The main purpose of the proposed kindergarten design was to form an enriched, flexible environment that would encourage exploration, play and learning through interaction with the building and landscapes that surround it. I wanted to create an unusual feature that would play with at least one of the senses, in this case I chose sight and explored how light and framed views could be manipulated within a building envelope and structure.
From the crest of the site it gradually slope to the edge of the forest floor and then dramatically drops towards the kelvinside river. I went through a process of deliberation of where to design the buidling to sit perched on the upper half of the site or build with the slope in mind and adapt to the sites natural topography. I chose the latter.
Through using the natural topography as a starting point for the design it provided a strong design ethos for the entire project and building programme. I used the slope to create a heirarchy within in the programmatic structure of the building placing all facilities for the youngest children on the first floor of the scheme which is on level ground with the University of Glasgow Campus road. The mid section and lower ground floor half of the buidling is for ages 4+. The mid section of the building has a dedicated play zone with slides, ball pit, play tunnels that are built into the architecture. Its a plat of discovery, fun, learning and interaction for all the children.
The slope also provides an intangible hierarchy > one of growth .The younger chilren will see the older children making their way down to the larger half of the building, which creates a feeling of mystery and excitement for the younger children. This in turn should help promote a yearning for interaction and discovery of the rest of the building and furthermore a want or desire to grow so that they can particpate and explore the farther corners of the building that only the older children can.
For the older children there are equally important skills and lessons they must learn as they grow. Mixing the two age groups together in a state of play and exploration within this environment allows them to learn responsibility, sharing, caring, and discovery.
I also researched German Pedagogologist Friedrich Frobel and his work. Pedagogy is the science and art of education, specifically instructional theory. Friedrich Fröbel born April 21, 1782 – June 21, 1852 was a German pedagogue, a student of Pestalozzi who laid the foundation for modern education based on the recognition that children have unique needs and capabilities.
He created the concept of the “kindergarten” and also coined the word now used in German and English. He also developed the educational toys known as Froebel Gifts. I used the Frobelean ideas and ideals in the development of my own Kindergarten design and ethos. A famous quote of Frobel’s was also a key driving force in my design process. This can found on the next page.