Design Elements to Enhance Early Childhood Education & Development by Aastha Nanvani

DESIGN ELEMENTS TO ENHANCE EARLY CHILDHOOD EDUCATION AND DEVELOPMENT

We cannot educate kids We can only inspire them to educate themselves. - Ana Lorena Fabrega

PREFACE I have always been intrigued by various designs, patterns, and colours. In search to understand them, I started with knowing different design styles and reading about them. Namely, Modernism, Bauhaus, Avant Grande and Art Deco. But it did not interest me as I felt a lack of connection with the cultural reference. I looked and thought about children and their spaces. As I went deeper into understanding the spaces required for their development versus what is provided, is a huge gap. This thesis is for me a way to explore their requirements, with an effort to create awareness for their better growth into individuals that shall be the next citizens of the country. 90% development of the brain happens before the age of 5, hence these crucial years require carefully designed spaces that provide a proper learning environment to the children. As parents much depend on schools for their child’s development, a preschool is the best way to explore, bust myths, provide insights, and notes about early childhood education.

ACKNOWLEDGMENT I express my deep sense of gratitude to my parents Asha Nanvani and Dilip Nanvani for providing me with resources and support without which this thesis would not have been possible amidst a pandemic. I would like to express my sincere thanks to my guide, Prof. Mital Patel, for helping me throughout the project by giving her valuable feedback. Additionally, I would like to thank Dr. Anil Sinha for the consistent guidance and determination he showed towards his students. I am grateful to have met professors that have mentored me over the years of my education at GLSID, namely, Prof. Vicky Anand Nag, Prof. Pritesh Bhatia, Prof. Harsha Shamnani, and Prof. Arun Khushwaha. I would also like to take this opportunity and thank my friends Kashish Savani and Jeet Seth to keep supporting and motivating me in the middle of a pandemic and give constant feedbacks throughout the thesis.

TABLE OF CONTENTS

1. ABOUT 1.1 Institute - GLS Institute of Design

1.2 Discpline - Environment and Space Design 2. PROJECT PROPOSAL 2.1 Abstract

2.2 Introduction

2.2.1 Overview of ECCE in India

2.3 Purpose

2.4 Methodlogy

2.5 Statement of Problem

2.6 Scope

2.7 Limitations

2.8 Assumption

3. LITREATURE STUDY 3.1 Preschool Children

3.1.1 Major Domains in Child Development

3.1.2 Antropometric Database

3.2 Child developmental Theories

3.3 The Physical Environment

3.3.1 What is the Physical environment

3.3.2 Impact of Physical Environment

3.4 Characteristics of Physical Environment

3.5 Indian Standard For Recommendations For Basic Requirements Of School Buildings

4. CASE STUDY 4.1 Kindergarten 8units, Spain 4.2 Timeshare School and Kindergarten, Europe 4.3 Serra Preschool, Vadodra 5.1 DISCUSSION 5.2 CONCLUSION

70 80 89 101 106

6.1 REFRENCES AND CITATION

108

6.2 FURTHER READINGS

111

LIST OF TABLES TABLE 1: Program, age-group and their duration of stay on an average in Indian Private Preschools

TABLE 2: Children’s social behavior and its characteristics

TABLE 3: Growth Performance of Preschool Children shared by Indian Pediatric Academy

TABLE 4 : Types of spaces and their effect on children

TABLE 5. Illumination levels on work areas for school buildings

TABLE 6. Type of Sanitary fitting and its requirement in Preschools

TABLE 7. Programs offered, age group, time spent, and class strength at Serra

TABLE 8 : Comparative analysis of the case studies on the domain of physical development

108

TABLE 9 : Comparative analysis of the case studies on the domain of cognitive development

108

TABLE 10 : Comparative analysis of the case studies on the domain of self development

103

TABLE 11 : Comparative analysis of the case studies on the domain of social and emotional development

104

TABLE 12 : Comparative analysis of the case studies on the domain of language development

105

TERMINOLOGY 1. Air Change per Hour -The ratio of the volume of outside air allowed into a room in one hour to the volume of the room. 2. Decibel (dB) - Sound levels as measured on a sound level meter. 3. Use-Efficiency - It is the ratio of the actual use to the ideal use of space taken as percentage. It is expressed as: Use-efficiency = Area of space actually used x Time used in hours x 100 Total area of space available x School hours NOTE - Use-efficiency is related to the organization of time table of the school. 4. Indoor air quality- Indoor air quality is defined by the depiction of concentrations of pollutants and thermal conditions, within and around buildings and structures that may negatively affect the health, comfort, and performance of a building’s occupants. 5. Lux - Lux is the SI unit of illuminance. It is used as a measure of the intensity, as perceived by the human eye, of light that hits or passes through a surface

1. ABOUT 1.1 Institute - GLS Institute of Design GLS Institute of Design is a prominent institute under GLS University, Ahmedabad, offering design courses related to various creative fields. The prime philosophy of GLS University is to provide an ideal and creative learning environment and continue the tradition of excellence in the education of the sponsoring body of the University, viz., Gujarat Law Society (GLS). The Institute of Design provides four years Bachelor of Design Programme and five years Integrated Masters of Design Programme with specialization in product, environment, communication & fashion design. The prime method of studying is “learning by doing”. Each of the theories has attached practical exercises enabling the students to understand real-world applications of the concept. GLSID houses everything necessary for a leading Institute of Design; the infrastructure broadening each year gives us an edge to transform students into creative professionals. 1.2 Discpline - Environment and Space Design Environment and space design refers to the applied arts and sciences dealing with creating the human-centered design and its interaction with the environment. It is a combined relationship between indoor and outdoor environments that has the power to transform people’s lifestyles. An Environment and space designer’s role is to make spaces functional, safe, and suit the client, both visually and requirement-wise. The spaces designed should be an experience in itself. The curriculum at GLS Institute of Design, is designed so as to help us understand the depth of the field Environment and space design of the design with guided professionals, that has helped me grow to a level I could not think otherwise. Structured courses, site visits, lectures from people in the industry, material exploration and RSP’s helped me grow as a designer and as a human being.

2.1 ABSTRACT This study is based on understanding appropriate learning environments in educational institutes, namely Preschools for the age category of 3-5 year children. Preschool children are developing rapidly in a variety of areas including cognitive, social/emotional, and motor skills. These developmental areas should be taken into consideration while designing preschool facilities and provide children an environment where they can play, explore and learn. This study identifies features in the physical environment that should be paid attention to while designing preschool facilities, that have been of important subject among interior designers, architects, and child development professionals.

2.2 INTRODUCTION Our early childhood is not only one of the important stages, but it is also when we develop our future characteristics and beliefs as adults, which are based on the environments we experience during our early childhood (Olds, 2001). It lays the foundation of each individual’s personality, belief systems, and way of seeing and being in the world. A good foundation in education may lead to success in learning and in life. Understanding the influence of the environment on a child’s growth and development is an important part of building that foundation. As novelist Barbara Kingsolver writes: “We can see, if we care to look, that the way we treat children, all of them, not just our own, and especially those in great need--defines the world we’ll wake up in tomorrow.” Preschools have been historically located in temples or “leftover” or undefined spaces within elementary or high school buildings. Approximately 75% of existing school facilities are years old construction, complete renovation of existing buildings new facilities or are needed to accommodate the needs of the preschool and school-going children entering the educational arena within the next decade. These renovated or new facilities should be driven by a need for more space as well as different types of spaces that are currently available. Changes and problems in the infrastructure of existing facilities, and changes in approaches to teaching and educational practices are also factors in the need to renovate existing spaces and provide new, updated facilities for education. The second type of facility used to provide care for preschool children is chains or franchised daycare centers which are rapidly increasing in numbers throughout the country. Many of these centers use prototypical designs or “predesigned buildings” for their facilities which are constructed throughout the regions they serve. The designs of these centers are generated at a national or corporate level with no little local input. It becomes easier to manage curriculum in such cases but very less attention is given to the environment of the preschool. In recent years, there has been an increase in a number of children requiring preschool services. It is attributed to rising parent awareness for early childhood education and care, coupled with the rising number of nuclear families, double-income families, well-traveled and educated parents, the importance of pre-primary schooling is being recognized, and India has seen growth in the preschool sector in both urban and rural areas. As both

parents in the family are bound to be occupied with their professions, pre-schools are seen as a reliable system to ensure that the child’s growth is not hindered due to the absence of parents. Preschool children are developing rapidly in a variety of areas including cognitive, social/ emotional, and motor skills. These developmental areas should be taken into consideration while designing preschool facilities and provide children an environment where they can play, explore and learn. Though schools have moved from a one-room schoolhouse of the early pioneer days to an organized classroom-based system with a focus on various activities, the school systems have remained largely unchanged in recent decades. Attempts have been made to adapt the educational system to the current trends. Numerous alternate approaches have appeared, often having their origins in other countries and coming to India to provide different ways of looking at the care and education of children. Owing to the modified living conditions of modern societies, which among other things lead to the necessity of lifelong learning, the requirements of schooling have changed. The traditional teaching method, based on just knowledge transfer has been outdated; the emphasis is, actually, on the fact that learning is an active and constructive process in which every child is a “protagonist.” Thus, the educational institution is not seen as a place of reproduction and transfer of knowledge, but as a space of creativity and growth. It is therefore essential that the environment is organized in line with the needs of the children, rich in materials and proposals for the creation of real experiences. To implement a development process in means of doing, feeling, thinking, acting, expressing, communicating; it is, therefore, a space that supports the development of cognitive, practical, and creative skills. For many children, preschools are places where they engage in practices that are different from those they experience at home, encounter interactive styles meet new people These are often challenging experiences for young children who are just starting to develop social skills and relationships. This preschool separation leads to crying, tantrums, and clinginess in children. Separation anxiety though common in preschool children, when not treated successfully, anxiety disorders in childhood can cause long-term impairment and an increased risk of additional physical and mental health problems. Similarly, many other small instances from childhood affect our overall growth. It is important to provide children with opportunities to learn, grow and blossom into better individuals, for children constitute principal assets of any country.

2.2.1 OVERVIEW OF ECCE EDUCATION IN INDIA Children constitute the principal assets of any country. Throughout Indian history, children have always enjoyed a special status in society. In India, childhood is considered to be a unique and enjoyable period in an individual’s life, so children are pampered by the adults in the family and in the community. Numerous special occasions in the community mark the significance of this developmental period. For example, the whole community celebrates the birth of a child, a child’s first intake of solid food, the naming ceremony for a child, and the child’s first day of formal education. Informal learning of young children in a natural environment through songs, dance, play, and talk are a regular component of the child learning responsibilities of adults and older children in India. However, growing demands of a newly industrialized nation have altered many of the basic child rearing practices in India. The need for more structured early childhood education programs and stronger governmental involvement in the education of young children is rapidly emerging. According to the National Education Policy 2020, with the emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 1418 years respectively. As per Census 2011, India, with a population of 1210 M, has 13.12% (158 M) of its population in the age group 0-6 years. (Source: Office of Registrar General of India) Catering to this segment of the population, there were 33,000 pre-schools in India as of 2015. These numbers can only have gone up. It is unsurprising that the pre-school sector in India is booming. It is contributing about 32 billion USD to the country’s GDP. ECCE provisions in India are available through three distinct channels - public, private, and non governmental: Public Initiatives The Government of India has identified the universalization of ICDS (Integrated Child Development Services) as its primary strategy to achieve the first goal of ECCE under EFA(Education for All, a vision by the World Education Forum). Anganwadis or daycare centers are set up under the ICDS by the Women and Child Development Ministry. The aim of the scheme is to reduce infant mortality and child malnutrition. Beneficiaries include children in the age group of six months to six years, and pregnant women and lactating mothers.

The program mainly covers rural and tribal populations, with a smaller urban component of 523 ICDS projects in slums and underdeveloped areas. Thus, although the share of the urban population in the country is approximately 27.78 percent, only about 13 % of all ICDS projects are located in urban areas, thereby limiting services to the urban poor. Voluntary/NGO Initiatives These organizations primarily work with special communities in difficult circumstances like tribal people, migrant laborers, and rural children in specific contexts. They run crèches and ECCE centers by mobilizing local resources. Children who attend them are more likely to move on to primary schools. Some of the NGOs designed programs (such as those run by Ruchika, SEWA, Nutan Bal Sangha, etc) have demonstrated successful methodologies for meeting the child care needs of diverse communities. These NGOs are largely funded by the government, national and international donor agencies. Private Initiatives The private initiative here refers to fee-charging/profit-making initiatives in ECCE. These impart pre-school education through nurseries, kindergarten, and pre-primary classes in private schools. The pre-primary schools in private sectors serve mostly as feeder schools to the primary schools. Some of these pre-schools do not respect/regard the developmental norms of children. These private institutes can be owned by various residential communities or religious groups, where the background of students is taken into consideration before admission. Additionally, there has been an escalation of franchise numbers, the number of preschool/ child care centers has significantly increased. In the absence of any system of regulation or even registration at the ECCE stage, the education offered by these programs is of a wide range.

