Childcare: the seven building blocks

CHILD A R E

the seven building blocks as the foundation of the next generation

preamble

The end user is our primary concern when we design buildings. This overriding consideration holds true irrespective of the type of building we are designing be it a hotel, a home, a shopping centre or any other category. So why has the design of childcare centres in Malta done away with thinking about the main user – the child?

The situation in Malta as regards childcare centres is bleak; children spend their days in retrofitted garages, spaces designed as offices or the bottom floors of terraced houses which could be an exact replica of those which they have just left at home.

The design of childcare centres should not be taken so lightly. Children’s well-being, safety, cognitive and social development, as well as the necessary joy of childhood, are very much affected by the quality of their environment. Children should be allowed to play, to explore, to run, and to experience childhood – their environment should not restrict these things from occurring, rather, it should encourage the exploratory and creative nature of children and inspire caregivers and parents to leave their children in that centre, knowing that they will be providing the best possible experience for the child.

In Malta, as well as in other parts of the world, childhood experience has become inhibited by fear for the child’s safety, but the past shows us that children are supposed to play, to fall, to get dirty; this shift in parental concern must be tackled so that the child is offered the best possible experience of growing up, and to be able to do what comes most naturally for the child – play. The more a child is allowed to play, to experience natural environments, to explore, the more opportunities that child will have to build their self esteem, confidence, resilience, perseverance and creativity, which are all components of healthy child development.

Good design matters. From providing the correct technical aspects such as lighting and acoustics (at levels appropriate for a child of such a young age), to providing green spaces where a child can experience nature, to encouraging healthy activity by creating a flexible, supportive and responsive environment which opens young minds to considerations of the sustainable nature of time.

This manifesto has been written in the hopes of inspiring the appropriate local authorities and design professionals with a common set of ideas that show that a childcare centre should not be designed on a basis of superficial rules, but rather as a space which keeps the child’s safety, health, well-being and development in mind, in such a way that the child can thrive and be allowed more independence, in order to aid those first stages in life which eventually allows a person to become an integrated and productive member of society.

These points are guidelines, not rules, which should be understood and applied depending on context. They describe a new design approach that draws on knowledge of how physical space and natural environments can stimulate healthy child development in the crucial first years of life. They are based on solid research and planning, and should be kept updated as research evolves and new ideas emerge about the nature of child development.

This text will be divided into seven sections, which also give an idea of the way the design approach should be tackled in a chronological fashion. Each part deals with key issues to consider when designing a childcare centre, always keeping the user, that is the child, in mind.

vision statement

To create well-designed, playful places for children, which encourage creativity and exploration - thus allowing them to grow holistically.

1.1 The Child’s Experience

1

The design of the childcare centre must be appropriate for the age and needs of the children, and therefore, an understanding of the developmental stages of children is fundamental. The childcare method being proposed caters for children up to 5 years of age; infant to preschool age, and will operate within mixed age groups.

It is essential to consider the vulnerability and sensitivity of the potential users; infants and young children, when choosing the site.

It is also important to provide the least restrictive environment possible. That way all children are allowed to move freely in an

the user

Children use the environment to improve themselves; adults use themselves to improve the environment. Children work for the sake of the process; adults work to achieve end results.

inclusive and fully accessible environment.

1.2 Supporting Parents and Minders The design of the child care centre should accommodate parents, teachers, administrators, and service personnel while at the same time being a comfortable and nurturing environment.

It must allow adults to care for children in settings designed primarily for use by children.

The needs of each user should be identified, however it is imperative that a child centred approach is advocated, and that the overall space caters for the techniques and strategies implemented by the childminders. The childminder should be allotted the adequate space required to function well within the whole system.

21st century conditions require a stronger focus on parenting and families, especially when it comes to culturally diverse backgrounds. It is imperative that the role of the parents is recognised and that when children are away from their parents, they continue to develop in a family setting and build stable, loving relationships with their minders.

1.3 Experiencing the Space Children and adults experience the world differently. The physical, perceptual, and cognitive differences between adults and young children have significant implications for the design of child care centres.

