Public Kindergarten (And Nursery) In Songkhla by Mayawee Panjaphakdee

CAR E , PL AYING AND ACTI VI T Y INSTI T U TE F OR SMALL CHILDR EN P U BLIC K I NDER G AR TEN ( AND NU R SER Y ) IN SONGK H L A

INSTRUCTOR S JAKU B G AR D OLINSK I AN D S AV I T R I PAIS ALWAT TANA

CON TEN T S HISTOR Y ........................... 1 SI TE.................................. 3 L AW.................................. 7 MON TE S SOR I ................. 13 HIGHSCOPE ................... 3 3 R E GIO EMILIA................. 4 7 WALDO R F....................... 67

STATES PARTIES RECOGNIZE THE RIGHT OF THE CHILD TO REST AND LEISURE, TO ENGAGE IN PLAY AND RECREATIONAL ACTIVITIES APPROPRIATE TO THE AGE OF THE CHILD AND TO PARTICIPATE FREELY IN CULTURAL LIFE AND THE ARTS. STATES PARTIES SHALL RESPECT AND PROMOTE THE RIGHT OF THE CHILD TO PARTICIPATE FULLY IN CULTURAL AND ARTISTIC LIFE AND SHALL ENCOURAGE THE PROVISION OF APPROPRIATE AND EQUAL OPPORTUNITIES FOR CULTURAL, ARTISTIC, RECREATIONAL AND LEISURE ACTIVITY. - UNICEF ARTICLE 31

HISTOR Y MUEANG SONGKHLA is one of the two leading economic centers in Southern Thailand. It is a port city with fisheries as one of its main industries. It is full of rich cultural heritage where, architecture from the 19th century and cultural practices reflecting Chinese, Thai, and Muslim influences can still be found in the Old Town Area. Chinese architecture is the foundation of the arch in the old community of Songkhla. TRADITION CHINESE ARCH STYLE The method of connecting the front and rear buildings using open space helps to make it not too dense and is suitable for the weather conditions well, allowing ventilation and humidity in the building as well as bringing the natural sun and wind into the building

SINO PORTUGUESE It is a mix of Western and Chinese building structures and materials, but the design opens up to the details and decorations in Western-style. In the front, you will see a large opening, curved in western-style extended to the floor with a balcony to prevent falling and air vents. Suitable for the climate. It is more decorated. The distinctive part of the building, which differs from the traditional Chinese style is that the facade is highly embellished with the patterned arched columns accentuating the openings and the hipped roof, making all four sides balanced. Not flat like Chinesestyle. From the side, connected the front and rear buildings by a central chord, there is a covered walkway. The laying of the building usually opens the perimeter chord, placing the transverse building, followed by the front building 2

F I G U R E G R O U N D PL A N 7 ° 11 ’ 5 6 .1 ”N 1 0 0 ° 3 5 ’ 2 3 .1 ”E

TR ANSPOR TATION A

TRAVEL 3 MINUTES IN 1KM BY SAI BURI ROAD

AD CHAIYA RO

A RO PLAT

A SAI BURI ROAD

NANG NGAM

NAKORN NAI

I ROA VITH RAM

TRAVEL 6 MINUTES IN 550M BY SONGKHLA BURI ROAD

IR OA D

SONGKHLA AIRPORT TRAVEL 5 MINUTES IN 2.6KM BY SAI BURI &RAMVITHI ROAD

TRAVEL 3 MINUTES IN 600M BY NAKORN NAI ROAD

SONGKHLA PROVINCIAL PUBLIC HEALTH OFFICE TRAVEL 3 MINUTES IN 850M BY RAMVITHI ROAD

TRAVEL 4 MINUTES IN 700M BY NANGNGAM ROAD

SONGKHLA OLD TOWN TRAVEL 3 MINUTES IN 600M BY NAKORN NAI ROAD

TRAVEL 17 MINUTES IN 1.4KM BY PLATA ROAD

SONGKHLA CITY PILLAR TRAVEL 3 MINUTES IN 700M BY SAI BURI ROAD

TRAVEL 9 MINUTES IN 750M BY SAI BURI ROAD

SONGKHLA CITY HALL TRAVEL 5 MINUTES IN 1.5KM BY CHAIYA ROAD

AD SAI BURI RO

SONGKHLA NATIONAL MUSEUM

TRAVEL 32 MINUTES IN 2.6KM BY SAI BURI ROAD

INF R A STRUCT U R E The Site is surrounded by lots of local retail stores, shops, and shopping malls. Lots of restaurants to chooses from within the 400m. There are a couple of clinics, a pharmacy, and a hospital nearby. Also other public services such as a bank, a museum, photography services, cars services and etc. There are 5 temples located in a radius of 300m around the site. Most of the open spaces are located in the temples and some of the parking lots.

