1. Daycare and Preschool Design
By:
Heba Arif
Sumaiya Mansoor
Hannah Al-Zaaim
Marwah Balhaddad

2. Why do we as designers have to learn about child development?
Studies conducted on children

3. Infancy is considered to be the second stage after prenatal.
Overview of Stages
Infancy is considered to be the second stage after prenatal.
Infancy is between birth and one year.
Toddlerhood is age 1-3.
Preschool ages 3-6.

4. The cognitive development are defined as:
Considerations
These initial stages are important because in this time we see significant biological and neurological growth.
It is important for designers to understand the development of youth in order to maximize the child's development with static environments such as schools, playgrounds and public places.
The cognitive development are defined as:
An infants perceptual ability is limited to visual distinction between light and dark and the perception of motion. The sight develops at various stages, designers need to enhance visual complexity at each stage.

5. Considerations Continued:
Infants have difficulty retrieving information
The associate crying with being held.
Designers need to think critically for a stimulus to appear fresh
The use of color
Gender Defining
Patterns

6. Considerations Continued:
Stimulate hearing
Child when moving
Touch
Taste and Smell
Safety First
Storage

7. Toddlerhood & Preschool Years
Children 1-5 years of age
Confirming to gender stereotype
Always consult parents
Designers should consider

8. Motor Skills Attention Span Table cover Padded balance beams
Playrooms & Play Areas
Motor Skills
Attention Span
Table cover
Padded balance beams

9. Modes Of Learning 1. Visual Learners 2. Auditory learners
3. Kinesthetic Learners
Learning Activity
Modality
Implication for Design
Reading and Hearing Words
Auditory
1. Use semicircular setting arrangements, and include features that facilitate small group discussions.
2. Ensure noise Control from distracting exterior noises.
Looking at pictures or watching a demonstration or movie
Visual
1. Ensure noise control from distracting exterior noises with proper classroom acoustics.
2.Provide multi-media, posters, paintings etc, of significance and visual penetration.
3.Use natural day light as fluorescent lights are distracting.
3.Refrain from using drab wall colors
Participation in a discussion
Kinesthetic
1.Provide alternative flexible seating: extra floor padding in a ‘group’ area, window seats, wide steps to a small stage in the classroom

10. CHILD CARE CENTERS AND PRESCHOOLS SETTINGS.
Settings can be found in private residences, work places, campuses etc.
Settings vary significantly according to financial resources as do size and social density.
Settings should contain safe small spaces in which children can seclude themselves if required as children value such intimate environments because they fulfill need for both privacy and exploration.
Open play areas within preschools and child care settings allow caregivers to maintain supervision no matter how close or far the child is.
Designer should incorporate a variety of smaller spaces within open environments. These smaller spaces o not require fixed walls.
Eg: kids can be quite content under a box or in a tent.
Spaces can also be separated visually by lowered or differentiated ceiling heights and contrasting wall colors and texture, use paint, fabric or nettings on walls to differentiate spaces.

11. FACILITY
The first image will be the exterior of the building, the creative use of landscaping and playful caricatures incorporated into the side walks and entry ways
Children often perceive the world larger than what adults do and, as such, something appearing large can be foreboding to a child.
Designers will also want to use shorter wall ways and find creative ways to break up long corridors.
Other techniques used for creating and illusion that a building is smaller than it actually is are to use fewer but larger residential style windows, along with planting larger trees and bushes adjacent to the building
By visually breaking up the building’s façade with these simple techniques , it can be seen only in segments, therefore, reducing the perceived size of the building.
The entrance ways and thresholds into the classroom setting should be similar in scale to those found in residential environment.
The space should be familiar, friendly and inviting.
The doors to each of the class room should be in different shape and color.

12. FACILITY
Careful considerations must be given to the purpose and location of the different spaces. For eg. When space planning, consider areas of sleeping away from areas of eating.
The ideal rest areas is on the northern side of the building where it is darker and cooler.
For spaces involving activities involving high energy should be placed on the southern side of the building where it tends to be brighter and warmer.