PROGRAM CHILD CARE

AGE GROUP 1-2 years

DURATION OF STAY 2-2.5 hours/day

PLAY GROUP

1.5 -2.5 years

2.5 hours/day

NURSERY

2.5-3.5 years

2.5 hours/day

KINDERGARTEN - 1

3.5 - 4.5 years

3 hours/day

KINDERGARTEN - 2

4.5 - 4.5 years

3.5 hours/day

TABLE 1: Program, age-group and their duration of stay on an average in Indian Private Preschools

2.3 PURPOSE The purpose of this thesis is to understand the learning environments of children, precisely preschools. The aim is to understand how the interior learning environment affects children. Further, what are the characteristics and how they affect the preschools? The main focus is on the characteristics that contribute to the development of kids with respect to the domains of child development and give maximum opportunities for children to flourish. This information will ultimately contribute to the knowledge base of information available to those with decision-making power regarding the design of the physical context in which learning occurs. It further explores it and with examples of sites and case studies. Further, it helps understand the characteristics that contribute to the physical environment that help children flourish. It discusses the differences in the perceived importance of particular interior features of preschool facilities among interior designers, architects, and child development professionals.

2.4 METHODOLOGY A research-based methodology has been followed for this study. Research has been done from various sources like books, research papers, thesis, and other verified sources to give voice and meaning to the importance of the physical environment in educational settings for children below the age of 5. Fig. 2.4.1 shows the method followed throughout the study for understanding the topic. The literature of environmental psychology was reviewed carefully in the light of pioneer studies. The study particularly focused on centering the whole discussion around the fundamental principles of environmental characteristics that are proven to be developmentally appropriate for preschool children. The understanding through the research is then analyzed, presented in simplest forms, and understood with respect to case studies. The case studies selected help to understand the application of spatial characteristics.

PROVISION OF ECCE

HISTORICAL PLACEMENT OF PRESCHOOLS

GROWTH IN THE ECCE SECTOR AND ITS PRESENT NEED

CHILD

DEVELOPMENTAL DOMAINS THEORIES

AND

UNDERSTANDING THE IMPORTANCE OF PHYSICAL ENVIRONMENT FOR CHILD DEVELOPMENT

DEFINING THE PHYSICAL ENVIRONMENT

CHARACTERISTICS IN PHYSICAL ENVIRONMENT FOR CHILD DEVELOPMENT

COMPARITATIVE STUDY OF CHARACTERISTICS IN PHYSICAL ENVIRONMENT WITH RESPECT CHILD DEVELOPMENT OF THE CASE STUDIES FIG. 2.4.1 Methodology followed in the research

2.5 STATEMENT OF PROBLEM In recent years there has been a surge in the construction of child care facilities. This is particularly crucial since the number of children attending center-based child care is rapidly increasing. As of 2015, there are 33,000 preschools in India. Children spend an average of 19 hours a week in preschool care. With the modified living conditions there are growing needs of children and families in childcare facilities that have to be fulfilled. Their requirements have changed and the idea of schools has changed. The necessity of lifelong learning and turning into better individuals has been the primary focus of education. Interior spaces have a lot of effect on the development and learning of children. But not much attention is given to it. Much of the current research on childcare facilities focus on the curriculum and the performance of the teachers and the aides working with the children, with very little emphasis placed on the actual space in which the children and facilitators reside during their time together. Current early childhood spaces are steeped in a direction of commercial interests causing children to be tense, stressed, or emotionally strained in group environments (Curtis & Carter, 2003). Early childhood programs and environments in the twenty-first century should be drifted towards providing an environment that responds to the child.

2.6 SCOPE Preschool children, are within lots of development-essential needs and demands, require interior environment that is the product of careful and precise design process. Thus, the interior environment created should correspond with children’s needs in terms of their progressive development. Some children have developmental delays because of a genetic or medical condition. But other children are delayed simply because of a lack of opportunity. Creating physical living spaces that support the developmental stages of children could provide long-term effects on their general and mental health. The worldwide market for India Preschool or Child Care Market is expected to grow at a CAGR of roughly 31.8% over the next four years till 2021. With the increasing numbers of children utilizing daycare and preschool facilities, there is growing recognition that

children occupy and function in spaces as do adults, and that some spaces are primarily for the use of children and should be designed with that in mind. As awareness of the effect of physical environments on children’s development increases, the need to create functional spaces for this segment of the population will gain importance.

2.7 LIMITATIONS It is important to consider a multitude of interactions when evaluating development, it is almost impossible to consider all of the affecting interactions when evaluating a subject. Many aspects of the school children’s attitudes and moods such as their concentration, attention, interest, stress, fatigue affect their scholastic performance. These qualities may in turn, be affected by the psychosocial factors, work organization, educational methods as well as the physical environment as climate, light, and noise (Lundquist, Kjellberg & Holmberg, 2002). Since the needs and interests of children may change from classroom to classroom, the aim is not to suggest one specific environmental arrangement or examine each material or area individually. General factors related to the physical environment will be examined considering that the physical environment must be adapted to the individual needs of children. The differences in growth of children are a product of both nature and nurture of the child. Also, the research does not talk about preschoolers with special needs or based on any particular curriculum like Montessori, Play-way or any other.

2.8 ASSUMPTION While doing the research and conclusion of the thesis, it has been assumed that geographic location have no effect on the development of children, and hence there is no specific trait that affects the characteristics defined for better learning and development environments for children. According to the assumption, children of the same age group have a similar growth process and impact on space all around the world. Similarly, it has been assumed that the developmental needs of boys and girls are similar.

3. LITERATURE STUDY The review of literature for this research is a compilation of information on a variety of subject matter, each subject pertaining in some way to the development of preschool children and the spaces they occupy. Innumerable factors affect the various types of development and stages children pass through in their journey to adulthood. This chapter will identify developmental stages of 3, 4, 5, and 6-year-olds, examine these stages, and describe the dominant child development theories considered significant by professionals that support the environmental focus of this research. Further, it shall discuss the characteristics to be taken care of for educational interiors in preschool, along with the recommendations for preschools as per Indian standards. Anthropometric data and preschool children’s behavior has also been thrown light on. 3.1 PRESCHOOL CHILDREN Preschool child is defined as being between the ages of three and six, a time when children start to become verbal (Watkins & Durant, 1992). The children are mobile, active learners, developmentally advanced enough to begin communicating and asserting some independence, and show their own will regarding the activities in which they choose to participate (Caplan & Caplan, 1983). Research studies have shown that the most critical period of development occurs in children under the age of five. They explore and raise questions about the items around them. During these critical years the child’s intellectual, emotional, and social development are affected by the quality of his or her experiences and the environment. Preschoolers are very proud of building things out of raw materials such as clay, wood, and paint (Olds, 2001). They have a good sense of self-esteem and often feel smart and capable. These feelings, if properly nurtured, can last forever. They have a hard time grasping distance and the proper use of verbs. At this age, they use the verbs according to the way they think; this includes adding termination -s- or –ed to a verb (Watkins & Durant, 1992). Children at this age are able to spend a day away from home and enjoy being cooperative, especially when they receive individual attention due to their good behavior. However, they have difficulty sharing when they are tired or tense. In addition, they might cry in the

middle of playing with other children because they feel frustrated(Watkins & Durant,1992). Children at the preschool age may not understand the concept of right and wrong, usually reacting based on immediate needs and wants. Limitations of language skills can lead them to use physical force to get what they want (Kostelnik, Phipps, Whiren, Soderman, Stein, & Gregory 2002b). Although most behavior problems in the preschool years are a part of typical development. Sleepiness, hunger, or excessive motivation can be common explanations of why children misbehave, cry, not share, or are not willing to interact with others (Watkins & Durant, 1992). Because children are within the course of developing physical, cognitive, social, and emotional skills, their interactions with the physical environment can have long-lasting effects. Understanding the milestones of child development and their relevance to the physical environment of the child is key in creating spaces that provide children with opportunities to blossom and advance at a young age (Bunker-Hellmich, 2003). CHILDREN’S BEHAVIOR

CHARACTERISTICS

Appropriate Behaviors

Social Conversation, Cooperative Play, Friendly Touch, Unilateral Bid, Teacher-Child, Solitary Play, Parallel Play, Onlooker, Transition, Unoccupied

Non-appropriate Behaviors

Argue, Rough Play, Object Possessiveness, Aggression, and Victim of Aggression

Interactive Behaviors

Social Conversation, Cooperative Play, Friendly Touch, Unilateral Bid, Teacher-Child, Argue, Rough Play, Object Possessiveness, Aggression, Victim of Aggression

Non-interactive Behaviors

Solitary Play, Parallel Play, Onlooker, Transition, Unoccupied

Neutral Behaviors

Onlooker, Transition, Unoccupied TABLE 2: Children’s social behavior and its characteristics

3.1.1 Major Domains in Child Development The word “domain” in relation to human development refers to specific aspects of growth and change. The major domains of development are physical, cognitive, language, and social-emotional. Physical Development The physical domain covers the development of physical changes, which includes growing in size and strength, as well as the development of gross motor skills, fine motor skills, balance, and coordination skills. Physical activities such as grasping, throwing and catching, balancing, pushing and pulling, twisting, skipping, climbing, and jumping is important for the development and well-being of children. It provides a useful and enjoyable way for children to acquire a range of skills including social and emotional competence. Language Development The ability to communicate with others grows from infancy, but children develop these abilities at different rates. Aspects of language include phonology (Creating the sounds of speech), pragmatics (communicating verbally and non-verbally in social situations), semantics (understanding the rules of what words mean), and syntax (using grammar and putting sentences together. Social and Emotional Development At the preschool level, social and emotional competence includes the ability to effectively express and regulate emotions, establish positive relationships with peers and adults, and solve interpersonal problems (Voegler-lee & Kupersmidt, 2011). It includes child’s growing

understanding and control of their emotions. For instance, they learn how to share, take turns, and accept the differences in others. This will lay the foundation for more complex social interactions that will be encountered with peers and teachers later in school years.

Self Knowledge Children develop self-knowledge during the social-emotional stage. They learn how they identify with different groups and their innate temperament will emerge in their relationships. Children start recognizing and managing their feelings in some way.

LANGUAGE DEVELOPMENT

SELF - KNOWLEDGE

PHYSICAL DEVELOPMENT

CHILD DEVELOPMENTAL DOMAINS

COGNITIVE DEVELOPMENT

SOCIAL & EMOTIOMAL DEVELOPMENT

FIG. 3.1.1.1 Children’s requirement of leg space and desk height over years

Cognitive Development The cognitive domain includes intellectual development and creativity. Kids gain the ability to process thoughts, pay attention, develop memories, understand their surroundings, express creativity, as well as to make, implement, and accomplish plans. Jean Piaget, is one of the most influential researchers in the area of “developmental psychology”. His theory of cognitive development suggests that children move through four

different stages of mental development. The stages Piaget states are: 1. Sensorimotor stage: birth to 2 years 2. Preoperational stage: ages 2 to 7 (Preschoolers) 3. Concrete operational stage: ages 7 to 11 4. Formal operational stage: ages 12 and up According to this theory, preschool children begin the stage Piaget labeled “Preoperational”. His theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of intelligence. This stage has three main characteristics: 1. Centration - While children are getting better with language and thinking, they still tend to think about things in very concrete terms. The child attributes only one meaning to things. For example, a father is only a father but not the son of someone else. 2. Egocentrism - According to this theory, children at this stage tend to be egocentric and struggle to see things from the perspective of others. It refers to the child’s belief that the world revolves around him alone. 3. Animism - This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions. For the pre-operational child the world of nature is alive, conscious and has a purpose.

3.1.2 Antropometric Database Anthropometric data is a collection of measurements, that can assist a designer in determining the scale and placement of features appropriate for different age groups. Local anthropometry database should be used as a reference and basis for safe environmental, industrial designs, or related research for different ethnic groups. A general application of such data is to relate the physical dimensions and features of a product and/or environment with the physical characteristics of various users. For example, how large or small should holes and spacings in toys, furniture slats, railings, washroom dimensions, and appliance ventilation covers be so that children do not get their heads, figures, and hands stuck or injured?” Creating a physical environment appropriate for the child can increase a child’s independence, competence, and sense of control. These feelings are also affected by the size and scale of the building as well as the size and shape of interior spaces and features within. It also has the ability to prevent injuries and increase comfort. Designs based on inaccurate physical dimensions are an important factor in the development of musculoskeletal disorders, as they encourage poor posture over a long period of time. In particular for children, whose bodies are growing and changing rapidly, appropriate applications of anthropometric data in product design should be undertaken to decrease the occurrence of musculoskeletal problems, such as back pain and scoliosis, due to long periods using unsuitable desks and chairs. The study establishes an anthropometric database of 2 to 6-year-old children residing in India, so as to provide an anthropometric reference for Indian children’s body size and dimensions that can then be used in the designs of industrial products, toys, and the planning of the environment for the children in India. The data has been shared by Indian Pediatric Academy in 2018.

AGE (years)

GENDER

AVG. HEIGHT (in mm)

AVG. WEIGHT (in kg)

M F

876 861

12.1 11.7

M F

1108 941

14.5 14.1

M F

1029 1016

16.7 16.0

M F

1099 1084

18.7 17.7

M F

1161 1146

20.7 19.5

TABLE 3: Growth Performance of Preschool Children by Indian Pediatric Academy.