400 m

Open space area Temple Public services Commercial services Commercial retail Local retail Restaurant

BUILDING OFFSET BUILDING HEIGHT

BUILDING HEIGHT

Less Than 9.00 M

Maximum Hight 9.50 M

LAND BOUNDARY

BUILDING HEIGHT

LAND BOUNDARY

HIP ROOF Maximum Hight 12.00 M

CONSTRUCTION ADJOINS SITE BOUNDARY SOLID WALL

12.00 METERS

9.50 METERS WINDOWS DOOR BALCONY ETC

6.00 METERS WINDOWS DOOR BALCONY ETC

OFFSET >2.00

OFFSET >3.00

WINDOWS DOOR BALCONY ETC

OFFSET >3.00 M

SOLID WALLS OFFSET >0.50

BUILDING OFFSET (IN SAME LAND OWNER)

BUILDING HEIGHT LAND BOUNDARY

Less Than 9.00 M

BUILDING HEIGHT Maximum Hight 9.50 M

BUILDING HEIGHT HIP ROOF Maximum Hight 12.00 M

12.00 METERS

9.50 METERS

6.00 METERS

WINDOWS DOOR BALCONY ETC

OFFSET >4.00

OFFSET >5.00

OFFSET >6.00 M

WINDOWS DOOR BALCONY ETC

BUILDING OFFSET (IN SAME LAND OWNER)

LAND BOUNDARY

BUILDING HEIGHT

BUILDING HEIGHT Less Than 9.50 M

HIP ROOF Maximum Hight 12.00 M

Maximum Hight 9.50 M

12.00 METERS

9.50 METERS SOLID WALLS 6.00 METERS

SOLID WALLS OFFSET >2.00 M

SOLID WALLS OFFSET >3.00

OFFSET >3.00 M

SOLID WALLS OFFSET >3.00 M

INTERIOR FLOOR AREA

Bedroom

Width distance > 1.50 meters

to the top of the room partition or wall, or the top of such building which is not roof structure. > 2.50 meters > 8 square meters

Multi-family residential, dor-

The narrowest side of a bedroom inside a building shall be at least 2.50 wide and the area of a bedroom shall be at least 8 square meters.

Mezzanine area < 40 % of the area of the room.

commercial building, factory, and special building.

> 3.00 meters

> 2.60 meters

> 2.40 meters

If a vertical distance of an interior room beadded in such room.

Kitchen

Vertical distance

> 5.00 meters

Townhouse, living unit, hostel, kindergarten classroom, residential kitchen, special ward, and corridor.

BUILDING MATERIALS

classroom, dinning room, restaurant hall, factory.

walls necessity be made of non-combustible material. -

BUILDING STAIRS

Area < 300 sqm

> m s

Area > 300 sqm

ter

e tim

6. m s

et (w

ce nt im et er s

cen

8 <1

s ter e m g > 4 andin s s r l i s Sta ve a or le a s r h st* mete u *m ry 4 eve d an * g din must n a r l t * ers p o t par met e t A s owes 2.10 l > the

1. s

Landing and area adjacent = or < width of the stairs *except* the width of stair > 2.00 meters , landing and area adjacent = or < 2 meters.

FIRE ESCAPE STAIRS 1.4 sqm

Area adjacent (width ) > stair width on one side and < 1.50 meters on the other side. < 60 degrees (slope) > 60 centimenters (width)(outside) > 80 centimenters (width)(inside)

Solid wall made of permanent

Vents can be opened to outside and provided with adequate light day and night. >0

.80

me ter

*if the building does not reach the ground ladder can be installed. *except* terraced building or townhouse < 4 storeys can have > 60 degrees

.90

Sw ing

ter

ard

MON TE S SOR I

HISTOR Y

* E S TAB LI S HE D BY AN ITALIAN SCIE NTI S T, DR . MAR IA MONTE S SOR I * DR . MAR IA DE S IG NE D HE R OWN U NIQU E LE AR NIN G MATE R IAL S FOR CHILDR E N BAS E D ON HE R K NOWLE DG E AN D E X PE R I E N CE IN SCIE N CE * AF TE R A F E W Y E AR S , H E R TE ACHIN G HAD S PR E AD THR O UG HOU T TH E CONTIN E NT S MONTE S SOR I TODAY MONTE S SOR I M E THOD HAS B E E N WOR LDWIDE D I S TR IB U TIN G PE O PLE LIK E J E F F B E ZOS , S TE PH E N CU R RY, L AR RY PAG E , G OOG LE FOU NDE R .

K E Y DE V E LOPME NT The structure and content of the lessons are also specifically designed to engage the children at their unique stage of development. In this way, a Montessori classroom (also known as the prepared environment) not only supports the intellectual potentials of each child, but also their social and emotional growth, during each phase of their development.

MON TE S SOR I CHAR ACTER ISTIC MIXED AGE GROUPS Rather than grouping children according to their year of birth, the Montessori environment groups children within their distinct phases of development (planes), which span over three years each. This means that children of 3-6 or 9-12 years will be in the same environment. This not only simulates the “real world”, but also creates opportunities for peer learning and leadership Freedom of choice within a highly structured learning environment One of the hallmarks of Montessori education is promoting independence and self-direction within clear boundaries. Children have a choice between different activities and materials and can engage with these at their own place. 16

R OLE

R OLE OF TE ACHE R Teachers train, teach practice, build knowledge, skills and good habits for students to their full potential and sincerely. Development of child, including knowledge and understanding in various fields both student development goals and teaching basic curriculum structure compulsory course and lesson plans for each semester Motivated Active Learning Learner development activities Teaching process and management of student development activities based on course evaluation and according to the course Teachers teach and make students understand. Parents are supportive and supportive in learning.

The surrounding environment encourages learning, and teachers provide and fill in the right things in speaking, writing, imparting knowledge, asking questions,expressing ideas. And discussion Use teaching materials according to the objectives and content of the subjects taught. Teachers who know different types of teaching methods and choose to train correctly and appropriately for their learners. Use questions to make children think. To carry out teaching activities effectively by using techniques reinforced properly.