13. CLASSROOM CONFIGURATION
Rectangular rooms are more teacher-centered, unified, structured and typically preferred in classrooms requiring time structured and focused learning.
Ceiling that is higher in front of the classroom and gradually slopes down to the back will not only reduce the teacher’s distraction but also decrease the feeling of crowding.
The walls in the classroom should accomplish one of the three functions.
The acquisition of knowledge
The maintenance of learned knowledge
An announcement and celebration(dynamic wall)

14. CLASSROOM CONFIGURATION
Comfortable furniture should be used
Musculoskeletal fatigue and pain can cause student to focus more on easing their discomfort than on the subjects they are learning because the human brain is configured to satisfy physiological needs before cognitive needs
For instance, chair’s height should not exceed the popliteal height of the child.

15. How dose the learning environments impacts students and teachers behavior??
- Desirable designs include having 'friendly and agreeable' entrance areas, supervised private places for students, as well as public spaces that foster a sense of community, with particular attention to the color used). Today's schools must create spaces that students want to go to, similar to the way cafes attract people, rather than the space being purely functional.
- Significant improvements in the learning environment were attributed to the better attitudes to teaching and learning the improvements in the physical environment created amongst all users.

16. Factors Effecting the Educational Environment:
The School Built Environment
Physical environment in the classroom
Products and Services
Communication

17. The School built environment
There is strong, consistent evidence for the effect of basic physical variables (air quality, temperature, noise) on learning.
Other physical characteristics affect student perceptions and behavior, but it is difficult to draw definite, general conclusions.
Lighting and color.

19. Physical environment in the classroom
Student comfort, particularly in terms of furniture should be taken into consideration because it has been translated into actual school environments.
Since different room arrangements serve different purposes, it is necessary for classrooms to have some degree of flexibility.
Some improvements to environment may save time, which is then available for learning.
‘Ownership’ of space and equipment by both teachers and students is important to improve achievement..

20. What do we need to keep in mind as designers?
Different users have different perceptions and needs, which often differ from the architect’s perspective
Genuine involvement of users empowers individuals, produces greater satisfaction and should improve the design.
– Teachers’ attitudes and behavior are vitally important to the use made of space.
– Staff morale is a crucial aspect of the learning environment.

21. Thing to keep in mind for creating a good educational environment?
Preventing Noise:
A major effect of noise in the classroom is the reduction of speech intelligibility, and
The hearing and understanding of speech by children of different ages in various noise
And acoustic conditions is a related important research field.

22. Thing to keep in mind for creating a good educational environment?
B-Adjustment of Lighting:
B. Adjustment of Lighting:
Poor lighting can negatively affect the general atmosphere of the classroom. Lighting that is either too bright or too dim can strain the eyes.
Pools of light for specific activity areas can be created using pendant lights and track lights. Add indirect lighting using recessed lights or wall sconces.
Dimmer switches allow the lighting to be adjusted according to the brightness needed at different times of day and in support of varying activities.

23. Thing to keep in mind for creating a good educational environment?
C. The Right Color choice:
The choice of classroom colors plays an important role in creating a rich and home-like environment. Bright primary color schemes can create an environment which feels over-stimulating to the children as well as to adults.
A neutral colored background, such as ivory/eggshell-colored walls, and furniture made out of natural wood will provide a calming atmosphere in the classroom. Colorful toys, materials, and pictures on the wall stand out on a warm, neutral background, helping children to focus and visually to discriminate the object from the background.

24. Thing to keep in mind for creating a good educational environment?
D-Temperature and air quality:
Children’s overall performance decreases due to sickness or absence from school. Building-associated health effects can increase student or teacher absences from school and degrade the performance of children or teachers while in school. Respiratory health effects, such as respiratory infections and asthma, are the illnesses most closely associated with increased absenteeism. In fact, asthma-related illness is one of the leading causes of school absenteeism, accounting for over 14 million missed school days per year.

25. In summery :
A developmentally designed environment supports children's individual and social development. It encourages exploration, focused play, and cooperation.
It provides choices for children and supports self-directed learning. A developmentally designed environment also supports the caregiver-child relationship.
It minimizes management and custodial activities, allowing caregivers more time for interaction, observation, and facilitation of children's development.

