 Playroom V - Infant House 10 Playroom VI - Toddler House 11 Sleeping House 11 Administration House 11.1 Meeting Room 11.2 Director Office 11.3 Accounting 11.4 Administration 11.5 Office 11.6 Consultant area 11.7 Archive 11.8 Employee’s Closet 12 Dinning House 13 Cooking House 13.1 Employee entrance 13.2 Employee changing room-Male 13.3 Employee changing room-Fe male 13.4 Employee toilet-Male 13.5 Employee toilet-Female 13.6 Delivery entrance 13.7 Cleaning room 13.8 Garbage room 13.9 Organic waste 13.10 Kitchen 14. Toilets 14.1 Toilet 14.2 Toilet - disabled and female 14.3 Toilet - male - administration 14.4 Toilet - Nappy changing room 15 Mini Zoo 15.1 Winter Garden 15.2 Mini Zoo - Ground Animal House (rabbits, hamsters) 15.3 Mini Zoo- Water Animal House (fishes) 15.4 Mini Zoo- Air Animals House (birds, parrots) 16 Terrace 16.1 Terrace 1 16.2 Terrace 2 1 Services 17.1 Stairs 17.2 Cleaning room 17.3 Equipment storage 17.4 Janitor 17.5 Heating Energy Room 17.6 Laundry 17.7 Changing room 17.8 Toilet 17.9 Opening for natural light

Parquet Parquet Parquet Parquet

32.76 m2 98.35 m2 175.00 m2 238.65 m2

Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Parquet Polished concrete

136.00 m2 97.95 m2 92.75 m2 67.00 m2 67.00 m2 67.00 m2 92.75 m2 136.00 m2

Parquet

131.00 m2 170.35 m2

41.78 m2 14.00 m2 9.90 m2 9.90 m2 14.00 m2 33.92 m2 12.98 m2

Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Tilles Tilles Tilles Tilles Polished concrete Polished concrete Polished concrete Polished concrete

4.35 m2 3.51 m2 3.52 m2 3.51 m2 3.23 m2 6.8 m2 3.23 m2 8.68 m2 3.52 m2 130.00 m2 88.90 m2 18.90 m2 6.65 m2 6.65 m2 18.90 m2 75.60 m2 18.90 m2 18.90 m2 18.90 m2

Polished concrete

18.90 m2 460.00 m2

Wood Wood

35 m2 45 m2

Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete

228.45 m2 11.65 m2 6.67 m2 119.31 m2 19.13 m2 17.42 m2 26.97 m2 4.56 m2 5.37 m2 17.37 m2

Ground floor

Neto

1692.63 m2

Bruto

1929.99 m2

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

74

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

A

B

C

E

H

I

L

M

N

O

1

2

5

P

10 m

Q

9210 1020

35

510

1020

510

1020

510

1020

510

950

510

950

516

1220

510

950

510

950

510

960

570

960

570

1230

570

960

35

35

35

510

1290

35

35

32

35

570

8

S1

1220 35

570

35

1230

S3

S2

16.1

35

960

1290

16.2

16.1

13.2

mies van der rohe curtains

13.3

16.2 13.6

13.8

8

13.9

13.1

11.3 11.2

7

bread

11.4 11.5 precook

precook

precook

13.10

6 10

11

14.2

17.1

13

18x16 17x30

11.8

4.3

6

cook ready food

4.4

18G

270

4.2

270

4.1

cook

2800

360 2800 S4

14.1

17.2

76 B

260

5

-0.45

11.6

360

11.6 14.1

17.9 wash

archive

14.1

1450

3

13.11 vegetables.fruits

4

4

260

5

food storage meat

resource storage

630

1450

11.1

16.1

13.7

630

16.1

7

13.5

450

450

13.4

5 S4

4

12 15.2

15.3

15.4

360

360

15.1

14.4

3

3

2

8

9

16.1

16.1

2

16.1

1

360

360

6 T.P

1

16.1

120 G

16.2

S1

S5

18 B

14 B

2

1090

8

360

6

360

S5

1090

±0.00

1

16.2

S3

360

360

S2

0

0 960 35

35

570

960

35

35

570

35

1230

570

960

35

950

510

950

510

1220

510

950

1020

510

1020

510

1290

510

1020

570

960

510 35

570

950 35

510

1230

510 35

1020

1220 35

510

35

1290

9210 ±0.00

A

B

E

C

H

I

L

M

N

O

P

Q

40B.P

21C.P

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

18

19

20

21

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

75

MAIN ENTRANCE

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


UNDERGROUND FLOOR SCALE 1:200

17 Services 17.1 Stairs 17.2 Cleaning room 17.3 Equipment storage 17.4 Janitor 17.5 Heating Energy Room 17.6 Laundry 17.7 Changing room 17.8 Toilet 17.9 Opening for natural light

