Design Strategies of Child-Friendly Medium-Rise Apartments

DESIGN STRATEGIES OF CHILD-FRIENDLY MEDIUM-RISE APARTMENTS NADIRA BINTI AZHAR

DESIGN STRATEGIES OF CHILD-FRIENDLY MEDIUM-RISE APARTMENTS

by Nadira binti Azhar Dr. Roshida binti Abdul Majid

Master of Architecture Faculty of Built Environment & Surveying Universiti Teknologi Malaysia Architectural Book Publication

Published in Malaysia in 2019 by Faculty of Built Environment and Surveying Universiti Teknologi Malaysia 81310 Johor Bahru, Johor, Malaysia. www.utm.my

This book has been submitted to the Centre of Studies for Architecture, Faculty of Built Environment and Surveying, Universiti Teknologi Malaysia, to fulfil the requirement of MBES2176 DESIGN THESIS DISSERTATION course.

Copyright Š 2019 by Nadira binti Azhar.

All rights reserved. Apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part of this book may be used or reproduced in any manner whatsoever without written permission or the publisher and writer, except in the case of brief quotations embodied in critical articles or reviews.

For information contact : Nadira binti Azhar MBE171014 Master In Architecture Faculty of Built Environment and Surveying Universiti Teknologi Malaysia Book Cover design by Nadira binti Azhar and image illustrated by Rosa Bui. First Edition: June 2019

ACKNOWLEDGEMENT

In preparing this dissertation, I was in contact with many people, researchers, academicians, and practitioners. They have contributed towards my understanding and thoughts. In particular, I wish to express my sincere appreciation to my main thesis supervisor, Dr. Roshida binti Abdul Majid, for encouragement, guidance, critics and friendship. I am also very thankful to my co-supervisor Prof. Dr. Syed Iskandar Syed Ariffin for his guidance, advices and motivation. Without their continued support and interest, this dissertation would not have been the same as presented here.

Recognition and thankfulness to all of my colleagues and lecturers in Universiti Teknologi Malaysia - Faculty of Built Environment and Surveying - Department of Architecture for all their contributions, encouragement and knowledge exchanged.

Finally, I would like to express my deepest appreciation to my parents, En. Azhar Abdul Hamid and Pn. Nor Islamiah Othman, my brother and sisters for their constant love, support and encouragement which have brought me to what I am now. May Allah S.W.T. reward all of you His Blessing in here and after.

i

ABSTRACT

Vertical housings especially apartments are in high demand compared to the other types of housing especially among the young families. Considering the growing number of young families raising their children in vertical housings, designers must consider for more child-friendly living. Spatial planning in housing development in a city should consider the needs of children as most of the developments and indoor spaces are designed accordingly to suit the daily activities of an adult human only. Hence, there is an apparent boundary in children’s play activities and freedom of movement around the housing compound due to the spatial design and planning that put limit for children to have free play.

These situations affect the children’s social and emotional competencies in the long term. In order to enhance the living environment of young families in a dwelling facility, this study focuses on the design strategies towards a child-friendly housing model. The architectural elements are explored and utilized to provide interactive environment for the children. The aim of this study is to enhance the creation of interactive and effective child-friendly design for medium-rise apartments. The objectives of this study are to

ii

understand the needs and living environment required for children, to identify the spatial articulations required to promote interactive environment for children and to propose design strategies of a child-friendly medium-rise housing to enhance the interactive living environment for children. The study had been done by conducting literature reviews as well as survey through observation in four case studies of apartment buildings in Malaysia. This study identified six design parameters of spatial articulations that are crucial in designing a better living environment for children. Those design parameters are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design. Correlated checklists between the design principles and design strategies is formulated. These checklists act as guidelines in designing an effective child-friendly housing. By implementing the appropriate design strategies and facilities in the respective spaces, child-friendly housings could be designed to fulfil the needs of children.

iii

ABSTRAK

Perumahan vertikal terutamanya pangsapuri mempunyai permintaan yang tinggi jika dibandingkan dengan jenis perumahan yang lain khususnya bagi golongan keluarga baharu. Memandangkan semakin banyak pasangan muda yang membesarkan anak-anak mereka dalam perumahan vertikal, para pereka harus mempertimbangkan rekaan bagi persekitaran yang mesra kanak-kanak. Perancangan ruang dalam pembangunan perumahan di bandar perlu mempertimbangkan keperluan kanak-kanak kerana kebanyakan pembangunan dan ruang dalaman direka sesuai untuk memenuhi keperluan harian manusia dewasa sahaja.