FIG. 3.1.1.2 Antropometric dimensions of a 4-5 yr child in various activities in mm

3.2 CHILD DEVELOPMENTAL THEORIES Child development theories provide a framework for use in evaluating various influences and their interaction on the development of children. Theorists of human development, including Dewey (1934), Bronfenbrenner (2005), Montessori (1967), Piaget (1959), Erikson (1963), Gibson (1979), and Vygotsky (1978) have proposed theories, paradigms, models and ideologies regarding children’s relationships with the social and physical environment. Several theories have been postulated, but some have remained in the forefront because of their acceptance by the general community of child development specialists or their historic value for influencing current theories. In 1979, Urie Bronfenbrenner proposed a model which has come to be known as a comprehensive framework showing the role of the environment in development. Bronfenbrenner’s ecological views of development consider the child’s environment (or context of development) an important factor in the overall healthy development process (Bronfenbrenner, 1979). This theory supports a holistic definition of environment that includes the physical, social, and emotional elements. The model illustrates several levels of ecological forces impacting development and includes: 1.Microsystems or those systems that most directly impact the child. 2. Mesosystems which are the interrelationships between the systems inside the microsystem. 3. Exosystems, or systems directly affecting the individuals that influence the child’s development. 4. Macrosystems, covering the broadest context and including religious views, legal and political practices, and cultural customs. 5. Chronosystems, which involve the patterns and transitions of the environment over the lifetime of an individual ( Santrock & Yussen, 1992). Because Bronfenbrenner takes into account all of the potential influences on development into consideration, his model is thought to be comprehensive and holistic. This is viewed as a great strength of this theory, but at the same time is also considered a weakness. Since it is important to consider a multitude of interactions when evaluating development, it is

almost impossible to consider all of the affecting interactions when evaluating a subject. For example, a child may behave in a particular way consistently in one specific space as a result of many influences. Previous experiences within that space may affect the behavior, parental expectations may affect the behavior, the physical space may affect the behavior, or a multitude of other factors may contribute to the behavior simultaneously. Bronfenbrenner’s theory, however, `provides a model to illustrate the interactions of the child with the environment in the developmental process. This research benefits from the guidance of this model because preschool is an important part of a child’s immediate environment. Preschools have a direct effect on the child’s daily life and, according to Bronfenbrenner, is part of the child’s microsystem (see Figure 1). Elements within this level directly affect a child since they are among the closest and most influential factors to children. Therefore, the preschool environment is an important environment to study because of its direct effect on the lives of the children involved in these programs.

FIG. 3.2.1 Bronfenbrenner’s child Development Model

3.3 THE PHYSICAL ENVIRONMENT Early childhood care and education (ECCE) is more than preparation for school. ECCE has the chance to nurture caring, capable and accountable future citizens. A well designed environment can support the developmental areas by providing a variety of flexible, innovative spaces, in which children are encouraged to explore, interact and play (Brand and Welch, 1989). Also, child care settings convey silent messages about the caregivers and administrators, which can also influence children’s behavior. Curriculum may come into mind first when planning is the issue in classrooms. However, planning a supportive environment is as important as planning the curriculum, since it will support the teacher, the children and the curriculum. Wolery (2004) states, “intervention and educational programs are manipulations of children’s environments; thus, understanding those environments is central to making decisions about using assessment results in planning children’s individualized intervention programs”. Physical structures designed for preschool children upbringing and education, i.e.exterior and interior environment, have a multiple influence on cognitive, social and emotional development of the children. A supportive child care environment strongly influences Children’s development. Because children’s responses are immediate from the sources of stimulation around them, the physical environment is just as important as books, toys, and lesson plans. A learning environment is one which is flexible and stimulating, offers several opportunities to children to acquire new knowledge, to practice skills, to express their creativity, to make hypotheses, to discover, experiment, draw conclusions, thus helps improving their competences and life skills. (Miljak, 1996, 2009). It helps the development of child’s identity and his/her sense of belonging to a place and a to social group.

3.3.1 WHAT IS THE PHYSICAL ENVIRONMENT Lawton makes a distinction between the objective physical environment and the subjective physical environment. Lawton (1999) states, “the objective physical environment is all that lies outside the skin of the participant, is inanimate, and may be specified by counting or by measuring in centimeters, grams, or seconds. Theoretically, everything in this class is observable and potentially capable of exact measurement” (p.106). For example, chairs, toys, books, windows, rugs are parts of the objective physical environment. On the other hand, the physical environment is not defined only by the objects in the environment or the physical characteristics of the environment, but the physical environment is also defined by the relationship between the physical environment and its inhabitants. Lawton (1999) indicates that, “in the subjective physical environmental realm, an element of the objective physical environment is transformed cognitively or affectively by the participant, endowed with personal meaning or functional significance for the individual” (p.106). Accordingly, it is important to consider the subjective physical environment while making arrangements in the preschool.

The physical environment is outlined by the objects within the setting or the physical characteristics of the environment, and therefore the relationship between the physical environment and its inhabitants. If the physical environment is designed thoughtfully, it will encourage decisions, discoveries, and communication among children and also the teacher.

3.3.2 IMPACT OF PHYSICAL ENVIRONMENT The design of a preschool care center can either promote or discourage contact between child and caregiver. It can create a pleasant work environment that eases the task of caregiving or it can add to the burdens and exhaustion of a caregiver. The design of a child care center can also encourage children to initiate social interaction with their peers and adults within the classroom environment. According to Isbell & Exelby (2001), the environment is a good indicator of how children should respond or act. Room arrangement and materials determine where children focus their attention. There are significant benefits to be gained from thoughtful design for outdoor and indoor physical spaces inhabited and frequented by children. For example,the physical design of the dwelling unit can enhance the development of children’s sensory skills. Their ability to touch different textures and observe various colors is significant to their experience and understanding of the world around them. The physical environment also contributes to children’s listening and hearing developmental skills. Since their ability to really focus on speech does not develop until ages 13-15, it is important that children clearly hear consonant sounds to correctly interpret spoken words. In line with Bailey and Wolery, Skinner suggests that our interactions with the environment form our behavior. For example, the physical environment should be free of obstacles, so that a child with visual impairments can move around the room more freely and frequently with confidence. Otherwise, bumping and hurting himself might discourage the child from moving and discovering things around. Negative effects may occur if the physical environment is not planned thoughtfully. There is some evidence indicating that if the classroom is poorly designed and planned, it will not support children’s development and growth and will lead to inattentive and frustrated children (Kentucky State Dept. of Education, 1991). According to Anita Olds (Olds, 2001) children have environmental needs for movement, comfort, competence, and control. An environment that encourages movement allows for children to locate themselves freely in space, create their own boundaries, access diverse territories, and explore their abilities. If children are too restricted within their environment, they become frustrated and their attempts to learn are diverted into inappropriate expression which in turn may lead to suspecting behavioral problem within the child such as hyperactivity, poor motivation and attention deficits.

In a study by Read et al.(1999), children were exposed to different variations in ceiling height and color. They found that the behavior of the children was significantly changed by the alterations in ceiling heights. This study demonstrates that changes made to the physical setting may have an impact on children’s behavior. In addition, a study by Teets (1985) found that modifications to the overall organization of the room had positive changes in the ambiance of the room; consequently improving the children’s behavior. These two studies support the theory that there is a relationship between the physical environment and children’s behavior. Children learn through exploration and investigation of their surroundings. It has been determined that children development results are a consequence of the quality of time spent in preschool education facilities and their programs. Preschool children require facilities with physical and tactile properties which will meet their needs for beautiful, imaginative, attractive space. In order to avoid the drawbacks of physical environment and to add a significant dimension to children’s experience and development, it is essential to understand how the physical environment can be carefully and knowingly arranged. An environment that supports comfort allows children to explore materials or events around them. Comfort levels should be reached within an environment not only through times of sleep or relaxation but also while children are moving and playing. Dramatic fluctuations in stimulation level can be frightening and disorienting. However, moderate variations in patterns of movement help maintain optimal levels of responsiveness and make us feel “comfortable.”

3.4 CHARACTERISTICS IN PHYSICAL ENVIRONMMENT According to Rinaldi (1998), the preschool space is a fundamental element for the creation of the mindset, and it has a strong and incisive language. The language of the space is multi-sensory, it involves the distance receptors (eyes, ears, nose) and the immediate receptors (skin, membranes, and muscles). The perception of space is subjective and holistic (tactile, visual, olfactory, and kinaesthetic). Given the importance of the sensations provoked by the environment, the design of preschool spaces must pay great attention to the lights, colors, sounds, tactile and olfactory elements that spread the sensitive qualities. Far too often teachers become rigid in the way they think about and control the space in a classroom. Designers and educators need to keep in mind that early childhood classrooms are ultimately designed for children, and they usually come up with thoughts about how they want to use materials or space. The importance of the physical environment upon children’s growth has been well documented in this literature. In this section, the physical environment is dealt with matters such as spatial definitions, space requirements pertaining to crowding and privacy, implications of the spatial volume and wall color, spatial perception, playroom arrangement, use of furniture and materials, noise levels, and its effect on the concentration of children and so on. 3.4.1 SPACE A well designed physical environment is one, that encourages movement, allows for children to locate themselves freely in space, create their own boundaries, access diverse territories, and explore their abilities. If children are too restricted within their environment, they become frustrated and their attempts to learn are diverted into inappropriate expression which in turn may lead to suspecting behavioral problem within the child such as hyperactivity, poor motivation and attention deficits. The physical layout of early childhood education and care centers is related to the center’s theoretical or ideological perspective whether that is an active learning perspective with play as a teaching approach, a thematic teaching approach, or a directed-instruction approach. For every theoretical model and teaching perspective, the designed environment will play a role in the quality of children’s experiences in the classroom. The arrangements and provisions in the physical environment create the context for social-

emotional climate and quality of interactions among children in the classroom. The physical environment should create an inviting, inclusive community that generates its own energy and involvement (Kostelnik, Soderman, & Whiren, 2011). Understanding spatial requirements in an educational facility with respect to children, can be broken down into 3 factors :

PROVISIONS IN THE SPACE

SPATIAL ARRANGEMENT

COMMUNICATION AND ACCESSIBILITY

FIG. 3.4.1 Spatial factors in preschools

3.4.1.1 PROVISIONS IN THE SPACE Play and learning spaces should have natural and built features (e.g.trees and plants) that connect them to nature and physical features such as monkey bars and geometric shapes that stimulate and facilitate physical activity. The spatial complexity added to the space through the use of lofts, risers, and ramps can provide children with infinite scenarios of play and social interaction and creates more options for groupings and activities. Learning areas Activity areas are spaces where children can learn by hands-on experiences and a wellorganized activity area will help regulate behavior problems. Different interest areas allow children to feel secure, and provides diverse activities for individualization(Caples, 1996; Greenman,1988). This leads children to develop a sense of control and easiness to explore the environment (Kentucky State Dept. of Education, 1991). Depending on the goals of the curriculum, changing needs of preschoolers, and the climatic conditions, different areas of interest can be created, such as an art/science area, a dramatic play, water area, a computer area, a reading/language area, an art area, cooking area, a big group area, and a therapeutic area. Group rooms can be sudivides into different regions like wet and dry spaces and then subdividing particular regions into zones (active, quiet, outdoors).

Children explore space and materials using their bodies. It is very important for both designers and educators to realize that learning is a physical activity. If we limit their activity, we limit their learning. Early childhood classrooms should provide enough places for children’s active bodies to jump, run, slide and crawl within the indoor environment (Olds, 2001). Play Areas Play areas must be created in the preschool space as children learn primarily through play. Children seek adventure and challenge in their play outdoors; they explore places and enjoy transforming spaces to create imaginary worlds (Tovey, 2007). Outdoor spaces areessential not only for exercise and physical coordination but also for children’s social skills and their imaginations. If an outdoor play area is not possible, there shall be an additional indoor gross motor activity area. Playspace should be safe, should allow free-ranging activities of a child and should also lend itself to exploration and investigation by the child. Moore (1996) recommends that since the evidence shows that children mostly play in groups of less than five, it is useful to consider when deciding the amount of space of each play area.

FIG. 3.4.1.1 Different types of Indoor play area ideas

In the words of Laurie baker, “Small kids like playing with shapes. Making them shapes out of mud and sand is their favourite game. To expose them always to cubical blocks is a psychological problem we have.” Privacy Individuality within the classroom is a critical aspect for supporting children’s development especially in full-day programs (Kostelnik, Soderman, & Whiren, 2011). Similar to adults, children sometimes require their time alone. This helps the development of psychological health as well as giving force, energy and strength to a child to recuperate and take on the social environment once again (Kemple, 2004). Children’s opportunity for privacy is often neglected for the favor of providing adults with full view and ready access to them. Unfortunately, due to this neglect children often suffer when they can’t find a place for their retreat and individuality. Certain design strategies can maintain equilibrium between a child’s privacy and the caregiver’s visual and physical access. Window seats, platforms, cubby-holes, fiberboard barrels with cutouts, and small enclosures provide ideal spots for a child to get away from it all (Olds, 2001). An opportunity for a child to move from dynamic environment to a room generally called “stimulation shelter” and “retirement space” or “sanctuary” is an important prerequisite for child’s later development. Early childhood environments need to provide restful places to gather emotional and physical replenishment. Children need get away places for small groups to explore their relationships and ideas without interruption. These areas are not to be used as a time out place or to be used as a punishment area but to give the child a place to relax, be comfortable, and have privacy from the rest of the children.