228.45 m2 11.65 m2 6.67 m2 119.31 m2 19.13 m2 17.42 m2 26.97 m2 4.56 m2 5.37 m2 17.37 m2

Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete Polished concrete

Ground floor

Neto

228.45 m2

Bruto

290.14 m2

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

76

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

A

B

C

E

H

I

L

M

N

1

2

P

O

50

2018 1190

50

540

10 m

Q

50

590

5

718

35105 50

450

50

1230

50

570

35105 50 20

450

20

17.4

425

450

8 425

8

225

17.9

50 220

17.8

1760 20

630

585 20 630

1760

17.5

17.7

6 360

17.6

270

50

270

11.7

4

5 50

18x16 17x30

-2.88

580

220

30

5

17.3

100

17.1

360

6

7

3651075

7

4

50

3

570 420

1230 120

725 50

2018

35

450

50 105

20

3

2

2

1

1

0

0

A

B

C

E

H

I

L

M

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

N

O

P

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

77

Q

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


Visualisation of multipurpose house with a view towards the main entrance

VISUALISATION

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

78

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


CROSS SECTION SCALE 1:200

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

79

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


2800

360

A

B

C

E

H

I

L

M

N

A

B

C

E

H

I

L

M

N

0

1

2

5

10 m

2800 1450 450

260

630

360

1090

270

360

360

360

22 X 90 1980

90 90 90 90 90

360

90 90 90 90 90 90 90 90

3 320

320

3

50

50

+2.80

2

382

1

82 22 X 90 1980

90 90 90 90 90

A

450

B

630

C

360

E

H

360

I

360

260

L

360

M

B 450

1450 630

90 90 90 90 90

A

B

260

360

3

H

270 22 X 90 1980

C

N

360

E

C

360

1090

2800 2800

A

SECTION 1-1

90 90 90 90 90 90 270

1450

E

I

1090

360

H

L

360

I

M 360

L

N 360

90 90 90 90 90 90 90 90

M

N 3

360

360

+3.70

360

360

600

90 90 90 90 90 90 90 90

98

320

270

+2.80

22 X 90 1980

170

320

360

9882

320

+3.70

600

+2.80

630

360

22 X 90 0.00 1980 270

1450

0.00

360

90 90 90 90 90 90 90 90 360

260

360

360

1090

2800

A

B

H

I

L

22 X 90 1980

90 90 90 90 90 450

360

E

C

630

1

82

450

-0.45

2

250

250

250

90 90 90 90 90

13

170

+4.60

2

250

250

250

0.00 +4.20

320

85,5 98 5082

0.00

-0.45 +5.08

+2.50

250

565

260

+4.60

630

90 90 90 90 90

82

1

1450 450

+4.201090

+2.50

250

565

85,5 98 50

+5.08 2800

13

2

250

250

250

250

382

0.00

82

1

2

2

+2.50

360

N

90 90 90 90 90 90 90 90 270

1450

M

360

360

260

360

SECTION 2-2

360

1090

2800

360

A

B

C

E

H

I

L

M

N

A

B

C

E

H

I

L

M

N

2800 1450 450 90 90 90 90 90

A

260

630

B

360 22 X 90 1980

E

C

3

I

360

L

360

90 90 90 90 90 90 90 90

M

N 3

360

+2.80

360

360

22 X 90 1980

360

90 90 90 90 90 90 90 90

590

90 90 90 90 90

98

1090

270

320

360

160

320

85,5 98 50

630

9882

320 450

630

360

590

22 X 90 0.00 1980 270

1450

90 90 90 90 90 90 90 90 360

360

260

360

360

B

C

450

360

1450

A A

H

I

L

22 X 90 1980 630

B B

C C

M

N

90 90 90 90 90 90 90 90 270

360

360

360

260 1090 UL FA, LJUBLJANA, 2017 2800 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

E E

H H

I I

360

MASTER’S 360 THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

L L

M M

N N

2800 260

1450 450

630

360

SECTION 3-3

360

E

90 90 90 90 90

1

1090

2800

A

2

250

250

250

90 90 90 90 90

13

160

320

85,5 98 5082

+2.50

250

565

+2.80

2

250

250

250

+2.50

250

565

260

1450 450

82

1

H

360

0.00

13

2

360

2800

82

2

1090

270

270

1090 360

360

360

360

80

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


Visualisation of middle corridor with climbing wall on left and winter garden on the right