Oleh itu, terdapat sempadan yang jelas dalam aktiviti permainan kanak-kanak dan kebebasan bergerak di sekeliling perumahan kerana reka bentuk dan perancangan ruang yang meletakkan had untuk kanak-kanak bermain. Keadaan ini mempunyai kesan jangka panjang ke atas kecekapan sosial dan emosi kanakkanak. Untuk menambah baik persekitaran bagi keluarga baharu di kemudahan kediaman, kajian ini memberi tumpuan kepada strategi reka bentuk model perumahan yang mesra kanak-kanak.

Unsur-unsur senibina diteroka dan digunakan untuk menyediakan persekitaran interaktif untuk kanak-kanak. Tujuan kajian ini adalah untuk menambahbaik reka bentuk pangsapuri mesra

iv

kanak-kanak yang interaktif dan efektif. Objektif kajian ini adalah untuk memahami keperluan dan persekitaran hidup yang diperlukan untuk kanak-kanak, untuk mengenal pasti artikulasi ruang yang diperlukan untuk persekitaran interaktif bagi kanak-kanak dan untuk mencadangkan strategi reka bentuk pangsapuri yang mesra kanak-kanak bagi mewujudkan persekitaran interaktif untuk kanak-kanak. Kajian ini dilakukan dengan menjalankan kajian literatur serta tinjauan melalui pemerhatian dalam empat kajian kes bangunan pangsapuri di Malaysia. Kajian ini mengenal pasti enam parameter reka bentuk artikulasi ruang yang penting dalam mereka bentuk persekitaran hidup yang lebih baik untuk kanakkanak. Parameter reka bentuknya adalah (i) massa bangunan, (ii) persekitaran yang interaktif, (iii) interaksi sosial, (iv) keselamatan, (v) privasi, dan (vi) reka bentuk unit kediaman. Senarai semak antara prinsip reka bentuk dan strategi reka bentuk telah dirumuskan. Senarai semak ini bertindak sebagai garis panduan dalam merekabentuk perumahan mesra kanak-kanak yang berkesan.

Dengan melaksanakan strategi yang sesuai di ruang berkaitan, perumahan mesra kanak-kanak boleh direka untuk memenuhi keperluan kanak-kanak.

v

CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii ABSTRAK iv LIST OF FIGURES viii LIST OF TABLES x CHAPTER 01 INTRODUCTION

Background Study Problem Statement Research Aim Research Questions Research Objectives Significance of Study Scope of Study Research Framework Research Methodology

CHAPTER 2 LITERATURE REVIEW

Introduction Definition of Young Families Children Development Theory - The Sensorimotor Stage - The Preoperational Stage - The Concrete Operational Stage - The Formal Operational Stage Interactive Environment for Children - Basic Needs of Children - Types of Play Areas - Architecture for Children in Tall Buildings Chapter Summary

vi

02 04 06 06 06 08 08 10 12 16 17 19 20 22 24 26 28 29 30 32 34

CHAPTER 3 METHODOLOGY

Introduction Research Design Chapter Summary

CHAPTER 4 FINDINGS & DISCUSSION

Introduction General Information of Case Studies Design Parameters

- Building Massing

- Interactive Environment

- Social Interaction

- Safety and Security

- Privacy

- Unit Design Chapter Summary

CHAPTER 5 CONCLUSION & RECOMMENDATIONS Introduction Conclusion - Research Objective 1: The Needs and Living Environment Required for Children - Research Objective 2: The Spatial Articulations Required to Promote Interactive Environment - Research Objective 3: Design Strategies of a Child- Child-Friendly Medium-Rise Housing Limitations Recommendations

38 39 42 46 47 50 50 54 58 60 61 63 64 68 68 69 71 72 73 74

REFERENCES 76

vii

LIST OF FIGURES

FIGURE NO. TITLE PAGE Figure 1.1 Figure 1.2 Figure 2.1 Figure 2.2 Figure 2.3

Figure 2.4 Figure 2.5 Figure 2.6

Figure 2.7

Figure 2.8

Figure 3.1 Figure 4.1

Figure 4.2

Illustration of a playful vertical housing design.

