Early Learning Design
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Statement of Qualifications
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ARCHITECTURE | INTERIORS | ENGINEERING
Firm Overview
Fanning Howey is an integrated architecture, interiors, and engineering firm specializing in learning environments. We use the power of design to create smarter, happier learners, more successful educators and stronger communities. From our offices in Indiana and Ohio, we have designed K-12 and Higher Education learning environments throughout the midwest and across the country. Our team is devoted to finding ways to conceive and build inspirational places for teaching and learning.
W E A R E LE A D E R S I N :
• Architecture • MEP Engineering • Interior Design • Landscape Architecture • Technology Design • Construction Administration • Master Planning • Educational Visioning • Bond Issue/Referendum Assistance
900+
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300+
students attend Fanning Howeydesigned schools each day
Impact on Learning Awards for school communities (more than any other firm)
projects with early childhood learning environments
2,850+
100+
K-12 school designs in 37 states since 1961
professionals focused on improving learning environments
60+ years of expertise creating impactful spaces
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Nathaniel Jones Early Childhood Center Indianapolis, IN
The new Nathaniel Jones Early Childhood Center gives young students an environment designed around their specific cognitive and developmental needs. The design creates two small learning communities with a variety of spaces to engage in sensory learning. Students explore nature in a large outdoor play area and connect with each other in a central atrium at the heart of each learning community. Wall graphics featuring a variety of zoo animals provide for a fun environment while helping to identify locations within the building. Partner firm: Meticulous Design
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ARCHITECTURE | INTERIORS | ENGINEERING
C LI E N T MSD of Pike Township SCOPE 35,000 New SF COST $ 8.55 M C O M P L E T I O N DAT E 2019 C O N TAC T Clayton Gruber Director of Facilities & Security 317.280.2425 CGruber@pike.k12.in.us
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Little Miami Early Childhood Center Morrow, OH
Little Miami wanted an early elementary school where students in preschool, kindergarten and first grade could explore and experience different types of learning environments. The programming and vision of the district curriculum led to a building designed with academic pods to support the children. Each pod is organized with 6 classrooms, a small group room and a large common flex studio. The flex studios are highly interactive and include a small learning stair complete and slide element. This gives children the opportunity for movement within the space and supports socioemotional developmental needs. The building is designed to feel appropriate to the early learners, including an exterior envelope that is scaled to a child’s point of view. On the interior, windows create line of sight opportunities lower to the ground for young children. Partner Firm: emersionDESIGN
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C LI E N T Little Miami Local Schools SCOPE 102,000 New SF COST $23.1 M C O M P L E T I O N DAT E 2021 C O N TAC T Greg Power, Lt. Col. USAF, Retired Superintendent 513.899.5100 gpower@lmsdoh.org
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Alton Darby Preschool Addition Hilliard, OH
Fanning Howey helped the Hilliard City School District with master planning for their preschool students. To help accommodate growth in the District, they decided to add eight preschool classrooms, each including a restroom, to this existing elementary school. Materials and systems were matched to maintain similar appearance and function. Another seven classrooms are planned for future expansion.
C LI E N T Hilliard City Schools SCOPE 10,436 New SF COST $2.2 M C O M P L E T I O N DAT E 2022 C O N TAC T Mike McDonough Asst. Supt. of Operations 614.921.7000 Mike_McDonough@hboe.org
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New Head Start/Early Childhood Center Lima, OH
New facility providing early childhood services to students ages 3-5 from low-income families in the Lima, Ohio, area. This facility includes four spacious 1,000 SF classrooms, two 650 SF classrooms for toddlers, a 1,600 SF indoor play area, and an outdoor playground, as well as an office and conference/workroom for the teachers.