INDOOR - OU TDOOR R E L ATION

INDOOR * Care of Self (e.g. zipping a coat, hanging a coat) * Transfer Activity (e.g. working with tongs) * Water Activities * Puzzles

OU TDOOR * Sand play * Nature journal - Get a notebook with story writing paper (where each page has a space to draw and a space to write) and invite your child to start a nature journal. You can ask them to go outside and find whatever they find interesting to draw and write about. For children who are not yet writing, ask them to tell you what they saw and write the words for them. * Care of plants

CL AS S R OOM AR R AN G E ME NT Montessori classrooms often described as “minimalist” Montessori classrooms are simple in design, to give the child an opportunity to focus on one task at a time. All the materials are set up within easy reach of children. Easy access means the student can work with any material in the classroom. The traditional Montessori Classroom is divided into five learning areas including Practical Life, Censorial, Math, Language, and Cultural. The Montessori classroom will rotate the area at least once a month or every times it needed.

CHILD MOV E ME NT The Montessori environment gives the children an opportunity to learn as they are moving. Whether it’s through inside or outside activities, the Montessori materials make it possible for the child to grow cognitively. When the child is moving while they are learning the child will retain the information easier. The movement is also important for the physical growth of a child. Their bodies are growing and need to move throughout the day. The diagram represents the movement of the child that doing activities from schedule throughout the day

UNINTERRUPTED 3-HOUR WORK CYCLES

TEACHERS WHO DIRECT RATHER THAN LECTURE

When children are engaged and absorbed with an activity, they seldom want to be disturbed to move quickly to an unrelated subject. An uninterrupted 3-hour work cycle allows children to learn at their own pace and grasp a deep understanding of the concept that they are trying to learn. We seldom find “bored” children, as those who work faster can choose a new activity and those who need more time are afforded the opportunity to do so.

Call teachers as “Directors/Directnesses” due to their nature of being facilitators of learning rather than imparts of content. Teachers will do short presentations to introduce a new material or concept, and then observe the child or group engage with the activity and monitor progress, redirecting where necessary. The teaching style is characterized by constant monitoring and record-keeping as children progress to master a concept. Learning is differentiated according to the needs of students and may include peer-topeer learning as well.

A NATURAL PLAYGROUND IS A RE-IMAGINED PLAYGROUND. USING NATURAL MATERIALS, THE PLAYGROUND WAS DESIGNED AND CONSTRUCTED TO FACILITATE THE CHILD’S IMAGINATION. CHILDREN ARE FREE TO CREATE, GET MESSY AND TAKE RISKS AS THEY CLIMB, RUN, AND EXPLORE. THROUGH THEIR PLAY CHILDREN CONNECT WITH NATURE ALLOWING THEM TO DEVELOP THEIR SELF.

ACTI VI TIE S T YPE S

Practical Life - Children learn daily-life skills, such as how to get dressed, prepare snacks, set the table, and care for plants and animals. They also learn appropriate social interactions.

Censorial - Children refine skills in perceiving the world through their different senses, and learn how to describe and name their experiences.

Math - Through hands-on activities, children learn to identify numerals and match them to their quantity, understand place-value and the base-10 system, and practice addition, subtraction, multiplication, and division.

Language - Activities throughout the Early Childhood classroom teach language, help children acquire vocabulary, and develop skills needed for writing and reading.

Cultural Studies - Children learn about their own community and the world around them. Discovering similarities and differences among people and places helps them develop an understanding and appreciation of the diversity of our world, and a respect for all living things.

CL AS S R OOM S I Z E “We consider that in its best condition, the class should have between 28-35 children, but there may be even more in number.”

DE SIGN CR I TER IA

INTERNAL-EXTERNAL RELATIONSHIP MULTI-PURPOSE CIRCULATION AREAS CHILD-SCALE DESIGN FLEXIBLE CLASSROOMS VISUAL CONTACT NATURAL LIGHT 28

The philosophy of Montessori gives great importance to nature and environment. For this reason, all schools are intertwined with nature, and there is a strong relationship between interior space and environment. In the Montessori classrooms, children are free to go out of school into the field. Parallel to the importance given to nature, the internal-external relationship is provided by verandas, porches, fringes, inner and outer gardens, inner courts and winter gardens where the outdoor activities can be carried out in the Montessori education, and the activities held inside are also continued outside. In addition, spaces where outdoor natural events can be perceived from inside are designed. Montessori philosophy attaches great importance to socialization, communication and interaction. In this context, the circulation areas in the schools are setup as multipurpose fields that constitute the heart of the school. It is aimed at the design of these areas to see a model of the social environment in which children live and will live in the future and to prepare for their future life. For this reason, corridors are not only the areas where the units merge and areas that are walked, but also the places with natural light and with the quality of a learning street where students from different age groups can socialize, rest, study and teach each other some things, and areas where spontaneously developing activities can be performed. The space design prepared according to the student and the equipment in the learning environment should be shaped according to the child who is the real owner of the environment. In these schools there is no equipment for teachers and it is the personality of the child that shapes it, not the authority of the adult. In all of the schools studied, there is the feeling that this place is completely owned by the children and it is special to them, thanks to the low-floor masses horizontally and the child-scale design approach in the equipment. This approach supports Montessori’s thinking that the child lives the feeling of being at home, and needs to feel as comfortable and secure as at home. According to Montessori, activity is important for the development of the child, and physical activity has an important role in mental development (Montessori, 1975). According to him, the child’s intelligence evolves by motion. In the Montessori approach, additionally, the elimination of the need for a precisely tailored program and the fact, too, that students from different age groups perform many different activities at the same time make the designed spaces in these schools constantly changeable according to daily activities and needs. Montessori’s space. Inter-venue visual communication in Montessori schools also is another design criterion. The Montessori approach attaches importance to learning by seeing and communicating. In this direction, there is a strong visual link between the entrances and other spaces throughout the schools. With the use of the partial separators and transparent boundaries between the entrance, the classrooms and the activity areas, spaces were designed allowing different age groups to see each other and letting them to be in visual contact with each other, and thus enabling exploration and communication, and providing collaboration. Natural light is important in the Montessori approach. It is seen that great importance has been given to all examined schools’ getting natural light and that the planning of some schools seems to be completely in this direction. It is seen that all the facades are designed to have natural light and that the roof openings that support it are used. 28