Research framework.

Illustration of a young family’s daily lives.

Piaget’s stages of cognitive development.

Children in this stage gain knowledge through their senses and motor movements.

Children in this stage begin to think symbolically.

Children in this stage begin to understand logical reasoning.

Children in this stage begin to think abstractly and can form hypothetical ideas.

Children need safe and unrestrained play areas for their physiological and mental development.

Cycling is an example of gross motor play, drawing is an example of quiet play and pretend play is an example of dramatic play.

Research methodology design framework.

Shared common spaces at the middle of the building massings of Case Study A (right) and Case Study B (left).

Two girls demonstrating a dramatic play at the corridor space.

viii

05 10 17 19 21 23 25 27 28 31 41 53 56

FIGURE NO. TITLE PAGE Figure 4.3

Figure 4.4 Figure 4.5 Figure 4.6 Figure 4.7 Figure 4.8

Two children interacting with each other at the corridor space.

Potted plants were found at the staircases area.

Interaction between the children during play time.

Windows are facing each other with a short distance.

Staircase is too near to the windows of the residential units.

Double-loaded corridor design.

ix

56 56 59 62 62 62

LIST OF TABLES

TABLE NO. TITLE PAGE Table 1.1 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5

Table 4.6 Table 4.7 Table 4.8 Table 4.9

Different researches on child-friendly environments.

General information on the case studies.

Comparisons between the design approaches.

Building massing arrangement of each case studies.

Design strategies for different types of interactive spaces.

Types of play facilities provided in the apartment compounds.

Design strategies to promote social interaction.

Design strategies to improve safety and security.

Design strategies to control visual and sound privacy.

Design strategies for designing individual dwelling unit.

x

09 49 51 52 54 55 58 60 61 63

C H A P T E R

01

INTRODUCTION

01 INTRODUCTION 1.1 BACKGROUND STUDY

Back in the days, children could play, interact and explore their surroundings with no restriction. Different from the past, today’s scenario shows the lives of children are much more supervised and structured, with fewer opportunities for free play which results in the shrinking of their physical boundaries. Some of the parents are overprotective and worry about their children’s safety when they leave their house. Some working parents cannot supervise their children after school hours. All these factors causes the children to have limited time for free play. Even if children do have free time, they often spent it inside the house. For some children, that is because of the lack of interactive play and learning spaces in their housing compound, especially those living in vertical housing buildings.

Generally, spatial planning in housing development in a city does not really consider the needs of children as most of the developments and indoor spaces are designed according to the standard anthropometric measurement which usually cater for daily activities of an adult human only. Therefore, there is an apparent boundary in children’s freedom of movement around the housing compound because of the spatial design and planning that put limit for children to have free play.

02

Another issue concerning the typical vertical housing layout is the lack of interactive play and learning areas vertically throughout the housing massing. Current situations show that most of the children are encouraged to play in the safe and regulated play facilities provided on the ground floor of the housing compound. However, children’s participation in play environments as mentioned above affect the children’s social and emotional competencies in the long term (Malone and Tranter, 2003). Hence, it is important to integrate interactive play and learning spaces on the upper floors as well near each of the housing units to stimulate children’s development and growth while improving their housing experience.

In order to enhance the living environment of young families in a dwelling facility, this study would consider the design strategies towards a child-friendly housing model. The architectural elements will be explored and utilized to provide interactive environment for the young parents and their children.