VISUALISATION

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

81

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


LONGITUDINALE SECTION SCALE 1:200

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

82

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

A

B

C

E

H

I

L

M

N

O

1

P

2

5

10 m

Q

9210 1020

510

1020

510

1290

510

1020

510

1020

510

1290

960

570

960

570

1230

570

960

570

960

570

1230

+5.42

320

+4.20

+3.75

+2.80

2 956

0.00

1

82

24

0.00

250

250

250

0.00

82

-2.80

280

384

-0.24

384

1

+4.44

30 185

320

30 185

+4.67

3

+2.50

250

2

956

3

0 960 3530

890

570 50

1020

960

540

50

540

50

890

570 50

540

1230 50

1170

570 50

540

960 50

890

570 50

540

960 50

890

570 50 130

270

0

1230 162 30

7322

725

20

450

35 105 50

2018 9340

A

B

E

C

H

I

L

M

N

P

O

Q

SECTION 4-4

A

B

C

E

H

I

L

M

N

O

P

Q

9210 510

1290

510

1020

510

1020

510

1290

960

570

1230

570

960

570

960

570

1230

250

320 250

250

0.00

1

82

0.00

2

650

+2.50

232

+2.50

+3.15

30

+2.80

100

320

232

+4.13

+3.90 +2.80

3

57

+4.88

82

1

1020

570

30

650

250

2

510

960

57

3

1020

DET1

960 65

890

570 65

1020

510

960 65

510

890

570 65

1020

510

1230 65

510

1145

570 65

1290

960

510

890

510

1020

570 65

510

960 65

510

890

570 65

510

1020

1230 65

510

1152,9

65

1290

9210

A

B

C

E

H

I

L

M

N

P

O

Q

SECTION 5-5

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

83

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


SEGMENT OF SECTION 5-5 SCALE 1:100

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

84

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


B

E

C

H

510

1020

510

570

960

570

+4.88 +4.13

+3.90

+3.15

+2.80

+2.80

+2.50

+2.50

0.00

0.00

DET1

570 65

510

65

510

B

570

960 890

65

65

510

1020

E

C

510

H SEGMENT OF SECTION 5-5

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

85

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


R

10.10% 4.18

48

20

5/5 cm wooden buttens alumminium standing seam roof

25

hidden square gutter profile hidden down pipe insulation wooden window frame

8

3

3.70

50 50

fixed glazing: 4 mm float + 16 mm cavity + 4 mm float

32

90 106

Cross laminate timber frame 12 / 50 cm

30

2.80

2.50

8

wooden window frame interior wooden finish b/h = 28/5 cm wooden batenboard b/h = 15/7 cm

356

50

310

vapour barrier PE-Film

240

250

250 250

shelving between cross laminated timber frame 1.6 cm lumber-core plywood

W

120

sliding door panels regular door oppening H=240

50

80

chiled sized door oppening H=130 cm

3%

0.00 22

floor leveling 1 cm

10

20

30 82

100

FACADE DETAIL DET 1 SCALE 1:20

F1

F

ROOF STRUCTURE

WALL SRTUCTURE-FACADE

FLOOR STRUCTURE

Hardwood cladding - thermally treated 5/5 cm Wooden buttens - tanalised, painted black 5/5 cm mounted on standing seam roof with aluminium clamping system Aluminium standing seam roof 10 cm Mineral wool - thermal insulation 5 cm Mineral wool - thermal and acustic insulation 20 cm Vapour barrier - PE Film Cross-lamited softwooden panel,coated 3 cm Cross lamited timber frame - inclination 10.1% 12/50 cm

Larch wood facade strips 5/5 cm Wooden counterbuttens - waterproof/windproff, painted black 5/5 cm Vapour barrier - PE Film Wooden board 5 cm Mineral wool - thermal and acustic insulation 2x7.5 cm Cross-lamited softwooden panel,coated 5 cm Shelving between cross laminated timber frame 16 mm lumber-core plywood

Oak Parquet oiled Leveling course Estrih with heating and cooling system Mineral wool - thermal and acustic insulation Concrete foundation slab Bituminous waterproofing membrane

48 cm

35 cm

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

(layer high resistance acoustic insulating waterproofing membrane)

Thermal insulation XPS Concrete base Gravel

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

86

1.2 cm 2.8 cm 10 cm 8 cm 30 cm

2x10 cm 10 cm

82 cm STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


4.88

wooden roof finish

20

20

4.88

wooden window frame

3

8

3

4.53

25

25

48

48

alumminium standing seam roof

8

R

4.40 50 50

50 50

4.40

122

122

206 190

206 190

4.05

fixed glazing:

2.80

4 mm float + 16 mm cavity + 4 mm float 2.80

2.80

2.50

8

2.50

wooden window frame interior wooden finish b/h = 28/5 cm wooden batenboard b/h = 15/7.5 cm