K E Y ELEMEN T F OR A NAT U R AL PL AY SPACE

Water Providing safe access to water is the most impactful way to encourage exploration and connection with nature.

Feed the Senses Consider your child’s five senses when setting up natural play space. Nature is full of opportunities to use our senses and sometimes, just drawing your child’s attention to what is around is all it takes.

Real tools that really work are best. Schools usually have shelves set up with containers and storage tubs where we store our outside tools. At the end of the day, the tools and toys are brought back to the storage area and made ready for the next day

Gross Motor Opportunities Think about the many ways children can use outdoor space. Outside of the running, consider adding elements that encourage different types of gross motor activities. Quiet Spaces

Creating a natural play space for children is about giving children the opportunity to connect with nature. And one of the best ways to do that is to listen and breathe. Whether it’s a small bench in a flower garden, a tree stump in the woods, or a rocking chair on the porch, providing spaces that invite quiet is an important element to creating a natural play space.

DAILY R OU TINE 7:00 to 8:45 AM 8:45 to 9:00 AM 9:00 to 11:30 AM 11:30 AM to 1:00 PM 1:00 to 2:40 PM 1:00 to 2:45 PM 2:45 to 3:00 PM 3:00 to 3:15 PM 3:15 to 5:00 PM 5:00 to 6:00 PM

SU MMARY Free play Outside play time Montessori work time Lunch time and free play Nap time for nappers Circle time and Montessori work time for non-nappers Clean up Additional foreign language lesson or story time Second lunch, special activities and outside play Light snack and free play

* Montessori values child freedom within limits, self-pacing which children can be independent to learn something through sensing and rationalize the material rather than given instruction. Also, the importance of a controlled environment that allows the toddler to be adapted. * Montessori lay on the 5 principles; 1.Respect for the Child 2. The Absorbent Mind 3.Sensitive Periods 4.The Prepared Environment 5.Auto education

CAS E S T U DY Estudio Transversal Location : Rionegro, Columbia Architects: Estudio Transversal Area: 2000 m² The intervention area of the project is located in the municipality of Rionegro, near the Cabeceras/ San Nicolás highway. the lot has 76,017 m2 and presents very interesting natural characteristics that were fundamental when it came to the project. The diverse topography and the existing large trees are the determining elements for the distribution of the project on the lot, affecting it in every detail. The urban planning of the Montessori School starts from the fundamental idea of circling the school and its context, in addition to presenting spaces that foster relationships between students at different scales (platforms, squares and gardens). The public space as an educational and dynamic scenario, which allows classes to be taught anywhere in the school, bringings the students closer to their environment and encourages their ability to interact with nature. The classroom areas are located in the higher part of the lot and the sports areas in the lower and flatter area. Each building is a circle with a central courtyard that is connected with covered exterior corridors connecting the spaces, forming a dispersed assembly. The circulations of the project are considered as meeting places that fulfil not only the function of connecting but also of becoming complementary spaces to the classrooms.The central void functions as a mixed-use space, whether for educational or recreational uses and as the setting of multiple activities. In addition to giving an identity to the building, the courtyard is the adaptable core that is modified according to the users who inhabit it. 31

HIGHSCOPE

HI S TORY D R D AV I D W E I K A R T D I S C O V E R E D C H I L D R E N W E R E R E C E I V I N G L O W S C O R E S . 19 62

T H E P E R R Y P R E S C H O O L P R O J E C T W A S S E T U P.

1970 T H E H I G H S C O P E E D U C AT I O N A L R E S E A R C H F O U N D AT I O N W A S F O U N D E D. T H E H I G H - S C O P E A P P R O A C H WA S D E V E L O P E D B Y D AV I D W E I K A R T I N T H E 1970 S , WHERE HE SERVED AS THE DIRECTOR OF SPECIAL SERVICE IN A PUBLIC SCHOOL D I S T R I C T I N M I C H I G A N , U S A . I T D R A W S U P O N T H E W O R K S O F L E V V YG O T S K Y, E S P E C I A L LY O N T H E C O N C E P T O F “A D U LT S C A F F O L D I N G .” T H E A P P R O A C H WA S O R I G I N A L LY I N T E N D E D T O H E L P AT - R I S K C H I L D R E N F R O M P O O R N E I G H B O R H O O D, W H O T E N D T O P E R F O R M P O O R LY I N N O R M A L A C A D E M I C C U R R I C U L U M . A S T U D Y D O N E T O E VA L U AT E AT - R I S K C H I L D R E N W H O U N D E R G O T H E H I G H - S C O P E C U R R I C U L U M S H O W S T H AT T H E Y A R E S U P E R I O R I N T H E I R L I F E A N D E C O N O M IC OUTCOMES THAN THOSE WHO UNDERGO THE NORMAL ACADEMIC CURRICUL U M . D AV I D W E I K A R T T H E N F O U N D E D T H E H I G H S C O P E E D U C AT I O N A L R E S E A R C H F O U N D AT I O N T O P R O M O T E T H E A P P R O A C H . T H E F O U N D AT I O N A L S O T R A I N S TEACHERS AND CERTIFIES ALL SCHOOLS USING THE HIGH-SCOPE APPROACH. 34

HIGHSCOPE CHAR ACTER ISTICS ACTIVE LEARNING It is a teaching and learning processes that emphasize learners’ participation and interact with learning activities through a variety of practices * Analysis synthesis * brainstorming * exchange of ideas * making case studies DAILY ROUTINE A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in smalland large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles.