03

1.2 PROBLEM STATEMENT

The term ‘young parents’ usually refers to a couple that has one or more children and is either married or living together for 10 years or less (Poggenpoel, 2017). They falls under the nuclear family category where nuclear families typically center on a married couple and their children (one or more). According to The 2010 Population and Housing Census of Malaysia (Census 2010), the percentage of nuclear family households continued to remain high compared to other three types of households (i.e. single-parent family households, extended family households, and single person households).

Census 2010 also showed that the total number of housing units in Malaysia had increased to 7.34 million compared with 5.55 million in 2000. There is a significant increase in the percentage of flats, apartments and condominiums from 12.6% (2000) to 19.9% (2010). Increasingly, families with children will call these buildings as a home. As parents, one of the main concern is to find a suitable and comfortable home to raise their children especially in buildings greater than 5 storeys. National Housing Policy has highlighted the concept of environmentally friendly development and this concept will be emphasized to create a balanced development in the future. Another policy highlighted is the incorporation of new technologies and innovations in the housing sector. However, the policy failed to mention a child-friendly housing model on this development.

04

Figure 1.1 Illustration of a playful vertical housing design. (Illustrator: Rosa Bui)

This problem can be seen through the typical design of housing development which does not consider a child-friendly environment in a dwelling facility. The children’s socioemotional and cognitive development are greatly influenced by the physical environments experienced by the children (Kim T. Ferguson et al., 2013). Hence, it is crucial to develop a suitable housing model for the young parents and their children.

05

1.3 RESEARCH AIM

The aim of the research is to derive design strategies of spatial articulations that influence the creation of effective child-friendly medium-rise apartments.

1.4 RESEARCH QUESTIONS The research questions of the research are as listed below:1. What are the needs and living environment required for children?

2. What are the spatial articulations required to promote interactive environment for children?

3. How to formulate design strategies of a child-friendly housing that influence the creation of effective child-friendly medium-rise apartments?

1.5 RESEARCH OBJECTIVES The objectives to be accomplished in the research are:1. To understand the needs and living environment required for children.

2. To identify the spatial articulations required to promote interactive environment for children.

3. To derive design strategies of a child-friendly medium-rise housing to enhance the interactive living environment for children.

06

07

1.6 SIGNIFICANCE OF STUDY

For the previous decades, plenty of studies and researches had been done on child-friendly environments. However, very little research had been done on child-friendly housing, specifically medium-rise apartments. Most of the researches cover a bigger context of child-friendly environments such as natural environment, urban environment and social neighbourhood. Table 1.1 summaries some of the previous researches on child-friendly environments.

The study is significant in order to address the problem statement and research gap as the study will add to the body of knowledge in child-friendly dwelling context. The study will provide properties, attributes and key dimensions that support children’s interaction in the dwelling environment and establish a new approach to designing child-friendly apartments.

1.7 SCOPE OF STUDY

This study will provide recommendations on design strategies that need to be considered in an effective child-friendly apartments so that the quality of living for the young parents and their children in the dwelling facilities may be enhanced. Critical components related to interactive architecture and environment will be discussed to derive design strategies of a child-friendly medium-rise apartments in Malaysia context.

08

TYPE OF ENVIRONMENT Natural environment

Urban Environment

AUTHOR

MAJOR FINDINGS

Cilliers & Goosen Child-Friendly (2016) Spaces

Green Surface materials, Colour, Green Element, Existing use integration

Haikkola & Horelli Child-friendly (2004) Environments

Housing and dwelling, Basic services (health, education and transport), Participation, Safety and security, Family and community, Urban and environmental qualities, Provision and distribution of resources, Ecology, Sense of belonging and continuity, Good governance.

Bjorklid (2010)

Child-friendly Cities

Broberg, Kytta & Child-friendly Fagerholm (2013) Structures

Urban Independent mobility, Environmental affordances

Child-friendly Community

Urban mobility, Access to food, Public spaces for play, Active transport, Crime and safety constraints, Parenting approaches for environmental socialization

Wridt (2010) Social Neighbourhood

Architecture

PARAMETERS OF STUDY

Islam, Moore & Co- Child-friendly sco (2016) Neighbourhood

Street characteristics, Density characteristics, Land-use characteristics, Socio-demographic and perceptual characteristics.