C LI E N T West Ohio Community Action Partnership SCOPE 11,600 New SF COST $2.3 M C O M P L E T I O N DAT E 2022 C O N TAC T Jackie Fox, Director 419.227.2586 jfox1@lacca.org
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Mitchell Early Childhood and Family Center Ball State University, Muncie, IN
Photo credit: Rohith Rao, DN, ballstatedaily.com
Smart design solutions transformed a decommissioned neighborhood school to meet the needs of the YMCA of Muncie and Ball State University. The Mitchell Early Childhood and Family Center is the result of community focused design and planning. Bringing together the Ball State Child Study Center and the YMCA of Muncie’s Apple Tree Child Development Center programs, this renovated facility includes large care spaces, ageappropriate outdoor play areas, a multi-use atelier for extra-curricular events and activities and classroom space for University students studying child development. The previously vacant Mitchell Elementary School was renovated to house the newly merged programs while meeting the complex needs of an early learning environment, working daycare, and academic research facility. The atelier provides a place for child development activities and for observation of child interaction by Ball State students and faculty.
A B OV E | The newly renovated Mitchell Early Childhood and Family Center was inaugurated August 19, 2019. 10
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C LI E N T Ball State University SCOPE 28,211 Renovated SF COST $870.522 C O M P L E T I O N DAT E 2019 C O N TAC T Mr. Greg H. Graham Director of Facilities Planning 765.285.2828 ggraham@bsu.edu
Early Learning Center British International School of Chicago - Chicago, IL
Renovations to an acquired 12,000-square-foot space will create new opportunities early childhood education. Fanning Howey’s smarter design solutions will convert an existing office environment into a flexible space for the British School’s two-year-old program. Our integrated design approach will create six classrooms, a reception area, restrooms, flexible spaces, a multi-purpose room and a break room for school staff. The design was developed in collaboration with Nord Anglia’s international facilities team, as well as with stakeholder groups from the British International School of Chicago.
A B OV E | The renovated 12,000-square-foot space will provide new opportunities for the school’s existing two-year-old program.
C LI E N T Nord Anglia Education SCOPE 12,000 Renovated SF COST $500,000 C O M P L E T I O N DAT E 2020 C O N TAC T Mr. John McCall, Director of Operations John.McCall@nordanglia. com 407.340.9796
EXPERTISE • Design for early learning • Adaptive reuse of noneducational space for learning activities • Collaboration with multiple stakeholder groups to meet educational goals and brand standards
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British International School of Houston Houston, TX
Part of a larger PK-12 campus, the British International School of Houston early years environment is specifically designed to enable students to explore, experiment, discover, take risks and apply their learning in different contexts. Spaces are designed to allow students to make personal choices, realize their personal interests and experience the outcomes of their decisions. Speciallydesigned learning areas include: Reading and Library area, Mathematics area, Physical development area and a Creative area. The early years center also provides early child with access to outdoor experiences. The outdoors environment includes special areas such as Digging, Music, Numbers and Letters, Role Play, Balls, Bikes, Skipping Ropes and a Collaborative Area where children work together to create and solve problems. Partner firm: House + Partners
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C LI E N T Nord Anglia Education SCOPE 280,000 New SF COST $58.0 M C O M P L E T I O N DAT E 2016 C O N TAC T John McCall Director of Operations 407.340.9796 John.McCall@nordanglia. com
R E LE VA N T I N F O R M AT I O N • Create a flagship North American campus for one of the world’s premium educational organizations • Deliver a $58 million building on a fasttrack schedule using a Developer-led concept AWA R D S • 2017 Bronze Citation Media Centers, American School & University Educational Interiors Showcase, July 2017
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New Haven Preschool New Haven, MI
The adaptive reuse of a 1920s middle school building created a dynamic learning environment for New Haven’s early childhood students. The design takes advantage of existing high-bay spaces and larger structural bays to create a state-of-the-art early childhood facility. Large classrooms with multi-activity zones, wet and dry areas, and play and messy areas support the early childhood pedagogy. A gracious new canopy entry and walkway serves as a symbol of the changes that have taken place inside the building. Redesigned parking and drop-off areas support barrier-free ADA access and safe child pickup and drop-off zones – important features for this new child-friendly school.