PLAN- DO - REVIEW A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in smalland large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. Time 07:30 07:30 - 08:00 09:00 - 09:15 09:15 - 09:45 09:45 - 10:05 10:05 - 11:15 11:15 - 12:15 12:15 - 15:00 15:00 - 15:30

Daily routine Arrival Greeting time, Breakfast, Message board Large group time Planning time Small group time Outside time 1 Lunch break + Book Rest Outside time 2 and departure

R OOM AR R ANGEMEN T * * * * * * * * * * *

Block area house area art area toy area reading and writing area Sand and water area Woodworking area Movement & music area Math and science area Computer area Outdoor area

COMPAR ISON BE T WEEN CL A S SR OOM

E QU IPMEN T S IN CL A S SR OOM BLOCK AREA

READING AND WRITING AREA

* * * * * * *

In kindergarten, children begin to grow as independent readers and become more comfortable with reading, which is now part of their daily life. Students read books, the day’s schedule, class letters, songs, and poems throughout the day.

Large Tinker toys Interlocking blocks and boards Construction and farm vehicles Planes, helicopters, boats, trains, buses Large hollow blocks, ramps, boards Unit blocks (as many shapes and sizes as possible) Small blocks (multicolored and/or plain)

ART AREA * * * * * *

Crayons * Paper Punches Markers * Drying Rack Pencils * Smocks Paper * Easel Yarn * Watercolor Paints Paint, Cups & Paintbrushes

In kindergarten, your child begins to truly grow as a writer. Kindergartners start to write words (often using their own creative or invented spellings), and may even write their own mini books and stories about their lives or what they’ve learned.

TOY AREA * * * * * * * * *

Duplo Bricks Dressing Frames Interlocking Flowers Gears Puzzles Lacing Beads Bristle Blocks Potato Heads Magnet Blocks

MATH AND SCIENCE AREA The science AREA is always a busy place. Students can observe, experiment, create, construct, classify, compare, and question. Students are natural-born scientists. They are curious and eager to explore the world and everything in it.

HOUSE AREA * Barbecue cooking utensils * Slotted spoons, spatulas, ladles * Slotted spoons, spatulas, ladles * Lunch boxes, picnic basket, laundry basket * Toolbox and tools * Envelopes, canceled stamps, seals, stickers, junk mail * Cake pans, muffin pans, loaf pans * Mixing bowls and lids * Measuring cups and spoons

E QU IPMEN T S IN CL A S SR OOM The teacher in a high scope classroom should be encouraging adult to child interaction as well as facilitating learning through the students exploration. * Support and extend the children’s learning * Create the context for learning * To support and extend the children’s learning

CHILDR EN MOVEMEN T

IN TER ACTION COMPAR ISON

DAYLIGH T 1.Bright light improves mood. 2.Daily exposure to very bright light (e.g., 15,000 lux or higher) might protect kids from developing near-sightedness. 3. Sunlight helps children produce adequate levels of vitamin D, and vitamin D sufficiency protects kids from a variety of undesirable health outcomes. 4.Sunlight appears to protect children from developing multiple sclerosis (MS) later in life. 5.Morning sunlight exposure can help prevent delayed bedtimes (and sleep-related behavior problems)

Measured in units called “lux,” typical, cloudless days may exceed 100,000 lux. A cloudy day may still be as bright as 10,000 to 40,000 lux, and even a rather gloomy, overcast day in Seattle is likely to reach 1,000 lux. By contrast, the lighting we encounter indoors is much dimmer, ranging from about 50 lux (watching TV in the living room) to 500 lux (a brightly lit classroom).

‘’ PLAY BASED LEARNING “

DIFFERENT TYPES OF PLAY

To create environment that children can be learning and playing

Children can play can be categorized in several types which create different necessary experiences for them 44

CA SE ST U DY Kensington Learning Space by Plan Architect Bangkok, Thailand

R E GGIO EMILIA

HISTOR Y * DEVELOPED AFTER WWII BY LORIS MALAGUZZI IN 1963 * IT IS VERY IMPORTANT TO EVERYONE IN THE COMMUNITY INCLUDING GOVERNMENT AND PEOPLE IN THE AREA * LOCATED IN REGGIO EMILIA, A SMALL CITY IN NORTHERN ITALY * LORIS MALAGUZZI, DEVELOPER OF THE REGGIO EMILIA APPROACH

SUMMAR Y

LORIS MALAGUZZI

THE APPROACH BENEFITS CHILDREN BECAUSE IT RESPECTS THEM FOR WHO THEY ARE. IT SEE THEIR POTENTIAL AND KNOW WHAT THEY ARE CAPABLE OF. I HELP IMPROVE THEIR SELF CONFIDENCE AND SELF AWARENESS. THEY LEARN TO WORK AS A TEAM AND COMMUNICATE WITH EACH OTHER. IT MAKE THEM TO QUESTION THE WORLD, TO THINK CRITICALLY AND THIRST FOR KNOWLEDGE.