Birch, Curtis James (2007)

Noise control, Lighting, Space design, Finishes, Interior decor

&

Child-friendly Hospital

Wright, MannathoChild-friendly School ko & Pasic (2009)

Policies, Children participation, Learning environment

Table 1.1 Different researches on child-friendly environments.

09

1.8 RESEARCH FRAMEWORK

Issue Child-friendly housing

Research Objectives

1) To understand the needs and living environment required for children.

Problem Interactive environment for children

2) To identify the spatial articulations required to promote interactive environment for children.

Literature Review Design strategies of spatial articulations that influence the creation of effective child-friendly medium-rise apartments

3) To derive design strategies of a child-friendly medium-rise housing to enhance the interactive living environment for children.

Figure 1.2 Research framework. (Source: Author)

10

Data analysis

Research Methodology

Survey Findings Design strategies for child-friendly medium-rise apartments

Observation (Case Studies)

Parameters 1) Building massing 2) Interactive environment 3) Social interaction 4) Safety & security 5) Privacy 6) Unit design

Conclusion & Recommendations

11

1.9 RESEARCH METHODOLOGY

The research was conducted systematically to achieve the relevant objectives and findings. Based on the research framework, the first step was to identify the issues regarding the children’s behaviour and their interaction towards their housing environment, particularly in medium-rise housing areas. Therefore, the study focuses on young parents that have children (aged 3 to 12 years old) as its target users. Literature reviews on research papers, journals and books that are associated with this topic was used as references to support the purpose of this study.

A comprehensive method used to collect data for this study is through survey. Observation was done in selected case studies on existing medium-rise apartments. For that purpose, Dahlia Apartment and Jasmine Apartment in Kuala Lumpur, Vista Seri Putra Apartment in Bangi and Desa Skudai Apartment in Skudai, Johor are chosen as case studies for this research. The design of the case studies will be compared with the design strategies derived based on the design parameters extracted from the literature review which are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design.

From the references that was clarified and filtered, final method from the theoretical half was to synthesis the design considerations of spatial articulations that influence the creation of effective child-friendly medium-rise apartments.

12

13

C H A P T E R

02

L I T E R AT U R E R E V I E W

02 LITERATURE REVIEW 2.1 INTRODUCTION

This chapter launches with a definition of young families, their ways of living and how they engage with their children in daily lives. Then, it gives an insight on the theories of children development from various researches. This chapter also discusses the basic needs of children and the components of interactive environments needed in relative to their physical and mental needs.

The sections in this chapter are set as follows:1. a discussion on the meanings and daily lives of young families; 2. a review of theories on children development; 3. a discussion on the basic needs of children and the interactive environments needed for children development; and 4. concluding remarks on child-friendly environments.

16

2.2 DEFINITION OF YOUNG FAMILIES

The term ‘young parents’ usually refers to a couple that has one or more children and is either married or living together for 10 years or less (Poggenpoel, 2017). They falls under the nuclear family category where nuclear families typically center on a married couple and their children (one or more).

Figure 2.1 Illustration of a young family’s daily lives. (Illustrator: Rosa Bui)

17

According to The 2010 Population and Housing Census of Malaysia (Census 2010), the percentage of nuclear family households continued to remain high compared to other three types of households (i.e. single-parent family households, extended family households, and single person households).

Children become more active participants in the daily course of family life during the early childhood years. Naturally occurring family routines and meaningful rituals provide both a predictable structure that guides behaviour and an emotional climate that supports early development (Spagnola & Fiese 2007).

Normally children will spend most of their time playing and interacting with each other as playing is a part of their learning process. Hence, appropriate spaces need to be provided to allow the children’s ability to undertake various activities on their own or in groups.

A study has been done by Andrews, Warner & Robson (2018) to explore the parent’s experiences of raising children in apartments and most of the parents agreed that the current design of the apartments imposes challenges on their effort to raise their children in daily lives. Considering the growing number of young families raising their children in vertical housings, designers must consider for more child-friendly living which may include communal spaces for the children to play, adequate facilities and ensuring design features are safe for children.