TABLE. 3.4.1.2 Adding spaces for privacy in space

SPACE

Vertical Space

Private Space

Small GroupSpace

PHYSICAL DEFIINATION Defined by walls, the backs of storage units, bulletin boards, and windows

DEVELOPMENTAL INFLUENCE Supports children’s learning as surface for pinning or creating interactive word or picture activity

Under a table, soft corner, and can be created by individual children

Children can work independently or gain control of their thoughts and feelings

A space for 2 to 6 children, where children are in close proximity

Encourages quiet interaction, cooperative and helping behaviours, minimizes wandering, running and fighting over materials

Large GroupSpace Open but defined floor area

Encourages gathering and listening to stories, singing, engaging in games and sharing whole-group instruction

TABLE 4 : Types of spaces and their effect on children

3.4.1.2 Spatial Arrangement The organization of the physical space is a predictor of the program’s quality and children’s interactions within because the physical environment affects what children can do, determines the ease with which they can carry out their plans, and affects the ways in which they use materials (Kostelnik, Soderman, & Whiren, 2011). Children need to explore, manipulate, experiment, observe and to learn by doing. Thus, school design should provide opportunities for pupils to do these kinds of activities. Rather than traditional rectangular and unarticulated classroom which has a row and column order, it should be designed as an articulated space and organized as small groups, so that pupils can work on different issues on their own or in different groups at the same time, observe what others doing, learn from one another, be motivated to learn and make interpersonal relationships. Bailey and Wolery (1992) state that a good spatial arrangement meets the following three components: 1. The ideal space allows the teacher to observe ongoing activities in the classroom and yet reduces distractions across activity areas. 2. Space should be functional, comfortable, and safe for both children and adults. 3. Finally, space should be designed to encourage and facilitate maximum independence for children. Kemple (2004) explains that children will better understand the activities they are expected to do based on the type of spatial arrangement. Most of the studies, categorize the classrooms involved in terms of the three types of spatial definitions in relation to the activity setting as follows:

Open Plans An open plan refers to a space with an open area. The space consists of various size units which are intended for specific activities and open enough to offer children diverse potentials for various activities. The spatial definition of open plan classrooms is low. An open plan child-care center includes an un-partitioned space with few or no walls. Open plans provide a structure-free and changeable environment (Trawick-Smith,1992). There are varying opinions on the value of an open plan. Kostelnik, Phipps Whiren,

Soderman, Stein, & Gregory (2002) believe an open plan encourages interest, investigation and social communication, while Moore (1987) states that open plans create distractions for children, which cause them to spend less time on activities that enhance their education. The open plan also increases more traffic and provides a greater opportunity for accidents due to running and rough play (Moore, 1987). Another argument researchers make is that open plans can create more noise, aggressive behavior, and distraction from school-oriented activities. Their research showed that an open plan with no boundaries leads to a larger number of significant negative effects on children (Moore, 1987). Closed plans A closed plan consists of self-contained classrooms along a hallway or a group of interconnected rooms (Moore, 1987). Moore (1987) describes a well-defined behavior setting as an area that enables one activity while successfully combining elements such as boundaries, circulation, and visual separation. Children’s effort, inquiring spirit and concentration on specific tasks are more visible in spaces with clearly defined activities and useful arrangement than in the areas with vague organization. When “pockets”, i.e. zones designed for individual activities, are clearly defined and properly equipped, children are engaged in activities more freely and independently, and need no personnel’s involvement. In open plan facilities children’s behavior is unrestrained and they frequently participate in activities which do not keep them focused, while transitional type of behavior is dominant in closed plan facilities where children move between the activities. Modified plans Moore’s (1987) research led him to recommend a space that was a combination of open and closed plan. He called this the modified open plan and concluded that a middle ground could take on the advantages of both types of plans. It removes the disadvantage of dividing activities into small or large spaces and provides an open room in which children can interact visually with the space. This in return, provides them with a separation from noise and visual distractions. In this case, children are divided into smaller groups- their participation in cognitive oriented activities is more pronounced and children show more interest.

2. Closed floor plans

1. Open floor plans

3. Modified floor plans

FIG. 3.4.1.3 Types of Spatial arrangement in classrooms

Also, an environment can include a variety of “places” for children to engage in different activities: warm and cozy; hard and sterile; dark or light; noisy or quiet. Such variety prevents boredom, and provides children with levels of stimulation that suit their mood (Olds, 2001) Additionally, each classroom can be divided into zones such as the quiet zone, messy zone, and active zone. The quiet zone typically includes spaces such as reading, listening, manipulatives, writing, small blocks and math. The messy zone has water, sand, clay, painting, collage, science and a nature area. The active zone has large blocks, dramatic play, music and gross-motor skill activities (Olds, 2001). Each area has specific guidelines to follow and an ideal location within a floor plan.

Blocks centre

Dramatic play

Library

Areas defined by boundaries

FIG. 3.4.1.4 Types of Spatial divisions in classrooms

Allen and Schwartz (1996) state, “Minimizing clutter and confusion enhances the ability of all children to concentrate on the tasks at hand; for children with attention or learning disorders, reducing distractions may be the best way to promote learning” (p.225). Clayton and Forton (2001) indicate that if the area is clearly defined with distinct boundaries and obvious pathways, children will use it more appropriately and successfully. Directing towards the playroom arrangement, Legendre (1999) found that the type of furniture arrangement in the play area did not change the level of social interactions for the peers whose relationships were weak. In contrast, for children showing an emerging relationship with peers, the playroom arrangement affected the quantity and the quality of their social interactions. But, places for large-group meetings or activities are important to plan as they build classroom community and literacy skills. The way of organization and shaping of the staying space in children preschool institutions are most directly affected by the activities undergoing in these units, and which are

scheduled by a working program. The age of the children reflects on the needs and organization of the surfaces inside the staying space and in this way is directly correlated to the planning of the space. Hence, it is suggested that spaces should be designed initially with more flexibility to better accommodate the different needs and activities of children, and increase comfort without corrupting the system of the classroom. The flexibility built into the design of the space keeps the children’s agenda the focal point of the classroom. Flexible space, furniture and materials encourage children to engage in a range of activities that foster their development and learning. They develop specific skills, self-awareness, alertness and respect for others around them (Curtis and Carter, 2003). FIG. 3.3.2 shows adaptations at Lynnmour Elementary, by Tessa Harrington to support a calm, safe and reflective learning environment for children. Clearing the clutter, changing the colour scheme, redecorating with natural materials, and softening the lighting were some major changes done in the space. According to her, it resulted in better focus of children. They enjoy working with natural materials as well as having more space and freedom to move.

FIG. 3.4.1.5 Adaptation at Lynnmour Elementary, Canada.

3.4.1.3 Communication And Accessibility In terms of space, children should be given enough room for undisturbed and free motion. Creating public and private zones in child care spaces is complex and should be paid great attention to activity area in classrooms. Group rooms must be organized in practical manner which provides areas for children’s activities in a way that performing one group of activities should not disturb the other (reading, writing, listening, theatre plays, art, mathematics, space for larger group workshops etc.). Best method of organizing group room is dividing the whole space into wet and dry regions and then subdividing particular regions into zones (active, quiet, outdoors). Gross motor or group activity areas sould be located away from the quiet spaces. Shepherd and Eaton (1997) state that young children need familiarity and stability in their physical environment. Providing a safe environment for the children should be a consideration in all areas of the design. Preschool spaces should encourage children’s participation. Circulation paths should make staff activities more efficient. Clayton and Forton (2001) indicate that if the area is clearly defined with distinct boundaries and obvious pathways, children will use it more appropriately and successfully. Interior windows promote connectivity between different spaces where children can have visual access to events occurring around them. Interior doors aim to provide visual access for adults and children of different ages, sizes, and abilities. Using semi-glazed or fully glazed interior doors promotes children’s anticipation of the space they are about to enter. It also expresses a relationship between spaces on both sides of the door.

3.4.2 FURNITURE A well-designed child care center is “legible” to a child. In unpredictable settings, children enter a state of unease and loss of control. Predictability and legibility of a space can be enhanced by using interior windows or walls of glass, by keeping boundaries low and partially transparent. Furniture pieces like couches, love seats, rockers, and other pieces can help create a unifying comforting effect. Everything seems bigger in children’s eyes, so a particular space designed for adults can look rather “scary” for children. The space and furniture should be designed appropriately for children according to their age. Studies suggest that when furnishings in the classroom environment created more spatial definition, children responded with positive behaviors such as more cooperative play and social conversation in spatially defined areas. Wood (2002) indicates that children should be provided with appropriate chair sizes and arrangements for both left and right-handed children should be taken care of. Caples (1996) states that materials that are durable and easy to maintain should be selected. Shepherd and Eaton (1997) state that low shelves are very useful since they can be used as dividers to create functional spaces, as well as storage and surface for display. When children cannot easily access the storage that is located higher than their height, their movements are limited. Open shelving and open storage contribute to children’s independence to become self-directed, rather than waiting on teachers to give them what they want. Hannah (1982) states that dividers can be used to order space visually, to provide sound control, and to enhance privacy and behavior control. For children to experience a feeling of safety and control, they need to sit in a room’s most protected places with their backs facing a wall or a solid element and their faces oriented towards the events happening around them (Olds, 2001).

FIG. 3.4.2.1 Open storage ideas giving defination to the space.

FIG. 3.4.2.2 Children’s requirement of leg space and desk height (in mm) as they grow

FIG. 3.4.2.3 Ergonomic study of a 4-5 yr child for sanitation furniture in mm

3.4.3 COLOR Color is an important design element that contributes to the aesthetic qualities of the early childhood education classroom. Many people feel preschools are for children and so they create schools full of bright and dark colours thinking that it attracts children. This makes early childhood education classrooms have a visually overstimulating appearance. It doesn’t fulfill the purpose of learning. Classrooms must be attractive and welcoming, with elements that will contribute to brain development, learning, creativity, and imagination. Color is a powerful tool that has far-reaching effects which influence behavior, influence mood, and even influence physiological reactions. Colour adds dimension, meaning, and beauty to life. Addressing the physiological, psychological, aesthetic, and technical aspects of color is an important part of a designer’s job. As a form of energy, color affects our emotions, state of mind, and physiology within a space. Color variety from toys and the activities such as art or books in the display should also be taken into consideration. Boyatzis and Varghese’s (1997) research has found that children showed negative emotions toward dark colors like brown, black, and gray. Warm colors tend to create warmth and excitement, but a consistent and strong color scheme should be avoided, as this may result in over-stimulated, excited behavior. An intense red colour can make an anxious child even more restless and tense. When the energetic colour red is used on or around a very active child, the combination could lead to a child who is excessively active all day long. This could also affect their educational success negatively. However, colours like yellow and orange may represent enlightenment and happiness. But it also affects memory and attention, as it distracts children and they will be all excited all day and would not have productivity in the working. Thus, warm colors evoke emotions ranging from feelings of warmth and comfort to feelings of anger and hostility. Warm colours on walls and in furniture inside classrooms can also be identified as zones that encourage communication. While cool colors (like blue and green) tend to have a calming effect, they can also call to mind feelings of sadness or indifference. Hues of beige and brown might look as serious as black; however, they could be said to be softer and warmer. It is a colour associated with nature and the universe. This colour gives rise to feelings of confidence and is relaxing. A calming background can be brought to life by using touches of bright, energetic colors such as yellow, orange, and purple to enhance preschoolers’ curiosity (Olds, 2001). This way the colours used can be muted but the space doesn’t devoid of personality. Many children are visual learners, therefore, the use of visual tools like color is important to create psychological relief for them. Color in child care spaces is considered the most

FIG. 3.4.3.1 Adding colour cues to space through furniture

FIG. 3.4.3.2 Over use of colours in space

powerful visual organizer because it helps users in a space deal with visual overload. Therefore, it is necessary for walls to act as a background rather than a focal point within a space, which can be achieved by using luminous yet calm colors for large wall surfaces. The colorful touches and differentiated textures can be added to the space through smaller elements such as pillows, seating surfaces, and storage units. Color applications within different parts of a classroom space can help define areas without the necessity of using physical boundaries (Curtis, & Carter, 2003). The effect of colours through paint, wall graphics, and art objects extend learning beyond classroom. The use of such colors in corridors and stairways, and sharp accent colors on railings and doors, can define points of orientation.As young preschool children are attracted to bright color, they can be used as cues for spatial defining (Joh & Spivey, 2012). Bright furnishings or splashes of color in flooring not only help guide students to corridor gathering areas, but also reinforce the excitement of learning. Instead of using a lively orange in classrooms, a lively orsnge wall greets students as they enter the space. It’s a warm color that signifies comfort, happiness, and social interaction. This is a safe place where teachers and students can mingle. In addition to affecting our mood, emotions, and actions, colours also affect the ambiance of space as well as how big or small, coldly or warmly it is perceived. Color can modify the apparent size or warmth of a room; influence our perception of volume, weight, noise, and temperature; encourage solitude or sociability, and stimulate anger or peacefulness (Olds, 2001).In relation to the implications of the spatial volume and wall color, Read, et al. (1999), found that differentiation in ceiling height or wall color was related to higher levels of cooperative behavior among preschool children. Colors have different apparent depths which can be used in child care spaces to manipulate their spatial dimensions. Warm colors

usually advance and catch children’s attention, whilecooler colors recede. Using cooler colors to make rooms seem larger than they really are is often a technique used in child care spaces to provide users with a sense of spaciousness. Patterns also play a role in deceiving the perception of users. Larger floor patterns make a space feel smaller, and small detailed floor patterns enlarge it (Olds, 2001). Designers need to keep in mind that the level of architectural detailing in a space can affect its to lerance of color use. Elaborately detailed spaces with moldings and woodwork can draw attention to themselves without much need for color intervention. Palmer & Schloss understands colour preference as “how much people like different colors” Balancing application of color within the classroom helps children by offering them a focal point for an activity area. Careful consideration of how color’s hue, value, and brightness affect the interior of the classroom benefits children’s experiences in the space. A harmonious classroom environment that balances color and other design elements can be achieved with small changes in a designed environment.