* * *

BORN IN CORREGGIO, ITALY IN 1920. ENROLLED IN A TEACHER TRAINING CLASS IN 1939 AND COMPLETED IT DURING WORLD WAR II. IN 1946 HE ENROLLED IN A POSTWAR PSYCHOLOGY COURSE IN ROME.

“REALITY, AS ALWAYS HAPPENS IN CHILDREN’S HANDS, REVEALS ONCE AGAIN ITS INFINITE POTENTIAL FOR TRANSFORMATION.” - LORIS MALAGUZZI

TE ACHING APPR OACH CHAR ACTER ISTIC

THE IMAGE OF THE CHILD

EMER GEN T CU R R ICU LUM

* Believe that all children are competent, curious, creative and capable.

* Ask questions after listen to the children ideas and discussion.

* Allowing them to explore help them to understand more and make them love learning.

* Introduce learning exploration after making sure it is safe to do so.

* Teacher should know every child potential and responsible for support and guide them during their path of learning.

* This will make children to create their own curriculum and make learning process to a spiraling progression.

PR OJE CT WOR K

BENEF I T S OF GR OU P WOR K

Teachers make up a project work that will help children to explore what they are interested in along with materials, ideas and other mediums to help them show their own understanding.

* *

Break complex tasks into parts and steps Plan and manage time

Refine understanding through discussion and explanation

This will help children to develop an understanding of many different points of view from the detailed projects.

Develop stronger communication skills and Challenge assumptions

Projects can last anywhere from a few days to several months at a time.

Tackle more complex problems than they could on their own.

Delegate roles and responsibilities.

Share diverse perspectives.

Develop new approaches to resolving differences.

Develop their own voice and v in relation to peers. 52

THE R OLE OF THE TE ACHER * Teachers are not only there to provide knowledge. *

They are guides who specialize in Providing classroom experience.

They are the scribes who listen, record and display classroom experiences.

They are supporters for the future generations together with colleagues and parents to make it a community based learning environment.

PAR EN TAL IN VOLVEMEN T Learning should not only be at school but at home and in the community as well. Parents are encouraged to be involved with children learning in every aspect to strengthen their interest in learning.

THE R OLE OF THE EN VIR ONMEN T The environment plays a major part in Reggio Emilia education. It should be treated as a reflection of an image of a child. The classrooms should invoke children to develop a creative exploration along with interaction and communication. Classrooms are often open, filled with natural furnishing mirrors, windows and sunlight. It should show project work both in progress and finished to share stories.

INDOOR

DESI GN ASPECTS TO IMPROVE REGGIO EMILIA

* *

* * * * * * *

Light and leaves Recreate famous art with loose parts

The area of classroom Classroom Organization Flexible interiors Natural lighting Glass & walls Rhythm and movement Central Hall

OU TDOOR * *

Sound garden Bubble wrap painting

MOR NIN G R OU TINE

AF TE R NOON R OU TINE

“WE VALUE SPACE BECAUSE OF ITS POWER TO ORGANIZE, PROMOTE PLEASANT RELATIONSHIPS BETWEEN PEOPLE OF DIFFERENT AGES, CREATE A HANDSOME ENVIRONMENT, PROVIDE CHANGES, PROMOTE CHOICES AND ACTIVITY, AND ITS POTENTIAL FOR SPARKING ALL KINDS OF SOCIAL, EFFECTIVE, AND COGNITIVE LEARNING. ALL THIS CONTRIBUTES TO A SENSE OF WELL-BEING AND SECURITY IN CHILDREN. WE ALSO THINK THAT THE SPACE HAS TO BE A SORT OF AQUARIUM WHICH MIRRORS THE IDEAS, VALUES, ATTITUDES, AND CULTURES OF THE PEOPLE WHO LIVE WITHIN IT.” – LORIS MALAGUZZI IN 1984

CL A S SR OOM AR E A * The area must not be less than 1 sq m per child * Number of student should not exceed 40 children per room * The size of most kindergarten classrooms minimum is 40 square meters

CL A S SR OOM OR G ANIZ ATION The organization of the space gives children enough autonomy to explore and create activities that interest them.

F LE X IB LE INTE R IOR * Do not have fixed elements * Must allow children modifications themselves.

GL A S S WALL S & WINDOWS * * * *

Connecting internal and external spaces. Offer a greater incidence of natural light Allow children to observe and play with reflections Afford a greater sense of community

NAT U R AL LIGH TING * *

Stimulate curiosity and creativity Adding : windows, light tables, natural light sources

CE NTR AL HALL *

Central hall are indispensable to a culture of relationships and communication.

R HY THM AND MOVEMEN T * *

Connected spaces with multiple architectural elements Encourage activities with these characteristics

CAS E S T U DY Diana Preschool Located Reggio Emilia, Italy

WALDOR F

The Waldorf teaching system is rooted in human philosophy initiated by Rudolf Steiner. To teach the children of factory workers WaldorfAstoria Cigarette Company in Stuttgart, Germany. This is the source of the name Waldorf, All children, regardless of class and abilities, are treated equally, which makes the school of This is the first school to initiate social equality in education. The goal is to develop children to learn and grow up with freedom and morality. Social maturity and creativity without focusing on teaching facts homework or test scores, but will focus on storytelling and experimentation. Students will be able to play without competition. There is no exam, but it focuses on practice and experimentation. All subjects will focus on project work without a regular schedule.