A B OV E | In the classrooms, furnishings and casework are scaled to meet the ergonomic needs of young children. 14
ARCHITECTURE | INTERIORS | ENGINEERING
C LI E N T New Haven Community Schools SCOPE 4,000 Renovated SF COST $2.1 M C O M P L E T I O N DAT E 2009 C O N TAC T Not Available
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Abraham Lincoln Elementary School Maple Heights, OH
The new Abraham Lincoln Elementary School is designed to provide a first-rate education for the district’s youngest students. The new building is comprised of two academic wings: one for prekindergarten and kindergarten students and one for first grade students. Appropriately-scaled spaces and lively interior design elements create a student-centered learning environment. Abraham Lincoln is located on the same campus as the district’s new John F. Kennedy and Barack Obama Elementary Schools. The three schools share staff and event parking and play fields, while maintaining their own circulation patterns for student dropoff. This shared-site concept allowed the district to reduce site acquisition costs, as well as long-term operating costs.
A B OV E | A single-story entry is scaled to provide a welcoming experience for young students. 16
ARCHITECTURE | INTERIORS | ENGINEERING
C LI E N T Maple Heights City Schools SCOPE 62,795 New SF COST $8.0 M C O M P L E T I O N DAT E 2011
R E LE VA N T I N F O R M AT I O N • LEED Gold certification
“I found Fanning Howey to be good listeners. Their buildings are attractive, functional and cost effective.” – J E F F R E Y E B LE , F O R M E R B U S I N E S S M A N AG E R
Maple Heights City Schools, Maple Heights, OH
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Ann Arbor Preschool and Family Center Ann Arbor, MI
The Ann Arbor Preschool and Family Center integrates a wide array of Early Childhood services for the entire district. Programs such as Early Childhood Developmentally Delayed (ECDD), Early Intervention, First Steps, Head Start, and Michigan School Readiness Program (MSRP) are among the offerings provided by this innovative school. Other programs include therapy, community outreach, and special education services. Design for the school playfully incorporates design strategies that tailor space to the needs of young children. The creative use of the color and materials, subtle modulation of ceiling planes and volumes create child-sized spaces. Stepped story time gathering areas and raised loft platforms allow classrooms to accommodate multiple activities simultaneously.
A B OV E | Classrooms feature child-sized learning spaces, including stepped gathering areas and raised loft platforms.
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ARCHITECTURE | INTERIORS | ENGINEERING
C LI E N T Ann Arbor Public Schools SCOPE 14,460 New SF; 44,100 Renovated SF COST $7.2 M C O M P L E T I O N DAT E 2006
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Early Childhood Facilities Alton Darby Preschool Addition Hilliard City Schools, Hilliard, OH • $2,230,000 - Completed In 2022
Early Childhood Facility Community School for People Under 6, Chapel Hill, NC
• 250 Preschool Students
• $236,180 - Completed in 2009
• 10,436 New SF
• 73 Preschool Students • 3,850 Renovated SF
New Head Start/Childhood Center West Ohio Community Action Partnership, Lima, OH • $2,378,271 - Completed In 2022
New Haven Pre-K School New Haven Community Schools, New Haven, MI
• 150 Preschool Students
• $2,132,432 - Completed In 2008
• 11,600 New SF
• 4,000 Renovated SF
Olentangy Preschool Additions Olentangy Local Schools, Lewis Center, OH
Ann Arbor Preschool and Family Center Ann Arbor Public Schools, Ann Arbor, MI
• $6,470,571 - Completed In 2019
• $7,200,000 - Completed In 2006
• Addition of 6 preschool classroom to 3 separate elementary schools
• 300 Preschool Students
• 28,800 Total New SF
• 14,460 New SF; 44,100 Renovated SF Gardiner Early Learning Center Kenston Local Schools, Chagrin Falls, OH • $498,011 - Completed In 2006
TO P | Nathaniel Jones Early Childhood Center, Indianapolis, IN
• 300 Preschool Students
• 197 Students in Preschool & Kindergarten
B OT TO M | Ann Arbor Preschool and Family Center, Ann Arbor, MI
• 35,000 New SF
• 35,887 Renovated SF
Mitchell Early Childhood and Family Center Ball State University, Muncie, IN
Lafayette Early Childhood Center Lafayette Early Childhood Center, South Bend, IN
• $886,814 - Completed In 2019
• $3,488,878 - Completed In 2005
• 196 Preschool Students
• 300 Preschool Students
Nathaniel Jones Early Childhood Center Pike Township, MSD of, Indianapolis, IN • $8,550,746 - Completed In 2019
• 54,930 New SF - Design Only Preschool Conversion at Shanahan Middle School Olentangy Local School District, Lewis Center, OH
• Associate Firm: JamesChildsArchitects Early Childhood Center Renovations Leslie Public Schools, Leslie, MI
• $367,121 - Completed In 2017
• $100,000 - Completed In 2005
• 22,000 Renovated SF
• 4,000 Renovated SF
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Woodbrook Elementary School Classroom Addition Carmel Clay Schools, Carmel, IN • $750,000 - Completed In 2004 • 2,600 New SF Pepper Pike Learning Support Center Renovations Orange City Schools, Pepper Pike, OH • $750,000 - Completed In 2002 • 100 Preschool Students • 44,739 Renovated SF • Associate Firm: Geary, Moore & Ahrens, Inc.