FIG. 3.4.3.3 Use of colours to add cues to the space

FIG. 3.4.3.4 Use of colours to visually divide the space

FIG. 3.4.3.5 Use of colours to locate spaces in space

3.4.4 MATERIAL AND TEXTURE Finishes and materials in a child care environment can affect how people feel by affecting what they see, hear, smell, and touch. A balanced variety of finishes and materials can help children in their sensory development and keep them alert to changes in textures around them. Settings are most nourishing when they provide both varied forms of stimulation and subtle change in that stimulation, which is similar to what is found in the natural world. The task for designers is to saturate the static, built world with subtle variations at all levels of experience. The evolutionary history of the brain explains why natural components of environments and architectures have a relieving influence with regard to mental resources. Using natural materials, such as wood for the interior design, or concordant colors, or installation of soft, springy floors in some areas can create something close to a natural environment. Caples (1996) recommends a range of textures and bodies, such as finished wood, ceramic tile, vinyl tile, plaster - smooth and indented textures-, tear-resistant cloth and padding, rubber, leather, metal, safety glass, and tackable surfaces. They can be used in kindergarten, thus children can experience different surfaces. Greenman (1988) indicates that one of the advantages of rugs is getting children to experience more variety of textures. Moreover, rugs can provide flexible space to use. Child care spaces often use smooth, washable surfaces without paying attention to the lack of textural variety in the classroom space and how that may influence the level of children’s interactivity. Man made materials such as plastic do not age properly, since they show wear and tear quickly. Natural materials such as unpainted wood, wool, and stone show the marks of age and use eloquently as part of their progress and interaction with

users and environmental factors within a space. Environments with soft materials, such as carpeting, cushions, curtains, are good for lowactivity areas, such as quiet and group meeting areas. Since they reduce noise and help in comofting they are necessary for blocks and other floor work (Caples, 1996; Kentucky State Dept. of Education, 1991). On the other hand, hard surfaces, such as tile, asphalt and wood, encourage louder, active participation(Kentucky State Dept. of Education, 1991).

FIG. 3.4.4.1Adding natural materials to the space

FIG. 3.4.4.2 Adding play elements in interior spaces

FIG. 3.4.4.3 Different textures in the space

FIG. 3.4.4.4 Textures in various spacesof the space

3.4.5 NOISE Maxwell & Evans (2000) found that there is a link between interior chronic noise levels and pre-reading skills in pre-school children. Children’s use and understanding of language is poor in loud classrooms. According to Rivlin & Weinstein, the research on school noise can be divided into two categories; 1. External noise, generated by airplanes and surface traffic 2. Internal noise, generated by the daily activities of teachers and students High background noise level is definitely a major and significant issue at many preschool centers. The center should not be situated near noise sources such as major highways, street intersections, railroad lines, or airport flight paths without mitigation. The World Health Organization (WHO) recommends 35 decibels as the limit for background noise in school classes. Noise which exceeds the limit makes it more difficult to communicate and to distinguish speech. The average noise level for eight hours is typically 70-80 decibels in kindergartens and schools. In certain situations and spaces, such as lobbies or hallways, cafeterias, moving from one place to another and during free play, the noise level can temporarily rise to over 90 decibels. A growing body of research indicates that quiet, indoor environments also support the needs of children with learning difficulties (O’Donnell and Peterson, 2010). This evidence suggests that to maintain a healthy audible interior environment for children to develop their speech recognition skills, dwelling units should be designed to mask out the rumbles louder than a loud whisper, including sounds of equipment, highway noise and the rumble ofthe streetscape. Most strategies to minimize noise are aimed at the classroom and at the adequate selection of room adjacencies and scheduling of classroom activities inside the building. Decreasing the group sizes is also seen as a major way to reduce noise levels. By lowering your level of background noise, greater clarity to original sound is created. In addition, the roofs of spaces can have an extra acoustic noise reduction. Floors covered with carpets and fabrics in space attenuates sounds from steps and furniture. The NCPCR norms has a minimal standard set for the preschool sector teacher to student ratio, which is 1:20. The same is set for teacher to care taker ratio. This ratio is very high for preschools. Maxwell & Evans (2000)recommend a 1:7 student to teacher ratio for maintaing better audio levels in the space.

Fig 3.4.5.1 Fabric panels installed in the space

Fabric Acoustic Wall Panels are cloth wrapped sound absorbing panels that can be wall or ceiling mount inside your space to control your echoes. Your space restores to a more comfortable, user-friendly and functional acoustic space.

Fig 3.4.5.2 Fabric Tack panels

Fig 3.4.5.3 Fabric Tack panels

Fabric Tack Panels are cloth wrapped compressed fiberglass acoustic treatment panels that are cut to size and wrapped in the color of your choice. By laminating a thin membrane on the face of the panel prior to wrapping it in cloth, the panel upgrades to become tackable and double as a bulletin board.

Fig 3.4.5.4 Fabric Tack panels used as bulletin boards

3.3.6 AIR CONDITIONS The lung is not well-formed at birth, and the development of full functionality does not occur until approximately 6 years of age. During early childhood, the bronchial tree is still developing (Schwartz, 2004). Outside playtime is vital for children to get exercise and to learn motor skills. Thus they breathe in more air than adults and can be exposed to a lot of outdoor pollution. The indoor quality of air that children breathe is of vital importance for their general health and development. It can create an uncomfortable environment that makes it more difficult for students to learn, cause more health problems and absenteeism among students and staff; spread airborne infectious diseases; contribute to the deterioration of the school building and equipment (Kennedy, 2001). The materials used-art and science supplies and equipment in industrial and vocational classes can generate air pollution, making preschools prone to indoor air quality. Internal air comfort depends on indoor absence of pollutants i.e. ventilation systems which pump fresh air, and the power of filters to remove polluting substances, activities of kindergarten users and properties of materials applied to structural elements and accessories.Ventilation system is crucial for correct air comfort of the space occupied by children. Thus, comfort can be enhanced by improving ventilation system. While designing or revitalizing old kindergarten, in order to ensure higher air quality, the key thing is predicting ventilation system with enough power and equipment, as well as devices for mechanical ventilation of certain areas (in the lobby area, toilets, etc.). Fresh air in the room regulates air humidity, removes odor, lowers dust content and keeps thermal comfort in summer months. Special caution is needed when selecting proper finishing materials for interior surfaces such as floors, walls, ceilings and every other surface. Many materials can be harmful to health: by radioactive radiation, by noxious fumes, by formation of harmful dusts. It is strongly recommended avoiding using materials that release off-gas volatile organic compounds into the air, particularly formaldehydebased finishes, adhesives, carpeting and particleboard. Beside surface finishes that must be non-toxic and comply with standards, which implies respecting Volatile Organic Compound content limit, as well as with restrictions related to other harmful ingredients. It is important to test all materials in order to determine the degree of their impact on air quality in rooms where children reside, prior to applying them as a final finish. Air conditioning, ventilation, and heating systems are found to contribute quite distinctly to the level of classroom noise (Dockrell & Shield, 2004). Regular service of such equipments should be ensured.

3.3.7 LIGHTNING Classroom lighting plays a crucial factor in student performance. For an appropriate visual environment for learning tasks, careful consideration of various factors is important. The visual environment affects mental attitude, and performance. Achieving visual comfort and more pleasant stay is reflected in correct amount of light that has been introduced to a room.Various types of lighting should be included to allow flexibility within the environment. The lighting of a school should be thought an efficient component of the educational settings and good lighting contributes significantly to the aesthetics and psychological character of the learning space (Phillips,1997). Greenman (1988) suggests that light can be used to influence activities and moods. For example, increased lighting can brighten, and reduced lighting can calm spirits. The room should get enough natural light for children’s health because the evidence suggests that daylight destroys mold and bacteria, provides vitamin D, contributes to a sense of positivism, and offers connection with the natural world (Caples, 1996). Moreover, Greenman (1988) states that fresh air is essential for the health of children, thus the windows should be opened in order to get more air circulation. Greenman (1988) states that windows should extend 18 to 24 inches off the ground, so children can view outside. However, in areas where there is high motor activities, plexiglass panels can be used to block windows against children. The windows should be shatter-resistant for the safety of children.

FIG. 3.4.7.1 Penetration of Natural light in Preschool Spaces

Parameters to achieve light comfort : DAYLIGHT

Window position Window Area Glazing Types

ARTIFICIAL LIGHT

Ambient light Spot light

FIG. 3.4.7.2 Penetration of Natural light in Preschool Spaces

Children should not spend long day hours in windowless spaces (basements, etc.). Other architectural elements can be used in bringing natural light into child care spaces. A few to consider are greenhouses, patios, balconies, window wells, courtyards, atria, skylights, clerestories and interior glass walls (Olds, 2001). Natural lighting can be controlled by providing window treatments such as curtains, blinds, or louvers (Olds, 2001). Artificial lighting can be controlled by providing accessible switches and dimmers for both general and task lighting. Shepherd and Eaton (1997) offer that different types of lighting, such as soft lighting lamps and directed/spotlighting to focus on objects or children’s work, can be used according to the purposes. Mirrors also contribute to the environment by reflecting light and providing different dimensions, which children can see (Shepherd & Eaton, 1997). As for parameters of color and intensity, artificial light should certainly be as close as possible to daylight. However, it is better not to use fluorescent lights, since Greenman (1988) says, “fluorescent lights may have a negative impact on hyperactivity” (p.111). Electric lighting needs to be designed according to the quantity, quality, and location of natural light entering the space (Olds, 2001). Children prefer parts of the space that are well lit and provide ample natural light. Natural light changes slowly and continuously throughout the day and across the seasons, providing children with the opportunity to experience objects and spaces under different conditions of illumination.

FIG. 3.4.7.3 Light and shadow play in preschool spaces

3.4.8 HEIGHT Creating play spaces at different levels, heights and angles in the classroom creates an outof-the-box experience for children. Looking around the room from different heights helps children see things from different points of view and experience their bodies in different dimensions (Curtis & Carter, 2003).The spatial complexity added to the space through the use of lofts, risers, and ramps can provide children with infinite scenarios of play and social interaction and creates more options for groupings and activities. Osmon (cited in Greenman, 1988) suggests that in order to minimize objects or adult presence, the ceiling should be at a height, such as 10 to 11 feet. Otherwise, children will likely overestimate the size of what they see. High and huge buildings can make them feel insequre. One of the advantages of a high ceiling is that they increase the amount of usable space by allowing the development of lofts and platforms. On the other hand, a low ceiling has some advantages too, like it helps create intimate spaces.

3.5 Indian Standard For Recommendations For Basic Requirements Of School Buildings The implementation of the NEP is delayed due to the Pandemic. As of now, there are no standards and curriculum fixed in India. The surge in the number of pre-schools is coming at the price of quality. There is hardly any mechanism for registration and certification of pre-school. There are no minimum requirements as to the size and space in the buildings, the quality of the infrastructure, or safety standards in place. There is also no standardized curriculum. Each school professes to follow the latest methods and techniques. The lack of a clear definition haunts early childhood care and education in India. Often children are taken through the rigors of rote learning, merely memorizing sound with a little word to the meaning association. The fee structure is subject to drastic variations. A parent may spend around Rs 3,000 per month in a tier-I city, about Rs 150 per month are spent on children in the Aanganwadi centers in rural India. This alone gives us an idea as to the degree of variation in the care that children receive during this crucial period. At present, in the absence of any uniform standards, there is marked variation in the educational facilities between various schools. Again in view of the changes in educational pattern as well as teaching aids adopted, it is necessary to introduce the relevant requirements in a national standard. The following Recommendations For Basic Requirements Of School Buildings were adopted by the Indian Standards Institution on 27 February 1978, after the draft finalized by the Functional Requirements in Buildings Sectional Committee had been approved by the Civil Engineering Division Council. The purpose of this standard is not to offer design solutions for an educational facility but to lay down standards for both spatial and environmental needs of the basic classroom and allied spaces. This standard covers spatial, functional, and environmental requirements of school buildings including Preschools. This standard does not cover requirements for boarding or residential schools. Below, the standards that have indulgence with Preschool classrooms are stated. 1. CLASSROOMS The basic unit of a school in the classroom. The classroom, apart from satisfying the minimum requirements of space, fittings, and furniture, shall be designed to meet adequate functional and environmental requirements. The size of a classroom shall depend on the

following: a) Anthropometric dimensions of children and their space requirements; b) Dimensions, arrangements of furniture and equipment and their incidence; c) Number of students to be accommodated; d) Types of activities to be carried out; e) Diverse seating arrangements essential for these activities. 1.2 Area of Classroom The Preschool classroom should be designed for 20 to 25 student places. The area of the classroom should be calculated on the basis of the area needed per student place. The Gross area of classroom per student place should be 2 m2 or about 20 sq. ft. The number of classrooms in a school and the number of sections per class should depend upon the size and level of school and use efficiency of spaces. 1.3 Essential Constructional Requirements 1.3.1 Height of the classroom should not be less than 10 ft or 3m. measured at any point from the surface of the floor to the lowest point of the ceiling. The minimum headroom such as under the bottom of beams, fans, and lights shall be 2.6 m measured vertically under such beam, fan, or light. 1.3.2 The proportion of the breath ( minimum dimension.) to the length ( maximum dimension ) of the classroom should be no more than 1: 1.5. 1.3.3 Sill Heights - The sill height for classrooms with furniture arrangement should be no more than 800 mm measured from finished floor level. 1.3.4 Rooms shall have, for the admission of light and air, one or more apertures, such as windows and fanlights, opening directly to the external air or into an open verandah. The minimum aggregate areas of such openings excluding doors inclusive of frames shall be not less than 20 percent of the floor area in case such apertures are located in one wall and not less than 15 percent of the floor area in case such apertures are located on both side walls at the same sill level.