PE R CE P TION OF CHILD The learning process is essentially threefold * Engaging head -> thinking * Heart -> feeling * Hands -> doing

Age 0-7

Benefits a child receives through experiences with art, movement, and nature

* Contains greatest milestones of achieving every human being * Have play-based activities that encourage the young children to investigate the natural world and explode social relationships (freedom) * Children get to learn intellectual, emotion and physical development

Age 7 - 14

Age 14 - 21

* Development through emotions, Creativity, feelings For example. Arts and crafts contribute greatly to this increased search for sensitivity.

* Ready and mature to use their mental and moral abilities. “Moral ability is the attribute of knowing and applying the principle of fairness and goodness versus evil and unfairness”. * Developing more abstract and complex

Teachers help integrates academics, arts, and practical skills

K E Y DE VELOPMEN T AR E A S LANGUAGES AND FINE ARTS

EURYTHMY

* Students are taught both Spanish & Japanese in alternating blocks as part of the standard World e.g. Japanese, Spanish * Middle School students then choose either Japanese or Spanish as a language for further dedicated study. * All Waldorf students receive a strong foundation in art. * Know how to apply art to specific problems and situations.

Eurythmy is experienced through storytelling and songs. Kindergarten and the early grades - eurythmy is experienced through storytelling and songs As students progress through the grades they work with a variety of poetry and music, moving through intricate and complicated patterns

HANDWORK

In the early grades- traditional games such as tag, circle games, and jumping rope are emphasized. In third grade- circus activities, learning to juggle, walk on stilts, and unicycle. In fifth grade-students work on javelin and discus throwing, wrestling, jumping, and racing.

The handwork curriculum includes knitting, crocheting, cross-stitching, felting, basket weaving, Hawaiian handcrafts, sewing, and woodworking

GAMES AND MOVEMENT EDUCATION

DAILY SCHEDU LE 8:30 – 9:00 a.m. Arrival and Playtime 10:15 a.m. Activity 1 - outdoor 10:45 a.m. Snack and Play 12:00 p.m. Activity 2 - indoor and circle time 12:00 p.m. Lunch and Outside Play (Afternoon is depending on parents’ decision) 1:00 p.m. Nap Time 2:00 p.m. Outdoor Activities and/or Water Play 3:00 pm Pickup

DAILY/WEEK LY R HY THM Monday Tuesday Wednesday Thursday Friday

Working In The Garden Baking Crafting Working With Wood Outdoor Adventures

INTERCHANGEABLE: Day To Week Or Months Depends On School For Example: December Kindergarten Lessons Themes: Balance, Harmony, Diversity In Nature, Inner World Lessons Include: The Letter “j, K, L & M” In Nature, The Number 5, Story: The Spindle, The Shuttle, And The Needle, Craft: A Picture Of Peace, Pomander Craft, Story: A Small Fish, Story: Little Piccolo, And Much More!

INDOOR ACTI VI TIE S *

Self Directed Play/Free play

Creative play - providing the essential ingredients: silks, cloths, play stands, stones, logs, shells, simple dolls, capes, wooden figures, puppets and etc.

* *

Practical activities - Baking (kneading bread), sewing, sweeping, chopping vegetables, polishing wooden toys and shelves, cleaning, and dish washing. Circle time - is a seasonal, movement “journey” that incorporates song

* Artistic activities - watercolor painting, beeswax modeling, crayon drawing, finger knitting, soup making and bread making.

OU TDOOR ACTI VI TIE S Outdoor environments allow children to learn to understand their stretch and their physical ability in climbing balance and learning to manage their own risk taking and boundaries. * Nature walks provide an opportunity for the children to appreciate some of nature’s wonders. Outdoor work and play provide opportunities for elementary experiences of science and the four elements. When children make toys from natural materials they learn about its origin. * Gardening with Kids. I believe that gardening should be part of every person’s childhood. * Rock collection. * Outdoor arts and crafts with nature materials * Fairies and their hiding places. 72

CHILD MOV E ME NT

Shadow

Daily schedule Wind

Hot

Wet

8:30 – 9:00 10:15 10:45 12:00

a.m. a.m. a.m. p.m.

12:00 1:00 2:00

p.m. p.m. p.m.

3:00

Arrival and Playtime Activity 1 - outdoor Snack and Play Activity 2 - indoor and circle time Lunch and Outside Play Quiet Time - Nap Time Outdoor Activities and/or Water Play Pickup

Path

Move

Classroom size -Class sizes vary by grade, from 10 in preschool to 15-20 in elementary.

Balance

-youngest preschool classes enroll 10 children, -older preschool classes have no more than 14 children per day (with parents opting to send their children three, four, or five days per week). - Kindergartens have approximately 18 students each, while elementary classes average 15-20 and may be as large as 25. (Early childhood classes have one head teacher and one assistant in each room. The first and second grade teachers also have an assistant.)