18

2.3 CHILDREN DEVELOPMENT THEORY

Jean’s Piaget has been the most commonly mentioned in his infamous theory for child cognitive development since back in the middle 1800. His theory focuses on understanding how the children understanding the nature of intelligence and how they acquire this knowledge. Piagets stages of child development are divided into 4 stages known as sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stages.

Figure 2.2 Piaget’s stages of cognitive development. (Illustrator: Joshua Seong)

19

2.3.1 THE SENSORIMOTOR STAGE

This stage occurs during the earliest stage of cognitive development which is happens during the child’s birth until 2 years old. During this stage, the major characteristics and development changes are infants use their movements and sensations to know the world, such as actions through looking, listening and grasping.

They also realize that they can make things to happen in the world around them through their actions, for example they started to cry when they are starving.

Children will experience substantial growth and learning during this stage. The more the children interact with their surroundings, the more they discover on how the world works. The stage takes place over a short period of time and involves a lot of growth. Rather than just from physical actions, children also learn from people they interact with.

Piaget believes that when a child develops constancy or permanence of objects, the child will continue to understand that the object exist even when it can’t be seen by them or out of sight (Bogartz, 2000) By learning this perception, the child learns that different objects have distinct entities and they have existence of their own outside of individual perception. They also began to attribute objects with names and words.

20

Figure 2.3 Children in this stage gain knowledge through their senses and motor movements.. (Illustrator: Hugo Lin)

Children are able to engage in what termed as deferred imitation by the end of this stage, where they are able to repeat or reproduce a previously witnessed action later on. They have the ability to produce mental representation of the said action and repeat the behaviour later on, rather than copying right away. In 24 months, infants are able to imitate behaviours after a delay of up to three times.

21

2.3.2 THE PREOPERATIONAL STAGE

Language is the major factor in the hallmarks of preoperational stages which occurs during child ages 2 to 7 years old.

In this stage, children communicate using symbols to represents ideas, words and images, which is why children during this period are much more skilled at play pretend. Child might become a chef and pretend to cut food using tools provided to them to imitate their mom, or driving using plastic plates as the steering wheel of a car. During this stage is where the language development and make-believe play begin. However, they are still struggling to understand the idea of constancy or to be more concise, they still have no logical thinking at present.

At this age, children are egocentric, which makes them focus more towards themselves and how action will impact them, rather than the people around them. This is because they are still unable to understand other people’s point of views as they think that everyone sees, feels and thinks just like they do.

22

Figure 2.4 Children in this stage begin to think symbolically. (Illustrator: Hugo Lin)

23

2.3.3 THE CONCRETE OPERATIONAL STAGE

This stage takes place during age of 7 to 11 years. At this stage children gave out ideas they are more focused and logical in terms of reasoning. They are adept at using logical thinking if compared to other stage previously. They understand the principles of conservation as they are able to recognize that the key property of an object does not change even though their physical appearances are altered.

Children began to understand mathematical operations and transformation, such as addition and subtraction. They also develop the concept of reversibility where the can understand that some substance can be converted back to its original state even after its original state have been altered. Transitivity on the other hand is the concept of relation where children find the relationship between objects or human towards others. Lastly is the concept of assimilation where children are able to absorb new information, experiences or ideas into a person’s structure of cognitive, or how they perceived the world works.

However, kids are still struggling to apply the concept of abstract and hypothesis as their thinking are very rigid. They begin to think how others might feel and think upon their actions and become less egocentric. The children understand that their thoughts are unique to them and everyone else do not share the same thoughts, opinions and feelings as theirs.

24

Figure 2.5 Children in this stage begin to understand logical reasoning. (Illustrator: Cindy Chung)

25

2.3.4 THE FORMAL OPERATIONAL STAGE

The stage occurs from age 11 and beyond. It is the pinnacle of the all three previous stages. It is where children develop to think in abstract ways, thus enable them to develop hypothesis and reasoning a good and logical solution when engage in problem solving method.