456

456

2.50

8

30

30

Cross laminate timber frame 12 / 50 cm

50

400

400

50

W

sliding and rotating door panel H=240

0.00 22

0.00 22

0.00

10

10

20

20

82 30

82 30

floor leveling 1 cm

F

F1

F1LOOR TERRACE STRUCTURE wooded boards wooded stripes Concrete base Gravel

5/5 cm 3/3 cm 6 cm

14 cm UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

87

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK

250 250

250

shelving between cross laminated timber frame 16 mm lumber-core plywood

250 250

250

vapour barrier PE-Film


SOUTH FACADE SCALE 1:200

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

88

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

1

2

5

10 m

+ 5.70

+5.70

+ 4.70

+4.70

+ 2.80

+2.80

0.00

0.00

SOUTH FACADE

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

89

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


Visualisation of playhouse during the playtime

VISUALISATION

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

90

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


NORTH FACADE WITH URBAN PARK SCALE 1:200

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

91

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

1

2

5

10 m

+4.80

+4.80

+3.80

+3.80

+4.80

0.00

0.00

NORTH FACADE

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

92

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


Visualisation of middle corridor with a drawing wall on left and mini zoo program on the right

VISUALISATION

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

93

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


EAST AND WEST FACADE SCALE 1:200

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

94

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


0

+5.70

+5.70

+4.70

+4.70

+2.80

+2.80

1

2

5

10 m

+4.80 +3.80 +2.80

0.00

0.00

EAST FACADE

+5.70 +4.80

+5.70

+4.70

+4.70

+3.80 +2.80

+2.80

+2.80

0.00

0.00

WEST FACADE

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Visualisation of the kindergarten with her front playground and the urban park in the back

VISUALISATION

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35 35 105 35 105 35 35 105 35 105 35 105 105 35 35 105 35 105 105 105

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FIRE SAFTY / FIRE PREVENTION, INTERVENTION AND PROTECTION SCALE 1:500 PS PS PS PS PS

Fire sector Evacuation path Access route for fire trucks Access route for firefighters Entrance Fire Emergency Lights Fire door Working are for emergency vechicles Alarm post Relative fire border

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

Type: Educational Building P; P+1 > 600 m2 R3 [ 3 ] - approved wooden supporting structure PS1 =1926 m2 PS2 =254 m2 PS < 2400 m2 System for fire detection and alarm

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0

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DIMCHE KARANFILOVSKI

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USED LITERATURE AND LINKS Bibliography BOOK: print Arsovski-Bolto, M., Masevski, D., (2004) . Kumanovo, Kumanovo: Makedonska Riznica Brosterman, N. (1997) Inventing kindergarten. New York, Harry N. Abrams Publishing Dudek, M. (2000) Kindergarten Architecture: Space for the imagination, Second Edition. London, E & FN Spon Schittich, C. (2016) Buidling for children. Munich, Institut fur internationale Arcgitektur-Dokumantation Gmbh & Co. KG, pp 138-141. INTERNET DICTIONARY: ONLINE Online Etimology Dictionary. Kindergarten. Available from: http://www.etymonline.com/index.php?term=kindergarten [Accessed 28th October 2016] Collins Dictionary. Kindergarten. Available from: https://www.collinsdictionary.com [Accessed 28th October 2016]. [Accessed 28th October 2016] BOOK: online/ electronic Dudek, M. (2013) Kindergarten Architecture: Space for the imagination, Second Edition. London and New York, Routledge. Available from: https://books.google.it/books?id=ieaKAQAAQBAJ&printsec=frontcover#v=onepage&q&f=false com [Accessed 29th October 2016] Sukarova, A. et al., (2008) History of Macedonian People. Skopje, Institute of national history. Available from: http://www.pollitecon.com/html/ebooks/Istorija-Na-Makedonskiot-Narod.pdf [Accessed 25th November 2016].) Dudek, M. (2013) Kindergarten Architecture: Space for the imagination, Second Edition. London and New York, Routledge. Available from: https://books.google.it/books?id=ieaKAQAAQBAJ&printsec=frontcover#v=onepage&q&f=false com [Accessed 29th October 2016] WEB PAGE / WEBSITE Disney, W. Brainy Quote. Available from: https://www.brainyquote.com/quotes/quotes/w/waltdisney131640.html [Accessed 1st November 2016] Frobel, F. 19th century. Froebel Gifts. Available from:http://www.froebelgifts.com/history.htm [Accessed 06th November 2016] Froebel Web. (1998) Kindergarten has three essential parts. Available from: http://www.froebelweb.org [Accessed 06th November 2016] Froebel Web. Mothers made conscious. Available from: http://www.froebelweb.org [Accessed 06th November 2016] Froebel Web. (1998) Froebel Play Gifts. Available from: http://www.froebelweb.org [Accessed 06th November 2016] Mondor.Arc. (2016): Guastalla Kindergarten, Italy. Available from: http://www.mondoarc.com/guastalla-kindergarten-italy/ [Accessed 06th June 2017] Dezeen. (2016) Morby, A. : COBE’s Frederiksvej Kindergarten is based on children’s drawings Available from: https://www.dezeen.com/2016/02/05/cobe-frederiksvej-kindergarten-based-on-childrens-drawings-houses-copenhagen-denmark/ [Accessed 06th June 2017] Spielgaben. (2013) Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner Educational Methods. Available from: https://spielgaben.com/comparison-froebel-montessori-reggio-waldorf-part-1/ [Accessed 05th November 2016]