Imagine

Kindergarten Room size - A standard 93 m2/1,000 sq. ft. room – 25 pupils - 70 m2/750 sq. ft. -10-15pupils

Color

- to 46 m2/500 sq. -9 pupils or less,

Teaching Touch Learning Garden and field

Noise

Collect

Dig

Crawl

Play ground

Climb

Swing

Slide

Jump

Hide

Catch

Classroom

Throw

See/saw

Sit

Stand

Challenges

Silence

T YPICAL SE CTIONS

Heights of windows and natural light

Heights of shelf

R OLE OF TE ACHER S

R OLE OF PAR EN T S

Teachers in Waldorf Schooling

Parent Involvement in Waldorf Education

* * * * * *

* Helping out with after school activities, * Helping out in handwork, and other special subject classes, sharing special knowledge * Participating in monthly assemblies, * Assisting with festivals and fairs, etc.

Thinker Artist Scientist Poet Environmentalist Musician

Waldorf teachers guide children through investigative learning in core subjects. Waldorf schools also emphasize creativity and artistic expression with a notion of spiritual as well. Help To create a meaningful environment of the children, teacher is like an architect of the classroom with a sense of harmony and full of themes about caring for the community and for the natural and living worlds Waldorf teacher is flexible and reliable. 75

It is crucial part of Waldorf that parents show an interest in their children and how they do in the classroom. This happens by listening to children when talking about school and sharing something from their day. In addition, parents are often invited to help with school activities. By doing this, we allow children to see how their parents are a part of the school community.

F U NCTIONS CONSCIOUSNESS TO SPACE Consciousness is a place that connect to inner world and outer world. From the inner world (imagination, dream, fantasy) to the outer world (reason, selfcontrol, socialization, and experimentation). Relation between child and nature Relation between child and common space Relation between classroom and playground NATURAL PLAYGROUND = CLASSROOM A child will have the experience of the seasons and the studies of plants and animals, the weather, geology, astronomy, and other natural sciences. Also, the opportunity for healthy movement offered in the outdoor setting is crucial to the healthy development of the young child.

SENSUAL SPACE :to provoke affective engagement and sensory response. Children can gain personal experience through these senses: Sight Smell Hearing Touch These help build the positive experience between architecture and children by exposing them to nature and space. KINDERGARTEN + NURSERY Kindergarten + Nursery is part of the Parent and Child program that Waldorf education offers to the Parents to come together once a week with their children to train under the guidance of a Waldorf Early childhood teacher. Five-day kindergarten and 1-3 day nursery class. 76

CL A S SR OOM AR R ANGEMEN T Seasonal table

Free-play area

Kindergarten Classroom are organized around the seasonal table The seasonal Table (a unique feature of the typical Waldorf classroom) is the focus and organizer of the classroom. The element of seasonal table is rocks, acorns, pressed leaves, and seed pods; this element is depending on the season.

Table area

Free-play area

Table area

Seasonal table

Seasonal table Free-play area

Table area Seasonal table Free-play area

Free-play area

Table area

CL AS S R OOM S I Z E S

Room - 15 - 20 pupils A standard size 93 m2

Room - 10 -15 pupils A medium size 70 m2

Room - 9 pupils or less A small size 46 m2

CL A S SR OOM DE SIGN ; U NIQU E DE SIGN SOLU TIONS (F OR TE ACHING ME THOD) * Holistic approach to the human being (feelings, imagination, spirit, intellect) * Spaces must be capable of delivering a teaching experience of education * The design values all the benefits that contact with nature can offer human beings * Offer a homey, welcoming, safe, stimulating environment

RHYTHMIC ELEMENTS * *

Music is an art in Waldorf environment Has frames and pillars

NATURE * Highly beneficial for the psycho- emotional health of children * Presented as the material in architecture and for different school activities * Classrooms should always be opened to central green area * Windows must be placed at a lower height GEOMETRIC PERCEPTION * *

Progressive transformations of geometric shapes in classrooms Formal changes in the vertical (wall) and horizontal (floors and ceilings) planes

SUMMAR Y PRINCIPLES OF WALDORF

GRADUATES

* Understanding of human development that address the needs of the growing child * Integrate the arts in all academic disciplines for children * Freedom in education and independence * Goal of a Waldorf teacher to inspire children to view the world

- Intellectual flexibility - Creative thinking - Independent judgment - Moral discernment (the ability to discern the moral good) - Oral communication skills - Collaborate

“Waldorf education is not a pedagogical system but an art - the art of awakening what is actually there within the human

POPULARITY 1. 2. 3. 4.

Montessori Reggio Emilia Waldorf High scope

CAS E S T U DY Waldorf School El Til·ler Location : Barcelona Architects: Eduard Balcells ArchitectureUrbanismLandscape Area: 1,2000 m² New Waldorf-Steiner School in Bellaterra, Barcelona. The main goal of the project is to provide a contemporary spatial expression of the Waldorf-Steiner pedagogy in a Mediterranean context. The new school complex consists of six buildings, including all educational phases, from kindergarten to high-school, totalling 2.000m2 of built surface on a 12.000m2 site. Five buildings are recycled –they are dismantled, transported from the plots that the school previously occupied, and carefully reconstructed in a new configuration on the new site. The newly-designed kindergarten and the common spaces building, with 1.000m2 of built surface, doubles the previous surface of the school. Its architecture is based on the spatial ideas of alcoves and frames, which imply that the usually flat façade evolves into an inhabited three-dimensional space. The school is organized along a rambla –the Mediterranean equivalent of a highstreet. The classrooms become small houses, and the school complex a small village on a hill. 81

82 84

“WALDORF EDUCATION IS NOT A PEDAGOGICAL SYSTEM BUT AN ART - THE ART OF AWAKENING WHAT IS ACTUALLY THERE WITHIN THE HUMAN BEING.” – RUDOLF STEINER