“Fanning Howey has a group of architects and engineers whose expertise covers all aspects of the design and building process.” – JA M E S AV E RY, F O R M E R SUPERINTENDENT
New Haven Community Schools New Haven, MI
Ultimate Children’s Learning Adventure Ultimate Childrens Learning Adventure, Riviera Beach, FL • $585,836 - Completed In 2000 • 100 Preschool Students • 11,000 New SF Main Street Early Childhood School Renovation Northville Public Schools, Northville, MI • $60,000 - Completed In 2000 Imagination Station Michigan City Child Care Consortium, Inc., Michigan City, IN • $685,750 - Completed In 2000
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Specialized Knowledge We have a depth of specialized knowledge in how young students learn. This allows our team to design facilities that are smarter places for learning and that meet the needs of your youngest students. The following article was authored by two Fannign Howey team members and was the cover story for the April 2017 issue of School Planning & Management.
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FACILITIES F A CIL SSEC EC TY T EC NOL OGY • B BUSINESS USIN ACILIT ACILITI ILITIES TIES • SECURITY ECURIIT TY • TECHNOLOGY TEC ECHN HNO H LOGY INES ESS April Ap A priil 2017 2 17 / webSPM.com 20 web ebSPM SP PM.c M.com com
5 BUILDING BLOCKS OF Early Childhood Design Early Childhood Design
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SPECIFYING SPECIFYING BUILDING BUILDING MATERIALS: MATERIALS:
Making Making the the Right Right Choices Choices
VISITOR VISITOR MANGEMENT: MANGEMENT: Keeping Keeping ‘Them’ ‘Them’ Out Out
SPECIAL SPECIAL SECTION SECTION
Healthy Healthy Facilities Facilities
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[ COVER STORY ]
5 Building Blocks of Early Childhood Design Creating a Student-Centered Environment.
PHOTOS BY G. LYON PHOTOGRAPHY
by Charles Tyler, AIA, LEED-AP, and Carla Remenschneider, RID, IIDA
FOR HUMAN BEINGS, learning is as fundamental as life itself. From the moment we are born up through age three, our brains create 700 new neural connections each second. A quality education during early childhood is proven to have life-long benefits, academic achievement being chief among these. But while early childhood education impacts life-long learning, the ways we learn change dramatically over time. The fact is, early childhood students are in a very different stage of development compared to their elementary school peers. And the different ways young students learn demand a very different type of learning environment — one built on the foundational elements of: Sensory Learning, Movement, Imagination, Nature and Empathy. 1 SENSORY LEARNING — In the rush to prepare children for success in kindergarten, we too often turn our preschools and early learning centers into mini elementary schools. However, simply providing smaller tables and chairs meets only a few of our youngest learners’ needs. “From ages zero to three, children are
Active Learning. High-quality outdoor learning spaces are exceptionally important to early childhood education.
Placemaking. Scale is important, even outdoors. Create spaces to give every student a sense of place.