PERSONAL COMMUNICATION Stosevska, Violeta. Pedagogue. (Personal communication, 5th January 2017) VIDEO You Tube. (2014) Excellent BBC documentary on this great Italian pedagogue, included in the series “Extraordinary Women” . Available from: https://www.youtube.com/watch?v=NyMqSG98a8M [Accessed 6th May 2017]

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Bibliography PHOTOS Photo 00: Sunset on the building site. View towards the site at sunset.: Maja Stojanovska Photo 1: Kumanovo surrounding. View from building site towards west.: Maja Stojanovska Photos 2: Panorama of the building site: Bojan Stojanovski Photo 3: Fredrich Froebel, Wikipedia, https://upload.wikimedia.org/wikipedia/commons/thumb/8/82/Frederick-Froebel-Bardeen.jpeg/200px-Frederick-Froebel-Bardeen. jpeg, 30.03.2017 Photo 4: Kindergarten of Friedrich Froebel in Bad Blankenburg, 1840, http://l7.alamy.com/zooms/e21d9b3abb354657a3938906d5ef3c6f/kindergarten-of-friedrichfroebel-in-bad-blankenburg-1840-c46b2p.jpg, 30.03.2017 Photo 5: Kindergarten of Friedrich Froebel in Bad Blankenburg, 1892, http://mattsonworks.com/FroebelKin_300x248.JPG, 30.03.2017 Photo 6: Fröbelhaus Bad Blankenburg, Froebel Decade,http://www.froebeldecade.com/wp-content/uploads/2015/07/AK00325a.jpg, 30.03.2017 Photo 7: First kindergarten in Bad Biankenburg, 1932, Alamy – Stock Photos, Stock Images & Vectors, http://c7.alamy.com/comp/C46B2K/a-kindergarten-of-friedrichfroebel-in-bad-blankenburg-1932-C46B2K.jpg, 30.03.2017 Photo 8: Postcard of Bad Biankenburg, Froebel Decade, http://www.froebeldecade.com/wp-content/uploads/2015/07/240156.jpg, 30.03.2017 Photo 9: Froebel Gifts used in early kindergarten classrooms, https://s-media-cache-ak0.pinimg.com/736x/2b/8d/7e/2b8d7ef1bda8d6ce4c45af87a242b42b.jpg , 01.04.2017 Photo 10: Froebel Gifts used in early kindergarten classrooms, Pinterest,https://www.pinterest.com/pin/466122630161771938/, 01.04.2017 Photo 11: Froebel’s Gifts, http://shsmo.org/historicmissourians/name/b/blow/images/large/froebelgifts.jpg, 31.03.2017 Photo 12: Fröbel Friedrich, influence, https://s-media-cache-ak0.pinimg.com/736x/7e/ae/d7/7eaed706cbe91f8a3b9b3692716a3311.jpg, 31.03.2017 Photo 13: Maria Montessori, https://www.google.si/search?q=maria+montessori&espv=2&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj9ruz6rv7SAhVCfRoKHSroAXcQ_AUIBigB&biw=1920&bih=901#imgrc=0dcd-t20xV_VxM:, 30.03.2017 Photo 14: Maria Montessori in Smithfield, London, 1951, http://www.internazionale.it/opinione/tullio-de-mauro/2015/03/09/la-ridicola-appropriazione-indebita-di-gramsci-don-milani-montessori, 30.03.2017 Photo 15: The birth of Montessori schools, http://www.ecole-montessori-internationale-rueil.com/maria-montessori/la-naissance-des-ecoles-montessori/, 30.03.2017 Photo 16: School Reggio Emilia, http://www.laurelschoolcapecod.org/uploads/3/7/5/5/37555109/482806_orig.png, 30.03.2017 Photo 17z: Kindergarten Reggio Emilia, https://www.google.si/search?q=reggio+emilia+pedagogika&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjewaGQtf7SAhVJaxQKHVr-DTAQ_AUIBigB&biw=1920&bih=901#tbm=isch&q=reggio+emilia+kindergarten+classroom&*&imgdii=RWVUnLbtfrvYrM:&imgrc=A25NxsR6T9HEAM:, 30.03.2017 Photo 18: Reggio environment for young children, https://s-media-cache-ak0.pinimg.com/originals/f7/40/9b/f7409b44bf0d87176795af10852ba988.jpg, 30.03.2017 Photo 19: Regio Emilio - classroom, http://www.designshare.com/Research/Tarr/classroom_400.jpg, 30.03.2017 Photo 20: Waldorf education-Uniqueness of every chid, https://www.pinterest.com/pin/310396599290771289/, 30.03.2017 Photo 21: Waldorf Kindergarten, https://www.pinterest.com/source/waldorfkindergarten-knispel.de, 30.03.2017 Photo 22: Waldorf preschool beds, https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQn72rXM84PKWKiNMJviChGeMikdL1GGpMym1FWvNi9SK1El1r1pbv-0w, 30.03.2017 Photo23: Kumanovo day-night scene. View towords the town of Kumanovo from monument Kosturnica: Maja Stojanovska Photo 24: Republic of Macedonia , Google