They are capable of thinking abstract concepts and are able to combine different ideas in order to create a new one. Children develop logical and systematic thinking structure, able to create hypothetical ideas to explain various concepts and have the ability to perform deductive reasoning.

The children intellectual are not viewed as a quantitative process, which is the ability to add more information onto existing knowledge when they get older, but rather a qualitative process, which involves in the change of children during these four processes.

26

Figure 2.6 Children in this stage begin to think abstractly and can form hypothetical ideas. (Illustrator: Brianna Gilmartin)

27

2.4 INTERACTIVE ENVIRONMENT FOR CHILDREN

There are a few considerations that need to be understood in order to provide suitable environment in a child-friendly housing. The designers must identify the basic needs of children to create the interactive environments needed for children development. By understanding the children’s needs and integrating them with the architecture of the housing, then only can a child-friendly housing model be achieved to improve the living quality of the children in a vertical housing environment.

Figure 2.7 Children need safe and unrestrained play areas for their physiological and mental development. (Source: Suede 36 Architectes)

28

2.4.1 BASIC NEEDS OF CHILDREN

According to the research on child-friendly housing that was established by the Bureau of Planning from City of Portland, Oregon (2007), among the basic needs of children are: 1. Children need safe and unrestrained play areas for their physiological and mental development.

2. Children need safe spaces they can play without their parents’ constant, close supervision.

3. The environment around children’s homes needs to be safe from pollution, traffic and unnecessary physical and social hazards.

4. Children need easy and casual access to other children without formal invitation to play.

5. Children need spaces in the communal setting where they can expect to find other children.

6. Children need to create intimate, private spaces for themselves such as forts and tree houses.

7. Children need to be able to move freely and safely around their housing environment and to take little trips farther from home in order to gain a sense of independence (Marcus & Sarkissian, 2000).

Based on the needs listed above, it can be concluded that children need a safe but interactive environment so that they can interact and play with no restriction, which is crucial for their physical and cognitive development.

29

2.4.2 TYPES OF PLAY AREAS

It is crucial to provide play areas for children in order to fulfill their physical needs. Indoor and outdoor play spaces need to be designed with the ability to encourage children to play. According to Kritchevsky (1969) and Ruth (2000), play areas for children should accommodate different types of play. Generally, the play areas can be divided into three zones; gross motor play, quiet play and dramatic play.

Gross motor play comprises activities that require full body movement including eye-hand coordination skills like ball skills (kicking, throwing and catching). Play areas that cater for gross motor play is typically the main zone and occupy the largest area within a playground and should be integrated with play equipment for physical activities such as running, climbing, sliding, jumping and cycling (Figure 2.8).

Quiet play provides opportunities for children to think and reason as they need quiet time to attentively digest the items in their learning environment. Areas dedicated for quiet play should include activities like solving puzzles, reading, painting, and planting.

The last type of play is dramatic play where role-playing helps to develop the young children’s social and verbal skills. This zone should provide relevant materials and backdrops to facilitate the children re-enactment of everyday activities or situations that they observe by playing house, school and theatre (Bennett-Armistead, 2009).

30

Figure 2.8 Cycling is an example of gross motor play, drawing is an example of quiet play and pretend play is an example of dramatic play. (Illustrator: Toffu)

31

2.4.3 ARCHITECTURE FOR CHILDREN IN TALL BUILDINGS

Play is essential for children’s development. Hence, both indoors and outdoors play areas for children are an important components in the design of housing (Evans, 2006). A connection was established between the environmental quality of play, the health and social outcomes in later life. However, limited space for the children to move and play may affect the children’s development. Hence, restricted access to play areas especially for children living in vertical housing is a matter of concern (Sitiayu, Khadijah & Zurinah, 2016).