Children need a range of spaces to be able to fully engage in all forms of exploration. Educators need quiet and private spaces to meet, discuss, reflect and plan for children’s learning.

the user perspective design of spaces which are perceived the user perspective

alternate realities design of spacesinwhich are perceived in alternate realities

2.1 Child Centred Educational Approach

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A Child centred educational approach is based on the observation of children as they experiment and interact with the environment, materials, and lessons available to them. It encourages children to take learning into their own hands, rather than being directed by a ‘teacher’. Children experience sensitive periods throughout their growth, hence lessons, materials used and the environment offered should cater for these sensitive periods. During early childhood, students learn through sensory-motor activities, involving spaces and materials that enable the development of their cognitive powers.

2.2 Self-Directed Learning

teaching philosophy Children are constantly learning; they possess an intrinsic eagerness to learn. Their early years are the foundation for growth and development; physical, social, emotional, cognitive, and what they learn during those years depends on the experiences they have each and every day.

Self-directed learning is a skill that can be taught and nurtured in all children from a young age. One way of doing this is by creating opportunities for exploration; making sure that learning material is readily available for everyone. Cultivating curiosity, independence and drive in children is essential when encouraging self-directed learning. This way children learn to recognize the need for guidance or assistance, instead of relying on an adult to complete a task. Through an individualized learning plan based on their interests, children are allowed to learn in different ways and at their own pace.

2.3 Hands on Learning In contrast to a traditional learning environment hands on learning is based on learning by touching, feeling and doing; using their motoric memory to gain a concrete understanding of materials and for neural connections. Children are encouraged to move around the classroom and engage with the materials and activities available to them. Children are free to choose the activity and space they are most drawn to.

2.4 Collaborative Learning By engaging in collaborative activity, children learn to use each other’s perspectives and experiences to solve problems and develop an understanding of the world around them. Through dialogue and social interaction, children are empowered to perform outside of their own individual capabilities.

The created environment should reflect a family structure. This can be achieved through multi-age classrooms that foster peer learning. Older children become role models and reinforce their learning by sharing their knowledge with the younger peers. In addition the design and flow of the learning environment should cater for both individual and collaborative activities which in turn allows for the child to define their own space.

teaching philosophy take learning teaching in their philosophy own hands rather than being directed the teacher take learning in their own hands ratherby than being directed by the teacher.

3 physical environment There is a direct relationship between a child’s behaviour and their physical environment. A study conducted by Dettling et al found that when children went from their home to the classroom environment, their cortisol levels rise and continue to increase throughout the period of time they spend in the classroom. This was partly due to the environmental factors within the classroom

3.1 Lighting General lighting needs to be softened in order to enable children to look up at the adults caring for them without being overwhelmed by bright light. This could be done by maximizing natural light from windows/ skylights, using fabric covers to soften direct lighting and using indirect lighting.

Being exposed to the full spectrum of daylight enables children to be more alert. Childcare facilities should make maximum use of natural lighting during the day. Windows should ideally exceed a minimum of 10% of the floor area of the room.

3.2 Acoustics All childcare centres must incorporate sound absorbing materials within the classroom design in order to keep the indoor sound level according to ISO Standards. This could be done during the design stage by incorporating sound proofing measures in the walls, ceilings and floors, but can also be achieved through the simple use of fabric curtains and other soft materials such as pillows and soft toys throughout the room.

3.3 Heating and Cooling Because of their unique physiology, children are less able to regulate their body temperature and are therefore more susceptible to the negative effects of temperature extremes.

Uncomfortable temperatures have a negative effect on the child’s ability to focus and their overall psychological state. Temperatures within a child care centre must be kept at a comfortable level depending on the climatic conditions.

3.4 Ventilation Classrooms must be designed to accommodate multiple children within the same contained space, if these spaces are not well ventilated they will result in stale environments. A lack of ventilation accommodates the spreading of multiple diseases.

Considering the constant increase in children who suffer with asthma, ventilation measures should not be taken lightly.

Classrooms must be well ventilated in order to allow a constant flow of fresh air. In cases where windows face a busy street, a green barrier must be placed between the building envelope and the street, a suitable distance away from the window. The green barrier can be in the form of trees or shrubs which facilitate the bio filtering of air.

Physical Environment

physical environment

physical factors directly affecting

the child’s performance andaffecting health physical factors directly the child’s performance and health

4 the context

‘Context’ refers to the environment in which a development is located.

It is the specific and immediate setting in which the development sits in and with which it engages. The ‘context’ directly contributes to the ‘meaning’ of the design.