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exclusively sensory learners,” says Gabriella Rowe, head of school at The Village School in Houston, Texas. “They learn through experiences like taste, smell and touch. The simple act of tasting the difference between sweet and sour food creates new pathways in the brain.” According to Rowe, designing for sensory learning means focusing on the student experience. “Build some nooks,” she says. “Maybe it’s a little garden. Maybe it’s a science corner. Maybe it’s a simple window with a view to the outside world. Teachers will take advantage of these spaces and students will love them.” Creativity is key when it comes to designing for the student experience. At the new West Point Elementary School, located on the West Point Military Academy in New York, early childhood spaces are designed with kitchen hubs in each neighborhood. These cozy areas are perfect for snack time, while allowing children to observe food as it is being cooked. Hard counter tops and durable flooring let students participate in food preparation, without fear of making a mess. Sensory development in young children also has significant implications for the scale of learning environments. “Don’t put a small child in a large space,” says Rowe. “From a sensory standpoint, it is impossible for a small child to tell where the walls are in a big space. They need smaller spaces to truly understand their environment.” Creating smaller spaces often flies in the face of limited budgets. In school construction, straight lines are less expensive; angles and curves cost more. If you are on a tight budget, consider breaking down the space through a variety of seating options or through floor patterns that create visual nooks and gathering spaces. Even these small investments make a big impact. 2 MOVEMENT — Movement is the second building block of a great early childhood environment. The energy shown by young students is incredible to behold. But according to research, young children aren’t just moving to move; they’re moving to learn.
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[ 5 BUILDING BLOCKS OF EARLY CHILDHOOD DESIGN ]
“Young students need to move to develop their senses,” says Dr. Thomas Mueller, managing partner of VS America and an expert on early childhood education. “Never design an early childhood classroom to be filled with stuff. Give students space to move. Fifty percent of the room should be furnished and fifty percent should be open.” Designing for movement takes on very different forms, depending on the curriculum and budget. At British International School of Houston in Katy, Texas, the Early Years Center classrooms are open spaces defined by a variety of learning stations and experiences. Students flow seamlessly between space for art, music, dancing, building, gathering and outdoor exploration. The flexibility of the open environment allows British School faculty to change the space to reflect the evolving educational needs of young learners. More traditional early childhood schools include smaller classrooms with fixed walls. In these environments, movement is still possible. Rather than creating a pod with four identical classrooms, consider designing each classroom to serve a different purpose: a space to get messy, a space for life skills, and so on. Then allow students to move from space to space during the day. Dr. Mueller stresses that movement should occur even in smaller spaces. “Children love to work on the floor,” he says. “Don’t just give students access to different learning experiences. Let them have the same experience in different ways, whether they are sitting, standing or lying on the floor.” During planning and design, the need for movement must be balanced with curriculum requirements. Public schools are increasingly directed to focus on pre-reading and technology skills, even at the youngest ages. When addressing these mandates, create a mix of spaces. Designing for exploration and academic achievement go hand-in-hand, as long as students have space to move! 3 IMAGINATION — No one questions that imagination is an important part of a child’s early education. But too often, the physical environment is a barrier to imagination, rather than a catalyst for it. 26
Outside In. Corridors can become places to explore Nature on days when students aren’t able to venture outside.
Room to Move. Open areas with a variety of learning experiences allow young students to be active and to follow their imagination.
Student-Centered. Playful elements encourage students to explore the world around them.
Inspired Design. Dramatically-shaped spaces encourage the imagination and promote physical activity.