Maps, https://www.google.si/maps/place/Macedonia+(FYROM)/@41.1166362,21.1149309,8z/data=!3m1!4b1!4m5!3m4!1s0x1354159f70bc4809:0xe0f25ad6c81fc5b1!8m2!3d41.608635!4d21.745275?hl=en, 30.03.2017 Photo 25: Republic of Macedonia , Google Maps, https://www.google.si/maps/place/Macedonia+(FYROM)/@41.1166362,21.1149309,8z/data=!3m1!4b1!4m5!3m4!1s0x1354159f70bc4809:0xe0f25ad6c81fc5b1!8m2!3d41.608635!4d21.745275?hl=en Photo 26: Neighbours countries of Republic of Macedonia, Google Maps, https://www.google.si/maps/place/Macedonia+(FYROM)/@41.1166362,21.1149309,8z/data=!3m1!4b1!4m5!3m4!1s0x1354159f70bc4809:0xe0f25ad6c81fc5b1!8m2!3d41.608635!4d21.745275?hl=en, 30.03.2017 Photo 27: Urban and rural municipalities of the Republic of Macedonia, https://upload.wikimedia.org/wikipedia/commons/8/8f/MKD_muni_nonn_Rural-Urban-fr.png, 30.03.2017 Photo 28: Municipality of Kumanovo, http://makedonija.name/images/municipalities/kumanovo.png, 09.04.2017 Photo 29: Position of Kumanovo, Google Maps,https://www.google.si/maps/place/Kumanovo,+Macedonia+(FYROM)/@42.106314,21.459157,11.25z/data=!4m5!3m4!1s0x13544fcc1ff6258d:0x91a2643775422ed7!8m2!3d42.1322895!4d21.7256936?hl=en Photo 30: Kumanovo, Google Maps, https://www.google.si/maps/place/Kumanovo,+Macedonia+(FYROM)/@42.131902,21.6784121,13z/data=!3m1!4b1!4m5!3m4!1s0x13544fcc1ff6258d:0x91a2643775422ed7!8m2!3d42.1322895!4d21.7256936?hl=en, 09.04.2017 Photo 31: Old Kumanovo.City square. Zanatski dom, https://4.bp.blogspot.com/-jCnfh85K128/UT-nMykdR3I/AAAAAAAAUmg/RQG2UiJ_dok/s1600/Macedonia_KUMANOVO_1966.jpg, 01.04.2017 Photo 32: Old Kumanovo-City Center, https://2.bp.blogspot.com/-bfgZ1Cl4BE0/UT-nKJyR8bI/AAAAAAAAUlg/XkptWvgvv28/s1600/Macedonia_KUMANOVO_1960_1. jpg, 01.04.2017 Photo 33: Old Kumanovo-Residental buildings in city center, https://4.bp.blogspot.com/-zzPgQ6CgtDU/UT-nPj_m6NI/AAAAAAAAUnc/vuLUWFF-ikA/s1600/Macedonia_KUMANOVO_543_001.jpg, 01.04.2017 Photo 34: Old Kumanovo-General view, http://promacedonia.com/rami/am/014_1.jpg, 01.04.2017 Photo 35: Residential Architecture in Kumanovo. Two highest residential blocks in Kumanovo.18-stories residential block: Bojan Stojanovski Photo 36: Kumanovo surrounding. View from building site towards North-West.: Maja Stojanovska Photo 37: Kumanovo, Google Maps, Satelite View, https://www.google.si/maps/place/Kumanovo,+Macedonia+(FYROM)/@42.1318384,21.6784121,13448m/data=!3m2!1e3!4b1!4m5!3m4!1s0x13544fcc1ff6258d:0x91a2643775422ed7!8m2!3d42.1322895!4d21.7256936?hl=en,01.05.2017 Photo 38. Kumanovo, Google Maps, Satelite View, https://www.google.si/maps/place/Kumanovo,+Macedonia+(FYROM)/@42.1318384,21.6784121,13448m/data=!3m2!1e3!4b1!4m5!3m4!1s0x13544fcc1ff6258d:0x91a2643775422ed7!8m2!3d42.1322895!4d21.7256936?hl=en,01.05.2017 Photo 39, 40, 41, 42, 43, 44: Kindergarten -1- “Pcelka” Kumanovo: Bojan Stojanovski Photo 45, 46, 47, 48, 49, 50: Kindergarten -2- “Razvigorce” Kumanovo: Bojan Stojanovski Photo 51, 52, 53, 54, 55, 56: Kindergarten -3- “Kokice” Kumanovo: Maja Stojanovski Photo 57: New build residential housing next to the building site: Maja Stojanovska Photo 58: Residential Housing near building site: Maja Stojanovska Photo 59: Current view from the site towords West: Maja Stojanovska Photo 60: Residential housing near buidling site: Maja Stojanovska Photo 61:Site current situation, view towards East: Maja Stojanovska Photo 62: Site current situation: View towards West-North: Maja Stojanovska Photo 63: Residental housing: Maja Stojanovska Photo 64: Residential housing: Maja Stojanovska Photo 65: New build residential housing: Maja Stojanovska Photo 66: New residential free standing house: Maja Stojanovska Photo 67: Old residential housing - double house: Maja Stojanovska Photo 68: Row residential housing: Maja Stojanovska Photo 69: Street Esperanto: Maja Stojanovska Photo 70: Street Dimce Karanfilovski: Maja Stojanovska Photo 71: Street Maksim Gorki- Part of the street which is still unbuilt: Maja Stojanovska 72: Green building plot: Maja Stojanovska Photo 73: Green area near building site: Maja Stojanovska Photo 74: Surrounding of the buidling site. Nature vs. Buidlings: Maja Stojanovska