2. FUNCTIONAL REQUIREMENTS 2.1 The level of illumination for various visual tasks is given below in Table 5. VISUAL TASK

ILLUMINATION LEVELS (lux)

Classromm desk top, Chalkboards

150-300

Laboratories / Workshops

200-300

Library Reading Tables

150-300

Drawing/Typing

300

Washrooms

150

TABLE 5. Illumination levels on work areas for school buildings 2.2 Maximum acceptable noise levels in classrooms and other teaching spaces due to external sources should not be more than 40 dB. 2.3 Level of ventilation in the classrooms and other teaching areas shall be six air changes per hour. 3. ADMINISTRATIVE SPACES 3.1 An area of about 10 m2 may be provided for a room for the headmistress/headmaster of the school. 3.1.1 Another area of 10 m2 may be provided for general storage. 4. OUTDOOR AREAS 4.1 Outdoor areas for a school such as playgrounds, open-air assembly, parking, etc, shall depend upon the following: a) The size of the school, and

b) The location of the school, that is: 1) Urban, 2) Suburban, or 3) Rural. 4.2 For outdoor spaces under lawns, courtyards, etc, an area of 1m2 (about 10 sq. ft) per student should be provided. 4.3 It is desirable to make adequate provision for playfields for playing games like cricket, football, hockey, and other Indian games. A play area of 1000 m2 (about 10800 sq. ft) would be adequate for Pre-Schools. These spaces may be shared by a few schools in high-density areas for purpose of land economy. Regional game preferences and local topography shall, however, determine the extent and nature of playfields 4.4 It should be possible to extend the teaching areas in the open space beyond the classrooms and for this purpose such open spaces should be designed to provide for chalkboards, raised platforms, and outside sitting arrangements. 5. WATER SUPPLY AND SANITARY REQUIREMENTS 5.1 Water Supply Requirements - The arrangements should be made to supply 45 liters of water per head per day in school buildings apart from the requirements of water for fire fighting. The laying and distribution of the water supply system should be according to provisions given in IS: 2065-19721. 5.2 Sanitary Requirements - The requirements for the fitments for drainage and sanitation in schools should be in accordance with Table 9. 5.3 The selection, installation, and maintenance of sanitary appliances should be in accordance with IS: 2064-19738. The IS recommendations on various topics mentioned above and others have been cited below for further reading and requirements.

FITMENTS

SANITARY REQUIREMENTS

Water-closests

1 per 15 pupils or part thereof

Ablution taps

1 in each water closet

Urinals

1 per 20 pupils or part thereof

Wash basins

1 per 15 pupils or part thereof

Baths

1 Bath-sink per 40 pupils or part thereof

Drinking water fountains

1 for every 50 pupils or part thereof

Cleaner’s sink

1 per floor, Minimum

TABLE 6. Type of Sanitary fitting and its requirement in Preschools

6. SELECTION OF SITE 6.1 While selecting the site of Pre-school buildings, the following points should be kept in mind: a) Easy accessibility from residential areas; b) Site should be away from heavy traffic roads, rivers, ponds, railway tracks, etc; c) Site should be away from high tension lines; d) The land should not be of the made-up ground unless precautions have been taken for stabilization; e) Site should ensure good natural drainage; and f) The site should preferably be at a quiet place away from places generating noise and pollution, such as cinemas, factories, and shopping centers.

7. EFFECT OF LANDSCAPE ELEMENTS 7.1 While planning the school building, the importance of landscape elements such as open areas, to increase the comfort conditions inside the building and also in the surrounding environment, should be kept in mind. 7.2 Plants, hedges, and shrubs planted immediately outside the classroom windows where such windows are the principal source of natural light and ventilation should not protrude beyond the sill level. 7.3 The rows of tall or shady trees should be at right angles to the source of light to the building in order to avoid glare in the rooms. At the same time the tall and shady trees, walls, or any obstruction in front of the classroom windows should be at a distance to ensure an adequate amount of lighting and ventilation. This distance may be taken equal to the height of the building. 8. EXIT REQUIREMENTS 8.1 General The following general requirements shall apply to exits: a) All exits shall be free of obstructions; b) Exits shall be clearly visible and the routes to reach the exit shall be clearly marked and sign posted to guide the students to the floor concerned; c) All exit ways shall be properly illuminated; and d) Exits shall be so arranged that they may be reached without passing through another occupied unit. 8.2 TYPES OF EXITS 8.2.1 Exits shall be either of horizontal or vertical type. An exit may be a doorway, corridor, an internal or external staircase, ramps or verandahs, and/or terraces that have access to the street or to the roof of a building. An exit may also include a horizontal exit leading to an adjoining building at the same level. 8.2.2 Lifts and escalators shall not be considered as exits.

8.3 Number and Size of Exits The requisite number and size of various exits shall be provided, based on the number of students and staff in each room area and floor, the capacity of exits, travel distance, and height of buildings according to provisions in 8.3.1 to 8.3.4. 8.3.1 Arrangement of Exits - Exits shall be so located that the distance from an exit to the most remote point in the floor area served by them, measured along the line of travel shall in no case be greater than 30 meters, except that where sprinklers are installed throughout a building the maximum distance of travel to an exit may be increased by 50 percent. 8.3.1.1 Wherever more than one exit is required for a floor of the building, exits shall be placed as remote from each other as possible. All the exits shall be accessible from the entire floor area at all floor levels. 8.3.2 Capacity of Exits - The capacity of exits ( doors and stairways ) indicating the number of persons that could be safely evacuated through a unit exit width of 500 mm shall be as given below: a) Stairways b) Doors

25 Numbers 75 Numbers

8.3.3 There shall be a minimum of two staircases and one of them shall be an enclosed stairway and the other shall be on the external walls of buildings and shall open directly to the exterior, interior open space, or to any open place of safety. 8.3.4 Notwithstanding the detailed provision for exits as above the minimum width for stairways shall be 2.00 meters. 8.4 Other Requirements of Individual Exits The detailed requirements of individual exits are given below. 8.4.1 Doorways 8.4.1.1 Every exit doorway shall open into an enclosed stairway, a horizontal exit, on a corridor or passageway providing continuous and protected means of services.

8.4.1.2 No exit doorway shall be less than I000 mm in width. Doorways shall be not less than 2000 mm in height. Doorways for bathrooms, water-closet, etc, shall be not less than 750 mm wide. 8.4.1.3 Exit doorways shall open outwards, that is, away from the room but shall not obstruct the travel along any exit. No door, when opened, shall reduce the required width of stairway or landing to less than 900 mm; overhead or sliding doors shall not be installed. 8.4.1.4 Exit door shall not open immediately upon a flight of stairs; a landing equal to at least the width of the door shall be provided in the stairway at each doorway, level of landing shall be the same as that of the floor which it serves. 8.4.2 Stairways 8.4.2.1 Interior stairs shall be constructed of non-combustible materials throughout. 8.4.2.2 Interior staircase shall be constructed as a self-contained unit with at least one side adjacent to an external wall and shall be completely enclosed. 8.4.2.3 A staircase shall not be arranged around a lift shaft unless the latter is entirely enclosed by a material of fire-resistance rating as that for the type of construction itself. 8.4.2.4 Hollow combustible construction shah not be permitted. 8.4.2.5 The minimum tread shall be 30 cm. The treads shall be constructed and maintained in a manner to prevent slipping. 8.4.2.6 The maximum height of the riser shall be 150 mm. They shall be limited to 12 per flight. 8.4.2.7 Handrails shall be provided with a minimum height of 900 mm from the center of the tread. 8.4.2.8 The minimum headroom in a passage under the landing of a staircase and under the staircase shall be 2.2 m. 8.4.3 Fire Escape or External S&airs-For buildings above 15 m in height fire escape stairs shall be provided subject to the following conditions:

a) Fire escapes shall not be taken into account in calculating the evacuation time of a building. b)All fire escapes shall be directly connected to the ground. c) Entrance to fire escape shall be separate and remote from the internal staircase. d)The route to fire escape shall be free of obstructions at all times, except a doorway leading to the fire escape which shall have the required fire resistance. e)Fire escape shall be constructed of non-combustible materials. f)Fire escape stairs shall have straight flight not less than 750 mm wide with 150 mm treads and risers not more than 190 mm. The number of risers shall be limited to 16 per flight. g) Handrails shall be of a height not less than 900 mm. 8.4.4 Spiral Stairs ( Fire Escape ) The use of spiral staircase shall be limited to low occupant load and to a building of height 9 m, unless they are connected to platforms, such as balconies and terraces to allow escapes to pause. A spiral fire escape shall be not less than 1500 mm in diameter and shall be designed to give adequate headroom. 8.4.5 Ramps 8.4.5.1 Ramps with a slope of not more than 1 in 10 may be substituted for and shall comply with all the applicable requirements of required stairways as to enclosure, capacity and limiting dimensions. Ramps shall be surfaced with approved non-slipping materials. 8.4.5.2 Handrails shall be provided on both sides of the ramp. 8.4.5.3 Ramps shall lead directly to outside open space at ground level or courtyards or safe places. 8.4.6 Corridors 8.4.6.1 The minimum width of a corridor shall not be less than 1500 mm and actual width shall be calculated based on the provisions given in 14.3.1 and 14.3.2, as for doorways. 8.4.6.2 In case of more than one main staircase of the building interconnected by a corridor or other enclosed space, there shall be at least one smoke-stop door across the corridor or enclosed space between the doors in the enclosing walls of any two staircases.

9. FIRE PROTECTION REQUIREMENTS 9.1 The school buildings shall be designed for safety against fire in conformity to IS : 24061963*. 9.2 Adequate first-aid fire fighting equipment shall be provided at suitable positions like corridors, lobbies, halls and outside the building in accordance with 1s : 2217-1963”. 9.2.1 The first-aid fire fighting equipment shall be installed and maintained in accordance with IS : 2190-1971t. 9.3 Approved manually operated fire alarm facilities shall be provided in every school building in accordance with Appendix B. Such facilities shall be tested daily during the school term.

4. CASE STUDY There is a united understanding of various characteristics acting together in a space. The parameters for selecting the case study were based on how they create help create a learning environment for children in addition to making the space welcoming and fun.Each case study has special characteristic it helps give character to the space and also provide a good learning environment for children. The case studies are divided into parameters to analyze them at a common level and not differentiate on the variables of curriculum, size, and country. Understanding of individual characteristics and the idea of creating the space, with the understanding of Section 3.3 helped in the analysis of the case study.

4.1 KINDERGARTEN 8UNITS , SPAIN

Figure 4.1.1 Front elevation and entrance of the Kindergarten

Architects: LosdelDesierto Location : Velez-rubio , Spain Area: 874 m² / 9407 Sq.ft Year of completion : 2009 Photographs : Jesús Granada

LOCATION The location of the school is in the centre of a residential area that both confer’s, the identity of the school and revalutes the area. It is a quite neighbourhood with a high percentage of old people located in the village of Velez-rubio in Spain.

Figure 4.1.2 Site location

Figure 4.1.3 View of kindergarten from its neighbourhood

AIM AND IDEALOGY At an early age and instinctively, children identify the pitched roof with the house, hence their drawings: the roof, the box and, last, the doors and windows. According to the architect, a nursery is but a “big - house” in which children spend most of their time. This idea, interpreted of course, is the origin of the proposal. The big structural slab (roof) is folded in space. This allowed to double the height of the floor so as to adapt the skyline to the next buildings as well as to amplify the interior space and the natural light. The aim of this project was to help the development of psychomotor, mental, and social abilities. FACADE Once the roof and the program were designed, the architects decided upon the façade. They did not want the traditional windows that abound in the village and wanted to give a special identity to the building. So they made up a simple system of panels in the form of a

jigsaw puzzle to configure the distribution of voids in the façade. LosdelDesierto was looking for a connection between this perforation and the user. The circle suggests many analogies (hole, eye, game, moon…) and, above all, it can also be used as a table, seat and even as a hammock.