26. Inclusive design principles
Access: an accessible environment helps children with SEN and disabilities take part in school activities alongside their peers
Space: more space may be needed – for children using mobility aids, for instance, for more small group and individual work, and to allow for higher adult: pupil ratios
Sensory awareness : the environment can have a significant impact on
access.
Enhancing learning : a well designed environment enhances a child’s educational experience.

27. Flexibility and adaptability :schools must be flexible for everyday use and adaptable over time to meet fluctuating needs.
_Health and well-being : school life needs to be considered from the child’s perspective
Safety and security : all children should feel safe and secure, supported in their progress to independence.
Sustainability : high quality sustainable design is crucial. It can affect social cohesion, ensure value for money and minimize the environmental impact of a school development.

28. Case Study: Pistorius School
Location: Herbrechtingen
Country: Germany
Year of Completion: 2005
Client: Landratsamt Heidenheim
Architect: Behnisch Arkitekten
Size: 4,450m2
Pupils: 100
Construction Sum: M [US 2005]

29. Overview
Pistorius School is a deceptively simple building with a clear spatial organization.
The quality of the internal finishes and use of natural light make the building feel uncluttered and calm, which is fundamentally important when accommodating students that have a range of physical and mental disabilities, within an age range of 6-16.
A series of timber-framed pavilions are arranged around an open landscaped courtyard.
The circulation links up a series of social events spaces which classroom activities can spill out into.
Differing levels of enclosure and openness through the school create places that represent different degrees of safety and exposure for pupils.
This provides opportunities for students to push their own boundaries whilst always being able to return to their comfort zones.

30. Themes 1- Integrated environmental design
A large flat roofs cape is ameliorated by a bed of pebbles being placed on top.
This approach reduces the heat gain within the internal spaces and provides the opportunity for biodiversity to inhabit this space. In addition the large overhanging eaves provide sun-shading around the building.
The laminated timber frame structure of the building has a low-embodied energy, and can be recycled or even re-used after the building's lifetime.

31. 2- Integrated flexibility for space and learning
The timber frame structure provides a flexible interior space with the majority of interior walls able to be repositioned without any structural implications.
There is a strong visual and physical connection between inside and outside of the school building.
Most external walls have a proportion of glazing and where ever you are within the building there are always views out.
The central courtyard plays an important role in the students' education and is considered an extension of the classroom.

32. 3- Innovative solutions to specific areas or smaller spaces
Circulation space is key to the use of building, providing events along a meandering route.
At all times, there is natural light or views out to the courtyard. A good example of this is the entrance to the school, which opens directly onto the assembly hall that opens onto the courtyard.
Doors are kept to a minimum, allowing spaces to flow into one another.

33. 4-New pedagogies and blended learning styles
Two 'learning kitchen' areas provide focal points for food preparation by students for their peers.
This provides a great learning environment, helping students develop practical life skills and building social awareness.

34. Parts Done As Follows
Heba Arif – Slides 1to8
Sumaiya Mansoor – Slides 9to14
Hannah Al-Zaaim – Slides 15-
to25
Marwah Balhaddad – Slides 26to33

35. References
Environment Psychology of Design – Dak Kopec
Effect of Education Buildings’ Spatial Quality on Child’s Academic Achievement. By: Selda AL, Research Assistant, Karadeniz Technical University, Faculty of Architecture, 61080, Trabzon, Turkey
THE ETHICAL DILEMMA OF LIFESTYLE CHANGE: DESIGNING FOR SUSTAINABLE SCHOOLS AND SUSTAINABLE CITIZENSHIP. BY:ANDREA WHEELER, UNIVERSITY OF NOTTINGHAM
The Impact of School Environments: A literature review. Produced for the Design Council by Steve Higgins, Elaine Hall, Kate Wall, Pam Woolner, Caroline McCaughey. The Centre for Learning and Teaching School of Education, Communication and Language Science. University of Newcastle