4.1 Defining the Context Area The Context Area is the area that will be impacted on and by the proposed development. Developments can impact their settings through multiple factors including appearance, scale, height, setbacks, adjoining setbacks, space between buildings, landscape, overshadowing, overlooking, increases in traffic, activity, noise or odours. The setting may also impact the development by constraining its location and scale. Before designing one should assess the context area and estimate the area upon which development will have an impact.

4.2 Analysing The Context Area Designing with culture, nature and for people. The designer must analyse the qualities of the context area to determine their implications for the design of the development. Understanding the setting’s beliefs, culture & customs will be of benefit to the design of the development and its’ prospective future.

Optimising the developments relationship with the context area will identify valuable site opportunities such as views, sunlight and vegetation.

4.3 Impacts of development upon the Context Reviewing the impacts of the proposed development on its surroundings will be beneficial to both parties. Reducing the impact on the surroundings is of utmost importance, the development is to compliment its’ context area. In some cases it is not always appropriate to conform to the existing qualities of the context area. In this case an optimum response should be found between the context and development.

4.4 Design Response This defines how the design of the development will respond to the context area. Assessing if the context area has distinctive and memorable qualities that deserve to be protected or enhanced. In situations with the interaction of multiple contexts, such as the front facing a busy street and the rear a quiet park, a number of design responses need to be taken respectively.

context developments should compliment Context the area’s environment developments should compliment the area’s environment

5 design for psychology The design of childcare centres is fundamental to the development of the future generation, hence, it should be based on the healthy psychological development of children.

The psychology of children’s minds is a crucial consideration when one designs spaces in which professionals intend to mold the characters of young individuals.

5.1 Versatility and individuality The goal of a childcare centre is to teach and mold the characters of young individuals. It is not to simply pre-organise day activities for a given class, ‘a’, with an ‘x’ number of students.

Every child is different - this a quality that should be encouraged early on. We are not numbers but individuals with our own individual minds. It is important to design spaces which are not rigid in terms of purpose but which allow a degree of freedom for children to use them as they wish, to let their individuality and independence flourish from a young age. Designers should aim to provide versatile spaces within safety measures, where the carers can trust the children to have their own time and not to be constantly monitored within daily, strict schedules.

Children should feel like the daycare centre is their own microcity with a variety of spaces and possibilities, where they can interact with other individuals and have time for themselves.

5.2 Spaces for free play A child’s mind is a machine of imagination. Designing childspecific, curious spaces is important as they are crucial for children’s development. Spaces which spur imagination and play should be a priority in the design of the place where we first start to develop our communicative, cognitive, and intellectual abilities. A space that encourages play does not need to be full of additive features because, unlike adults, children can find inspiration in the simplest of things. The need for playful spaces that bolster imagination, is sometimes underestimated - however it is key, as play is essential for healthy brain development, creativity and physical, social, emotional and academic development of the young minds and bodies of the future generation.

5.3 Integration of the natural environment The natural environment is optimal to aid thriving creativity.

Nature provides physiological and psychological benefits and it is essential for children to engage with nature regularly.

Children are like scientists and are keen to experience and discover new things and there is a direct link between play and nature. It is important that children create memories revolved around natural environments so that when they are adults, they can instinctively seek nature as an escape from stress. The availability and integration of nature within the design of childcare centres, is crucial, because, nature is the opportune setting to find inspiration, be creative and free.

Designing the exterior is as important as the interior, and including natural elements is critical even on the basic premise that it makes children feel good and is beneficial for wellbeing.

designing for healthy psychological spaces Designing for healthy psychological spaces spaces which stimulate creativity spaces which stimulate creativity

6 safety

6.1 Making use of National Standards To promote high quality design and planning of centre-based child care facilities, one must also provide a high level of safety, security, environmental health and amenity for their users in accordance with the National Standards for Child Day Care Facilities.

6.2 Optimising the use of the Built and Natural Environment Well-designed centre-based child care facilities optimise the use of the built and natural environment for learning and play, while utilising equipment, vegetation and landscaping that has a low health and safety risk, and can be checked and maintained efficiently and appropriately.

The design of features of the playground and equipment and selected materials should be based on all applicable child care playgrounds and safety regulations as well as sustainability concerns. Landscape setbacks should be designed as a buffer in order to create privacy between streets and play area.