Figure 4.1.4 Facade during the night

Figure 4.1.5 Facade during the day

The façade is just an element that separates the interior from the exterior. The weight of the entire project rests on the slab. Three different diameters (180 cm; 100 cm; 40 cm) define the holes. The circular trims are colored with special films in green-yellow, blue and magenta tones inside a laminated glass. During the day, the interior is tainted with different colors, like natural lanterns. At night the interior lights illuminate the façade, giving the quarter a fun look. SPACE PLANNING The school runs easily around a central playground, but the folding of the roof slab deforms the rational stay prism and wide interior space to the outer limits the building. In the interiors, the space develops into eight classrooms assigned to three groups of children, divided according to age. There is also a dining-room, a kitchen, and administration offices distributed around the central playground. The different classrooms are connected to open-air spaces, which permit a permanent inside-outside relationship. These spaces also act playgrounds for individual section of classroom. The planning of outdoor spaces is at the corners or towards the outer areas of

Figure 4.1.6 Elevation with refrence circle cut outs

Figure 4.1.7 Elevations with refrence of colur coding on the facade

space, which does not disturb the other classrooms. This reduces the noise levels in the classrooms. To interact with other classrooms and for play during lunch time, there is central playground is net to multi-purpose room and dining hall. Each class has attached washrooms and hand-wash cum cleaning area. Outdoor spaces also have an easy access to washroom.

Figure 4.1.8 Circle analogie colour coordination in facade

Figure

4.1.9 Central Playground

Figure 4.1.10 Central playgroung with facade details

CHARACTERITICS IN SPACE According to LosdelDesierto color is very important at an early age. His son used color to differentiate, distribute and construct jigsaw puzzles and sentences. Hence, the building incorporates color in the vinyl laminates of the floors and wall bases. It separates children according to their ages and distinguishes the common spaces from the classrooms. The selection criterion, contributes to the development of their psychomotor, mental and social capacities. For the classrooms designed for children between: - 1 and 2 years the color is blue (relaxation, the sea, the world of dreams) - 2 and 3 are painted in orange (psychomotor stimulation, activity) - 3 and 4 years of age, the color chosen is green (contact with nature) The common spaces use mixed colors as it is the world of society and the collective. The world of the children is separated from the worlds of adults through the color in the walls, which disappears at 1,30 meter, the height of the spatial vision of a child. Above this limit, the surfaces of the walls are unfinished and the facilities are all visible. At best, they are just treated with polyurethane so that they can be easily cleaned. As heating system, the nursery has under floor heating, ideal for this building type.

PACKAGE OF PATIOS

NETWORK

CLASSROOM CLUSTERS

CLASSROOM RELATIONSHIP

Figure 4.1.13 Spatial relations in the space

Figure 4.1.11 Floor Plan of the Preschool

ENTRANCE CIRCULATION SPACE STAFF ROOM C.WASHROOM AND SERVICE ROOMS ADMINISTRATIVE OFFICE CLASSROOM FOR 1-2 YRS CLASSROOM FOR 2-3 YRS CLASSROOM FOR 3-4 YRS WASHROOM AND CLEANING AREA ATTACHED TO CLASSROOMS OUTDOOR SPACE PORCH MULTI PURPOSE ROOM KITCHEN AND PANTRY

Figure 4.1.11 Classrooms for children under the age of 4

Figure 4.1.9 Common space in colourful vinyl laminates

Figure 4.1.12 Classrooms for children under the age of 3

Figure 4.1.10

Daylight and shadow play in dinning area

4.2 TIMESHARE KINDERGARTEN AND SCHOOL, EUROPE Architects: Arhitektura Jure Kotnik Area: 696 m² Year: 2016 Photographs: Janez Marolt Location: Podgorje, Slovenia LOCATION New TimeShare Kindergarten and School is located in the central area of small Slovenian village settlement Podgorje as an extension of the existing primary school. The building has south-facing openings, which helps in low energy consumtion and provides ampent natural light during the day.

Figure 4.2.1 Exterior view of the building

Figure 4.2.2 Exterior view of the building

FACADE The exterior of the kindergarten is tailored to its inhabitants, with a series of façade elements functioning as play elements. The west-facing wall has a growth chart with typical heights of selected animals indicated in it. The segments of wall interrupting the glazed south side of the kindergarten are covered in blackboards so children can scribble and draw on it, and it also features a climbing wall in the corner.

Figure 4.2.3 Functiong facade as play element

Figure 4.2.4 Growth chart on facade

Figure 4.2.5 Play elements on facade

AIM AND IDEOLOGY The kindergarten’s special feature is its open plan approach with unified play space, which covers as much as 85% of the entire surface. Children here are encouraged to be physically and socially active with a series of inviting design elements. The signature feature of this project, the design elements that effectively help children gain different types of knowledge, so that children can discover the best about them in their early years.

SPACE PLANNING Classrooms, intentionally designed differently to accommodate different interests, are only closed for naps and activities demanding a high level of concentration, the open design fostering excellent cooperation among teachers and allowing children to play with peers with shared interests regardless of age. Further, the clasrooms and indoor open area both are further consist of a number of segments. The open indoor areas include segments like theatre, hiding hook, motorics, drawing and many such activities in open. The classrooms include of hiding nook, library, shop area, fruit market, toy corner and many such nooks.

Figure 4.2.6 Space usage in the preschool

Figure 4.2.7 Indoor road markings in the preschool

CHARACTERISTICS IN SPACE The space helps in easy gain of knowledge is, meandering road between playrooms, which visually connects different spaces and invites children to follow it (walk, run, ride their kick scooter or bike). Special road signs have been designed, encouraging children to mimic movements of a particular animal (butterfly, crab, lizard, etc.), and go either fast (cheetah) or slow (snail). Various thematic play nooks (there are as many as 42), numerous blackboards, sports equipment of all kinds, and the accessibility of equipment encourage children to be active, discovering and pursuing their passions. Research showed that the this open principle in kindergartens boosts social contacts by more than twice, children’s access to equipment

ENTRANCE STAFF AND SERVICE AREAS INDOOR OPEN AREA CIRCULATION PATH CLASSROOMS WASHROOM OUTDOOR PLAY AREA

Figure 4.2.8 Floor plan of the new construction with exixting building

increases threefold and their physical activity is seven times that of their peers in traditional kindergartens in the region. Another example is the floor angle meter next to the door, which indicates various angles as the door swings back and forth, or ceiling paintings with geometry elements. Each chair in the classroom has white letters attached to its back, helping children passively learn small and capital letters. A lot of visible timber used in the interior gives not only gives a cozy natural atmosphere, but also brings kids in direct contact with this most optimal construction material in the Alpine area.

Figure 4.2.9 Children on interior roads mimicing movements of animals

Figure 4.2.10 Play nook combining art and play

Figure 4.2.11 Indoor traffic signs designed for the kids

Figure 4.2.12 Floor angle meter

Figure 4.2.14 Typical classroom interior

Figure 4.2.13 Geometrical elements on ceiling in classroom

Figure 4.2.15 Geometrical elements on ceiling in classroom

Figure 4.2.16 Indoor traffic signs designed for the kids

Figure 4.2.17 Playground and ourdoor play areas

Figure 4.2.18 Outdoor play areas for preschoolers

Figure 4.2.19 Comparison on obervations found in children using principles of open play areas

4.3 SERRA PRESCHOOL SERRA is Italian for a place where life is nurtured. Serra International Pre-school started in 2008 with the aim to provide a broad and balanced curriculum that will support individual needs and allow children to achieve their full potential. Inquiry-based learning and the Reggio Emilia approach of northern Italy are the teaching practices followed at SERRA. The school promises to provide inspirational physical and emotional environments that promote a sense of community and possibility. Play is seen as the central mode of learning for children. The following are the parameters the preschool is assessed in, after a visit to space, talking to the teachers, and keeping the understanding of the characteristics of the physical environment in mind. Location : Bhayli, Vadodra. Area: 18,000 Sq.ft Year of completion : 2006 LOCATION Serra is located on Vasna-Bhayli Road in the city of Vadodra. Bhayli is a residential locality located in the southeast region of Vadodara. The school is surrounded by low-rise to midrise apartments, independent houses, villas, and builder floor apartments. GENERAL SCHEDULE OF ACTIVITIES According to the curriculum, each program is divided into a weekly schedule. But, the general set of activities a student performs every day in the space remains the same. The following are the activities a student is taught in the school. IIP- Integrated Indoor Play Circle Time Snack Time Outdoor Play Knowledge and Understanding of the world PSR - Problem Solving, Reasoning, and Numeracy Language Development

FIG. 4.3.1 Location on Bhayli on the map of Vadodra.

The school has 6 classrooms in total. Table 7 shows the age group for the programs offered in the school with a number of sections for each program. The population of users in the space is around 50.

FIG. 4.3.2 Serra International and its surrounding through Satellite view.

MAIN SCHOOL BUILDING OPEN PLAYGROUND AREA SAND PLAY AREA SMALL PLAY AREA PARKING AREA

FIG. 4.3.3 Space division in space as viewed from Satellite view.

FIG. 4.3.4 Facade of the school.

PROGRAMMES OFFERED

AGE-GROUP

NUMBER OF DIVISIONS FOR EACH PROGRAMMES *

NUMBER OF STUDENTS IN EACH DIVISION

PRE-TRANSITION NURSERY KINDERGARDEN 1 KINDERGARDEN 2

1.5 - 2.5 YRS 2.5 - 3.5 YRS 3.5 - 4.5 YRS 4.5 - 5.5YRS

1 1 2 2

7 9 11 13

* The number of divisions for each classroom changes according to the admissions each year. TABLE 7. Programmes offered, age group, time spent, and class strength at Serra

AREA DISTRIBUTION FIG. 4.3.3 shows the major space division in space. It can further clearly be divided into outdoor areas, indoor areas, and circulation spaces. CIRCULATION AREAS

PIN UP BOARDS STORAGE SPACES FOR CHILDREN

OUTDOOR AREAS

OPEN PLAY AREA SAND PIT AREA FENCED OPEN AREA OUTDOOR PLAY EQUIPMENTS PARKING

INDOOR AREAS

CLASSROOMS WITH ATTACHED WASHROOM ADMIN AREA COMMON WASHROOM STORE ROOM

SPACE CHARACTERISTICS AND USAGE OUTDOOR PLAY AREA

Students are given a variety of opportunities to play with and develop their social and gross motor skills. The activities in the space can be enjoyed alone and have children their freedom, activities that can be performed in pairs, voluntary-based activities like the classic slide that helps build patience and let them wait for their turn. All activities can be picked based upon the interest of children. Other than that children are also made to play various games in groups that develop their gross motor skills.

FIG. 4.3.5 Open play area

But, the time of outdoor play is different for every class. The site was built to incorporate playtime for them together. To maintain regularity in classes and make it easy to take care of children, outdoor play is offered in the groups of their respective classrooms. Due to this the playground remains mostly empty. The ground becomes too big for them to play in. To look after everyone at the same place they are made to play in restricted areas. The complete open space as a play area can hardly be used. They hold annual functions and other get-togethers in the space.

FIG. 4.3.6 Equipments in the play area

HDPE equipment is used in the play area. The use of them is very common due to their low costing, availability in different colours, and lightweight materials that attract children and is easy for them to handle. The safety of children is taken care of in various ways. Children are attracted to the sand-pit area. They can be seen to explore on their own and group along with other students in the sandpit area.

FIG. 4.3.7 Sandpit area

The site was designed for various other activities, like a splash pool and gardening. But as it could not be maintained properly, for visits to make children explore the environment, the students are taken to the open grounds and trees growing around in the neighborhood.

FIG. 4.3.8 Present and before picture of the gardening area

FIG. 4.3.9 Outdoor open play area activities with different equipments

CLASSROOMS - LEARNING ENVIRONMENT The classrooms have a modified floor plan. The classroom space is divided number of different small spaces. Some of them have a clear division of space with help of furniture and some spaces have a visual division of space. The spaces with a clear division of space made it clear, comforting, and easy to use the space. Spaces for pretend play and reading corners were separated in each classroom. These spaces can also be seen as Replenishment areas for children. The reading corner in all classrooms is always next to a display of books.

FIG. 4.3.10 The classroom environment

FIG. 4.3.11 Reading area and connected shelf area

FIG. 4.3.12 Furniture creating different spatial defination in space

Kids in Pre-Transition and Nursery were provided with different mirrors. These help children to understand their actions and explore their body parts. The interior space is equipped with different materials. The materials have been displayed openly outside. Display of different materials mostly of daily use in homes and in the environment can be seen clearly. For example Shells, stones, clothes of different materials, wooden laminates, and blocks for play.

FIG. 4.3.13 Pretend-Play area

FIG. 4.3.14 Diffrent textures in space

The school has 3 rooms with accent colours: Nursery with yellow; Kindergarten 1 with blue and kindergarten 2 with green.

FIG. 4.3.15 Classroom areas with accent colour walls

The classroom furniture could be easily moved and shifted to accommodate various other activities in the space like circle time, indoor play area, and other celebrations to be taken in the space.

FIG. 4.3.16 The classroom furniture arrangement changed according to the celebration in the space.

Spaces for circle time had an interesting way to mark the space and create an area within an area for it. The demarcation for circle time could also be changed with different shapes as and when required by teachers and the capacity of students. This technique is also used to teach children about different types of lines. Small spaces in corners were also used in the space by tapping them with different types of lines. Children are made to walk in between the lines or on them, as required for the development of children and their age. In this way, there has been maximum utilization of interior space.