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Photo 75: Crèche in Hamburg. Atrium surrounding wall with different function, http://images.adsttc.com/media/images/5727/f4d6/e58e/cede/8f00/006d/slideshow/7. jpg?1462236365, 06.06.2017 Photo 76: Crèche in Hamburg. Central glazed atrium, http://images.adsttc.com/media/images/5727/f56d/e58e/cebb/a100/00d7/slideshow/17.jpg?1462236514, 06.06.2017 Photo 77: Crèche in Hamburg. Multipurpose wall,http://images.adsttc.com/media/images/5727/f590/e58e/cede/8f00/0075/slideshow/14.jpg?1462236550, 06.06.2017 Photo 78: Kindergarten in Guastalla. Wooden constructive frames,http://images.adsttc.com/media/images/561d/7284/e58e/ce94/b800/03f2/slideshow/_MRM8175_copia.jpg?1444770411, 06.06.2017 Photo 79: Kindergarten in Guastalla. Kindergarten wooden interior,http://images.adsttc.com/media/images/561d/7376/e58e/ce94/b800/03f6/slideshow/_MRM8469_copia.jpg?1444770654, 06.06.2017 Photo 80: Kindergarten wooden interior,https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTS5FzSKKuFpv3s1-BCLDR0SEWCRQr8zCIzIlMi7FF7VIA1Ng1n, 06.06.2017 Photo 81: Frederiksberg kindergarten. House shape block around the playground,https://static.dezeen.com/uploads/2016/02/village-for-kids-frederiksvej-kindergarten-cobe-preben-skaarup-architects-copenhagen-denmark_dezeen_1568_2-1024x731.jpg, 06.06.2017 Photo 82: Frederiksberg kindergarten. House shape winter garden,https://static.dezeen.com/uploads/2016/02/village-for-kids-frederiksvej-kindergarten-cobe-preben-skaarup-architects-copenhagen-denmark_dezeen_936_6.jpg, 06.06.2017 Photo 83: Frederiksberg kindergarten. Interior https://static.dezeen.com/uploads/2016/02/village-for-kids-frederiksvej-kindergarten-cobe-preben-skaarup-architects-copenhagen-denmark_dezeen_936_10.jpg, 06.06.2017 Photo 84: Montessori educational method. Montessori child playing with cylinder blocks, http://www.montessori.si/wordpress/wp-content/uploads/2014/03/MG_5116-960x350.jpg, 06.05.2017 Photo 85: Practical life activities, Waypoint Montessori Blog, http://www.waypointmontessori.org/getting-started-in-practical-life/ 05.05.2017 Photo 86: Practical life activities, http://www.montessoriprivateacademy.com/measuring-montessori-practical-life/, 05.05.2017 Photo 87: Practical life activities, Pinterest, http://www.montessoriprivateacademy.com/measuring-montessori-practical-life/ , 05.05.2017 Photo 88: Practical life activities, Pinterest, https://www.pinterest.com/amandavm26/montessori-gross-motor-and-balance/, 05.05.2017 Photo 89: Sensorial activities, http://www.infomontessori.com/Pictures/touch_tablets.jpg., 06.05.2017 Photo 90: Sensorial activities, https://www.brighttomato.com.au/montessori-wooden-smelling-bottles-jars-with-tray-sensorial-school-homeschool.html Photo 91: Sensorial activities, Pinterest, https://www.pinterest.com/pin/57913545178506120/ sandpaper globe, 06.05.2017 Photo 92: Sensorial activities, Pinterest, https://www.pinterest.com/pin/57913545178506120/ sandpaper globe, 06.05.2017 Photo 93: Language activities, Pinterest, https://www.pinterest.com/pin/287597126182361700/ sanppaer letter, 06.05.2017 Photo 94: Language activities, Pinterest, https://www.pinterest.com/pin/334181234823160100/ sanppaer letter, 06.05.2017 Photo 95: Language activities, Pinterest, https://www.pinterest.com/pin/70437474952097/ chakl boards, 06.05.2017 Photo 96: Language activities, Pinterest, https://www.pinterest.com/pin/235735361717807089/ object box, 06.05.2017 Photo 97, 98, 99, 100: Math materials, Pinterest, https://www.pinterest.com/pin/39406565460554135/, 06.05.2017 Photo 101: Music activities, Montessori East, http://www.montessori.nsw.edu.au/News/tabid/125/ArticleID/79/ArtMID/535/Music-in-the-Montessori-Classroom.aspx, 05.05.2017 102: Dance activities, Montessori Steping Stones, http://montessoristeppingstones.com/preschool/,05.05.2017 103: Kokino. Megalithic Observatory. Bronze Age archaeological site in the Republic of Macedonia, approximately 30 km from the town of Kumanovo: Bojan Stojanovski 104: Kumanovo town square. Craft House designed by the Russian Architect Vladimir Antonov: Bojan Stojanovski 105: Kumanovo. Monument Kosturnica: Bojan Stojanovski ILUSTRATIONS Illustration 1: Illustration of composing elements of a kindergarten: Maja Stojanovska Illustration 2:Illustratuin of house development and change of the family organisation in the way that affect kindergartens TIMELINE Timeline 1: Timeline of the kindergarten as an insitution(Processed, adapted and supplemented from: Carpenter, K. Evolution of Kindergarten Available from: https:// www.timetoast.com/timelines/evolution-of-kindergarten?beta=1[Accessed 28th October 2016].) Timeline 2: Timeline of the kindergarten in Kumanovo, Macedonia (Design by combining the received information from the personal communication) (Stosevska, Violeta. Pedagogue. (Personal communication, 5th January 2017).)