6.3 Balancing Safety and Security in Design Design can maximise the safety, health and overall care of young children while being attractive, sympathetic to the streetscape, appropriate for the setting and have minimal adverse impact on surrounding areas.

Safety design for a childcare should be designed differently depending on the age groups in a childcare centre, as certain safety regulations may not necessarily apply to other children.

Good centre-based child-care facility design balances safety and security with the need to create a welcoming and accessible environment. This results in a good quality public and private spaces that are inviting, clearly defined and allow controlled access for members of the community. Design an entrance space to prevent direct access to the child care area. Well designed centre-based childcare facilities incorporate passive surveillance and Crime Prevention Through Environmental Design (CPTED).

6.4 Key Components to consider for Safety Key components to consider when designing the interface include entries, fences and walls, changes in level, service locations, interactions with outdoor play spaces and the location and size of street facing windows.

Windows overlooking the street can improve safety and social interaction through passive surveillance. The design of these elements can influence the real or perceived safety and security of children and the identity of the development.

Fire safety equipment must be available such as the fire extinguisher and blanket, entrances and exits must be kept unobstructed with clear signs of fire route escapes. The choice of electrical appliances should also be certified for children.

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7 planning for change In a society that is constantly changing, the architecture we design must allow for developement - for change and adaptation to the needs of present and future generations.

7.1 Catering for flexibility Many schools of thought encourage frequent change within both the activities and physical space in order encourage the constant stimulation of a young child’s mind. With the use of movable furniture and partitions, spaces can be altered easily without the need of significant physical alterations.

7.2 Allowing for Adaptation A new building constructed out of reinforced concrete and glass curtain wall is expected to serve its purpose for up to 60 years. It would be unwise for an architect to expect a building to perform its original purpose for such an extended lifespan. A childcare centre is no exception to this rule. It is likely that the interior layout or overall use of the building will need to change.

Such changes can come in the form of new teaching practices, evolving technology or extended community needs. Thus, the best response is to limit the amount of fixed walls within the building fabric. Clustering all the essential services within concentrated locations will reduce the cost of remodelling an interior, while making such changes easier to achieve if need be.

7.3 Allowing for growth A building’s relevance over time is based on both changing and evolving uses. If the site and planning policies allow the architect to plan for future development, then it is the architect’s job to facilitate any future growth which might be needed for the building to remain relevant. Yet, this should not come at a detriment of the quality of the proposed building.

planning for change Planning for change allowing growth Allowingfor foradaptation adaptation and and growth

CHILD CARE CENTER DESIGN GUIDE In-text: (Child Care Center Design Guide, 2003) Child Care Center Design Guide. (2003). 1st ed. [ebook] U.S: U.S. General Services Administration, pp.1-154. Available at: https://www.gsa.gov/ cdnstatic/designguidesmall.pdf [Accessed 25 Feb. 2018].

EARLY CHILDHOOD FACILITIES In-text: (Early Childhood Facilities, 2018) Early Childhood Facilities. (2018). 1st ed. [ebook] South Australia: Department of Education and Children’s Services, pp.1-72. Available at: https://www.decd.sa.gov.au/sites/g/files/net691/f/early-childhood-facilities-birth-to-age-8-design-standards-and-guidelines.pdf?v=1459296603 [Accessed 25 Feb. 2018].

EVERY CHILD MATTERS In-text: (Every Child Matters, 2003) Every Child Matters. (2003). 1st ed. [ebook] Norwich: Crown, pp.1-112.

Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf [Accessed 25 Feb. 2018].

A CHILD CENTERED KINDERGARTEN In-text: (A Child Centered Kindergarten, 2015) A Child Centered Kindergarten. (2015). [Blog] The Compass School.

Available at: https://www.thecompassschool.com/blog/what-is-child-centered-kindergarten/ [Accessed 25 Feb. 2018].

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this manifesto is the result of a discussion amongst students designing a childcare centre as part of an architectural design workshop texts alexandra abela | francesca attard | rebecca briscoe | ryan calleja gracianne gialanze | tanya mangion | denise muscat nicola von brockdorff | faye cachia mintoff | daniela spiteri binett sketches daniel xuereb | emma attard navarro | kristina critien | jake attard design and compilation of works miguel petrovic