FIG. 4.3.16 Taping used in space, maximum use

FIG. 4.3.17 Ideal circle time in classroom

The main aim of the teachers and architects is to give home-like comfort to kids with a learning environment. Space is designed ergonomically for children. Each classroom has an attached washroom and cleaning area. There is no insulation done in the space. Because the child to student ratio is very small, there is no such need. The space is well light with multiple light sources. The amount of light entering the space is controlled by curtains and papers stuck to decrease the light entering. Due to the humidity and temperature, the children get exhausted easily. CIRCULATION AREAS The circulation areas in the space include the foyer and corridor areas. The corridor areas

FIG. 4.3.18 Longitudnal corridor spaces

100

FIG. 4.3.19 Storage areas along the corridor

have bag counters, shoe counters and a display area for children’s work. It is interesting to see the CNC cut metal sheets used to provide shade from the sun. There is an interesting pattern from letters, numbers, shapes, fruits and other characteristics. The shadow formation of these is also be interesting.

FIG. 4.3.20 Entrance foyer

FIG. 4.3.20 Pattern and light play along the circulation space

BASIN AREA WASHROOM GROUP PRETEND PLAY PLAY MUSIC CORNER SOFT BOARD CIRCLE TIME STORAGE UNIT ENTRANCE

READING CORNER

FIG. 4.3.21Bubble diagram of a typical classroom in the space

101

5. 1 DISCUSSION As discussed in section 3.1.1 about the major domains in child development, and the case studies done with the understanding of section 3.3, a comparative analysis will better help to understand the requirements in child development with respect to space. The major domains in child development discussed are : 1. PHYSICAL ENVIRONMENT As, the physical domain covers the development of physical changes like size, shape and skills in children can be associated with the characteristics of furniture i.e. ergonomics and play areas provided in the space. 2. COGNITIVE ENVIRONMENT The cognitive domain includes intellectual development and creativity. It can be associated with the characteristics of passive learning and colours in the space. The colours and graphics in the space define where the focus of kids will be seen. 3. SOCIAL AND EMOTIONAL ENVIRONMENT The social and emotional environment includes the ability to effectively express and regulate emotions, establish positive relationships with peers and adults, solve interpersonal problems and comfort levels in children. It can be associated with the characteristics of location, activity areas and size of various areas. 4. SELF KNOWLEDGE The domain of self-knowledge is associated with social-emotional stage. They learn how they identify with different groups and their innate temperament will emerge in their relationships. It can be associated with the characteristics of privacy also known as replenishment centre and group activities area. 5. LANGUAGE DEVELOPMENT The domain of language development is associated with the ability to communicate with others. Sound and planning of spaces can be associated with its characteristics.

102

P H Y S I C A L DEVELOPMENT

8 UNITS

TIMESHARE

FURNITURE

The storage spaces though closed, are in easy access of children

The storage spaces are open, in easy access of children, and along every section in space

The storage spaces are open, in easy access of children

Chair and desk are of same dimensions for all children and in wood and covered in laminate all over

Chair and desk are of same dimensions for all children and in wooden finish with table top covered with laminate

Chair and desk are of same dimensions for all children, with HDPE chairs and wooden finish table with laminate on table top

Outdoor play areas scattered in different corners for both individual class and common play area

Outdoor play areas scattered in different corners as common play areas. These spaces are well equiped for gross-motor skill and coordination development

Has different types of play areas as common play areas. These spaces are well equiped for gross-motor skill and coordination development

PLAY AREA

SERRA

Table 8 : Comparative analysis of the case studies on the domain of physical development

103

COGNITIVE DEVELOPMENT

8 UNITS

TIMESHARE

P A S S I V E LEARNING

Passive learning is offered in terms of light and shadow play and display of work

The space offers a number of intresting ways for passive learning and keeping kids engaged

The space offers a passive learning in terms of differnt use of texture and display of charts and photographs in all space

The space separates children according to their ages and distinguishes the common spaces from the classrooms

A calming background is used in classrooms. Most colour added to the space is by objects and display of work

Most colour added to the space is by objects and display of work

COLOUR

SERRA

Table 9 : Comparative analysis of the case studies on the domain of cognitive development

SELF DEVELOPMENT

PRIVACY

8 UNITS

TIMESHARE

The provisions of privacy in the space is missing. There is no privacy even in washrooms

The space has nooks and corners in different areas of the space like while playing, for small group activities of different kind

SERRA

The space has nooks and corners in every corner for reading area, pretend play, building area, etc.

Table 10 : Comparative analysis of the case studies on the domain of self development

104

SOCIAL AND EMOTIONAL DEVELOPMENT

8 UNITS

TIMESHARE

SERRA

The location of the space is near a residential area which makes it easy for drop and pick location as well as comfort in the space

The location of the space is in the central area of the village

The location of the space is near a residential area which makes it easy for drop and pick location as well as comfort in the space

Activity areas ACTIVITY AREAS connnect people from different sections and age groups

Activity areas are present as a part of play areas and classroom areas. All learning is done as a part of fun activities

Separate areas for pretend play makes the experience more comforting for children as they can connect it to their family’s experience

LOCATION

Table 11 : Comparative analysis of the case studies on the domain of social and emotional development

105

LANGUAGE DEVELOPMENT

8 UNITS

TIMESHARE

SERRA

SOUND

Careful placement of adjacent spaces while planning of space

The classrooms flow into eachother, so if one classroom shuts the door the path for indoor play is restricted

Play area is used by a limited section of people during a time so reduce noise levels

Multi-purpose hall, dinning area and common central playground make it easy for children to connect beyond classrooms

Common play areas both indoor and oudoor make it easy for children to connect beyond classrooms

The space is not used much for students to connect beyond classrooms

COMMUNICA -TION

Table 12 : Comparative analysis of the case studies on the domain of language development

106

5.2 CONCLUSION This document helps in understanding the importance of the physical environment in preschools. Various theories have been discussed in the document that helps us understand the importance of the physical environment and what characteristics to look for in the physical environment that makes the classroom environment a learning environment. The study outlines several factors from the environmental psychology perspective. Many factors must come together to support the school environment. All these factors have an impact on children’s learning and behavior noise, air conditions, lighting, and color, which affect the preschool environment. Preschoolers develop their curiosity and eagerness to learn about their surroundings. They are passively observing and learning from their environment. They have the need for facilities that will aid them in physical and mental development. Therefore, the place where they spend a significant amount of time learning and having fun needs to meet their requirements for a beautiful, imaginative, and attractive space. All surfaces are interactive and can be manipulated, sculpted, crafted or painted. A balance in the space is required to make learning easier for children. The learning environment should not be a distraction; rather, it should promote concentration through the use of a neutral palette with accent brights. Far too often teachers become rigid in the way they think about and control the space in a classroom. Designers and educators need to keep in mind that early childhood classrooms are ultimately designed for children, and they usually come up with thoughts about how they want to use materials or space. The physical wholeness of a beautiful place expresses wholeness and harmony, helping children feel connected yet free, and closer to sources of vitality and well-being. Currently, child care centers pay more attention to cleanliness and safety than to the aesthetic values of spaces. Physical order in spaces may lead to the room more predictable and familiar and may foster children’s skill of competence and independence. Educational facilities between various schools. Again in view of the changes in educational pattern as well as teaching aids adopted, it is necessary to introduce the relevant requirements in a national standard.

107

At present, in the absence of any uniform standards, there is marked variation in the As of now, there are no standards and curriculum fixed in India. The surge in the number of pre-schools is coming at the price of quality. There are no minimum requirements as to the size and space in the buildings, the quality of the infrastructure, or safety standards in place. There is also no standardized curriculum. Each school professes to follow the latest methods and techniques. The lack of a clear definition haunts early childhood care and education in India. An attractive learning environment appeals to all children’s senses. It is child-centered, serene, and exciting and invites children to engage in activities and to reflect upon their privacy. The Interior Structure of the preschool buildings should be in proportion with children’s abilities to percept space. Identification and recognition of interior space elements, their shapes, colours, and size play a key role inappropriate perception of space. Achieving a cheerful and pleasing experience of kindergarten interior areas is imperative for creating a good educational environment and must be carried out through the proper application of colour and texture, pleasant to the eye and touch. How children interact with their environment and its occupants should influence the arrangement of objects and activities in the space (Isbell & Exelby, 2001). Preschools are a place of change and growth. What best works for a particular space, not necessarily might work in a different space. It is important to take the best solution according to the individual space.

108

6.1 REFRENCES AND CITATION Bunker-Hellmich L. Design for Development: The Importance of Children’s Environments. Implications. 2003 ; 01(02), 1-3. Bell P A, Greene, T C, Fisher J D, & Baum A. Environmental psychology. Fort Worth: Harcourt College Publishers. 2001; 5th edition. Brockett, D. Designing new schools: A community affair. The education digest. 1993; 58(6), 24-27 Comer J P. Organize schools around child development. Social policy. 1992; winter, 28-30. Lundquist P, Kjellberg A, & Holmberg K. Evaluating effects of the classroom environment: Development of an instrument for the measurement of self-reported mood among school children. Journal of Environmental Psychology. 2002 ; 22, 289-293. Olds, Anita Rui. Child Care Design Guide. NY: McGraw-Hill. 2002. Caplan T & Caplan F. The early childhood years. New York: ‘ Bantam. 1983. Bronfenbrenner U, Morris PA. Handbook of child psychology: Theoretical models of human development. 1998; Vol 1. 993-1028. Bronfenbrenner U. The ecology of human development: Experiments by nature and design. Harvard University Press. 1979. Bronfenbrenner U. Two worlds of childhood: U.S. and U.S.S.R. Sage Foundation. 1979. Piaget J, & Inhelder B. The child’s conception of space, New York: W. W. Norton & Company. 1948. Lawton P M. Measuring environment across the life span: Emerging methods and concepts. Washington: American Psychological Association. 1999; 91-124. Arjana Miljak. The life of children in kindergarten (Children’s living and kindergarten). 1996, 2009.

109

Caples S E. Young Children : Some guidelines for preschool design. 1996; 51, 14-21. Kentucky preschool programs technical assistance. Frankfort. (ERIC Document Reproduction Service No.ED379102). Physical environment: planning a supportive environment. Kentucky State Dept. of Education.1991; 4-10. Tovey H. Playing outdoors: Spaces and places, risks and challenge (debating play). Maidenhead: Open University Press. 2007. Moore G T. How big is too big? How small is too small? Child Care Information Exchange. 1996; 110, 21-24. Bailey D B & Wolery M. Teaching infants and preschoolers with disabilities. New York: Merrill. 1992; 2nd ed. Legendre A. Interindividual relationships in groups of young children and susceptibility to an environmental constraint. Environment and Behavior. 1999; 31( 4), 463-486. Clayton M K & Forton M B. Classroom spaces that work. MA: Northeast Foundation for Children. 2001. Shepherd W & Eaton J. Creating environments that intrigue and delight children and adults. Child Care Information Exchange, 1997;9, 42-47. Hannah G G. Classroom spaces and places. California: Pitman Learning Inc. 1982. Wood J W. Adapting instruction to accommodate students in inclusive settings. 2002; 4th ed. C J Boyatzis and R Varghese. Children’s emotional associations with colors. 1997. Marberry S O & Zagon L. The power of color: Creating healthy interior spaces. New York: John Wiley & Sons. 1995. Amy S Joh and Leigh Spivey-Rita. Colorful success: Preschoolers’ use of perceptual color cues to solve a spatial reasoning problem. 2012. Read M A, Sugawara A I & Brandt J A. Impact of space and colour in the physical environment on preschool children’s cooperative behavior. Environment and Behavior.

110

2012; 31(3), 413 428. Greenman J. Caring spaces, learning spaces: Children’s environments that work. WA: Exchange Press. 1988. Maxwell LE & Evans G W The effects of noise on pre-school children’s pre-reading skills. Journal of Environmental Psychology. 2000. 20 (1), 91-97. Rivlin L G & Weinstein C S. Educational issues, school settings, and environmental psychology. Journal of Environmental Psychology. 1984. 4 (4), 347-364. Schwartz J. Air pollution and children’s health. Pediatrics. 2004; 113 (4), 1037 1043. Kennedy M. Into thin air. American School and University. 2001; 73(6). 32-34. Dockrell J E & Shield B M. Children’s perceptions of their acoustic environment at school and at home. Journal of the Acoustical Society of America. 2004; 115 (6), 2964-2973. Phillips R W. Educational facility age and the academic achievement of upper elementary school students. Unpublished Doctoral Dissertation, University of Georgia. 1984.

111

6.2 FURTHER READINGS Safak Yacan. Impacts of Daylighting on Preschool Students Social and Cognitive Skills. University of Nebraska - Lincoln ; 2014; Theses. 11. Brenda L. Morrow, Shireen M. Kanakri. The impact of fluorescent and led lighting on students attitudes and behavior in the classroom.Advances in Pediatric research, Ball State University, USA; 2018. Barbara et.al .Ventilation in day-care centres and sick leave among nursery children. PubMed. March 2015; 26(2). Zuraimi et.al. Home air-conditioning, traffic exposure, and asthma and allergic symptoms among preschool children. Pediatr Allergy Immunol. Feb 2011. Xabier Sagartzazu , Luis Hervella-Nieto. Review in Sound Absorbing Materials. University of A Coruña. September 2007; 15(3). Zaiton Haron, Sogol Sarlati and Khairulzan Yahya. The Importance of Acoustic Quality in Classroom. Mc Gill University. October 2014.

112