DIAGRAM Diagram 1: State Statistical Office. (2015) Processed and adapted Diagram of number of children in kindergarten 2007-2015.Available from: http://www.stat.gov.mk [Accessed 10th November 2016].)

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IZJAVA O AVTORSTVU “Spodaj podpisana Maja Stojanovska izjavljam, da je magistrsko delo z naslovom: “DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA” v celoti moje lastno avtorsko delo, ki je poteklo pod š mentorstvom Anja Planišcek.” Ljubljana, junij 2017

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Maja Stojanovska

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

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STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

104

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK


THANKS * Special thanks to my mentor izr. prof. mag. Anja Planišcek. Anja, I am very thankfull for š having you not only as a mentor, but as a person, as a pedagogue, as a women, as a mother, motivator and the best figure and sense of architecture that you have. I want to say also thanks to Walt Disney for the motivation quote, which keept me till the end of the working process and even motivates me today. Grazie mille to my Italian gentlamens, Piero Zucchi and Stefano Gri, Geza Architetti, who present and let me be part of the real architectural process. Thank you Geza Girls for all your support during this tough period. Thanks to Tomaž Slak for the corrections, help and knowledge that he gave me about structure and detailing. Thanks to Domen Kušar for consultation about the fire safety and protection. Last but not least, thank you espresso for keeping me awake and warm in the lovely winter nights. Black tea I respect you too and i am gratefull for having you both even dought you made many marks on the paper project parts, but that means procces, that means work. ***

UL FA, LJUBLJANA, 2017 SINGLE MASTERS STUDY PROGRAMME ARCHITECTURE

MASTER’S THESIS: DESIGN PROPOSAL FOR KINDERGARTEN IN KUMANOVO, MACEDONIA

105

STUDENT: MAJA STOJANOVSKA Š MENTOR: IZR. PROF. MAG. ANJA PLANIŠCEK

Maya Master Thesis : Design Proposal for Kindergarten  
Maya Master Thesis : Design Proposal for Kindergarten  
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