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Dr. Mueller warns against designing early childhood spaces with a lavish theme. “Children don’t want a world that is given to them,” he says. “They want to build their own world. It is more interesting for them to construct and create their own environment.” Rowe agrees wholeheartedly with this sentiment. “Young children learn through process, not product,” she says. “Instead of providing toy castles, we want them to build their own castles. If you give a child something prefabricated, there is no process and there is no learning.” To allow children to shape their environment, show restraint during design. The television version of a preschool room, decorated in bright primary colors and featuring lavish graphic themes, will actually limit imagination. Instead, be strategic with where color is placed, and leave plenty of blank space. Many early childhood schools opt for a neutral color scheme throughout the building. Some educators even so far as to make sure the rugs are monochromatic. The goal of design restraint is to create a canvas for student artwork. In this type of environment, the child’s work is on display, not the designer’s. While restraint during design is a good quality, playful elements still have their place. At the new Pike Early Learning Center in Indianapolis, Ind., animalthemed wall graphics in the corridors assist with wayfinding. The graphics support the school’s emphasis on connectedness and ground children in a sense of place. A memorable animal image by the main entrance lets a child know, “This is where mom or dad picks me up each day.” At the same time, the design for Pike Early Learning Center places a strong emphasis on student work. The walls in the school’s main corridor are purposefully left blank, except for a large tackable surface for displaying student artwork. The art will greet students each morning as they arrive at school and journey to their classrooms. 4 NATURE — Connections between indoor and outdoor spaces are critical components of early childhood education. Through creative design, young children are able to learn from nature,
[ 5 BUILDING BLOCKS OF EARLY CHILDHOOD DESIGN ]
no matter what their geography or climate. Whether you are building new or renovating, make sure to prioritize outdoor space. Playgrounds offer a variety of opportunities for sensory learning and the development of large motor skills. Make your playground multi-faceted and offer space for rolling down hills, digging in the sand, riding tricycles, exploring nature or taking care of plants or animals. When designing for indoor and outdoor connections, it is important to clarify expectations for student movement. Will children be able to move spontaneously from space to space? Should doors leading to secure play areas have latches? Answering these questions will allow designers to maximize learning opportunities while meeting expectations for security and oversight. When outdoor learning is not possible, consider bringing nature inside. British International School of Houston has large wooden trees in the corridors just outside the Early Years Center. The trees provide an exciting place for students to gather on the rare days they cannot venture outdoors. Other design opportunities include the use of natural materials in furniture and furnishings. “In our digital world, so much of what a child experiences is plastic or metal,” says Dr. Mueller. “Young students love to feel wood and stone — materials that connect them to the authentic world.”
BUILDING BLOCKS FOR LIFELONG SUCCESS — Advocates for high-quality early childhood education point to improved test scores, among other benefits. Yet while better performance on tests is a worthy goal, it should not be the sole criteria for evaluating the effectiveness of early childhood environments. Designing for sensory learning, movement, imagination, nature and empathy leads to facilities focused on a broader view of the learning experience for each child. In fact, Wain suggests evaluating your space from a unique perspective. She asks, “In your current school or future school, how would you respond to a child who wonders: • Do I belong here? • Is this place safe for me? • Do you know me? • Will you let me fly?” The answers to these questions are the true measure of exceptional early childhood facilities. SPM
>> Charles “Chuck” Tyler, AIA, LEED-AP, ctyler@fhai.com, is a principal and project executive in the Indianapolis, Ind. office of Fanning Howey, a national leader in the planning and design of learning environments. Carla Remenschneider, RID, IIDA, cremenschneider@fhai.com, is director of Interior Design and a principal with Fanning Howey.
5 EMPATHY — Empathy is the final building block of early childhood design, and it is the most important factor of all. Clair Wain, director of Early Years education for British International School of Houston, recommends starting the design process by clarifying your beliefs about children and about childhood. “Each choice springs from a different understanding of a child’s place in the classroom and the teacher’s role,” she says. “I would suggest that the first step in designing a new space for young children is to consider: • Who is a child? • What is childhood? • How do we learn? • How do children learn? • What is the meaning of education? Once you are clear in your beliefs about children, then you will be able to design your space in accordance with your school community’s values.” Wain also recommends close collaboration between designers and the teachers who will work in the space. Teachers are especially helpful, she says, in discussing practicalities such as the height of sinks and the number and placement of toilets. Collaboration between educators and designers has always resulted in optimal spaces for learning, but there are also exciting lessons to be learned from other building types. The GAP Kids® stores with their separate doors for adults and children are an excellent example of child-centered design. Giving young students an entrance all their own says, “this is a place for you.” Children’s museums, with their emphasis on exploration and discovery, are another source of inspiration.
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