One of the problems that arises from this issue is the inability of adults to supervise the children due to safety concerns (Appold & Yuen, 2007). For the housing industry, how these challenges are addressed reflects the industry’s understanding and commitment to social sustainability, especially where it concerns the welfare of children (Yates, 1995). According to Sitiayu, Khadijah & Zurinah (2016), among the issues the developers today need to consider include (i) the absence of direct outdoors access apart from the balcony, where safety is limited for toddler; (ii) children who need adult to help when using elevators; (iii) issues related to supervision of children in outdoor activities; (iv) a high degree of sound transmission between units; (v) a lack of family-oriented amenities with a range of off-limits to children and adolescents; and (vi) limited land available for play areas. Good building planning, design and construction thus play a crucial role in improving the quality of vertical living, especially for children who need adequate space for physical and cognitive activities.

32

Many solutions have been proposed by various researches and designers to make vertical housing more responsive to the needs of children. Among them are: 1. Improve building design to allow direct supervision of play areas by the adults (Yates, 1995) either when the adults are inside and the children outside, or provides ample outdoor play area with spaces for parents to sit and socialize.

2. Improve the design and construction of architectural elements to increase safety such as redesigning balcony balustrades and windows to avoid child falls.

3. Provide appropriate lighting and monitoring facilities, both passive and active (Easthope & Judd, 2010).

4. Improve building design to promote good neighbourly relationships as social interaction have a positive influence on both the physical and mental health of the residents.

5. Provide appropriate spaces and facilities to prevent overcrowding and lack of privacy which may lead to emotional stress and strained family relationships (Sarkissian & Kerr, 2003).

6. Housing unit design considerations with respect to families with children should also take into account the diversity of families with children, and the very different needs of children of different ages (Fincher, 2007).

Designers should take pro-active action to address issues in vertical living. Poor housing design and environment may cause residents especially children to feel isolated, stress, anxiety for safety and disruptions to the quiet enjoyment of the homes.

33

2.5 CHAPTER SUMMARY

The theories and researches that have been referred to have proven the importance of interactive environment for children in housing compounds. In order to provide interactive environment, building planning and design is one of the significance components that can be manipulated to influence the creation of effective child-friendly medium-rise apartments. Some parameters of spatial articulation that are crucial in designing a better living environment for children have been identified and extracted from the literature review. The parameters are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design. These parameters will be formulated into a checklist and act as guidelines in designing an effective child-friendly housing which will be discussed further in Chapter 4.

34

35

C H A P T E R

03

METHODOLOGY

03 METHODOLOGY 3.1 INTRODUCTION

This chapter discusses the methodology that is used to conduct this study. Sridhar (2010) wrote that through research methodology, the research problem is managed according to the steps that are discussed further in the chapter. This chapter outlines the research objectives and the appropriate methodology for achieving those objectives. It aims to explain how the study was conducted, the ways used to obtain data and how the data is then analysed to find the right information. The procedures that are included in this research are data collection, analysis and ways of data analysation and recommendation.

38

3.2 RESEARCH DESIGN

Research design is defined as a framework of techniques and methods that are carried out by a researcher in order to combine various components of research in a logical and reasonable manner so that the research problems are handled efficiently. In this study, a framework is established consisting the methodology and survey tools to find the answers to the respective research questions:Research Question 1: What are the needs and living environment required for children?

Research Question 2: What are the spatial articulations required to promote interactive environment for children?

Research Question 3: How to formulate design strategies of a child-friendly housing that influence the creation of effective child-friendly medium-rise apartments.

39

Figure 3.1 shows the research methodology design framework. To answer Research Question 1, the first step is to identify the issues regarding the children’s needs and their interaction towards their housing environment, particularly in medium-rise housing areas. Therefore, the study focuses on young parents that have children (aged 3 to 12 years old) as its target users. Literature reviews on books, journals and research papers that are associated with this subject is used as references to support the thought and intention of this study. As a result, some parameters of spatial articulation that are important in designing a child-friendly housing have been identified and extracted from the literature review which are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design.

To answer Research Question 2, data is collected through survey method by doing observation in selected case studies on existing medium-rise apartments. For that purpose, Dahlia Apartment and Jasmine Apartment in Kuala Lumpur, Vista Seri Putra Apartment in Bangi and Desa Skudai Apartment in Skudai, Johor are chosen as case studies for this research. The design of the case studies will be compared with the design strategies derived based on the design parameters from the literature review.

To answer Research Question 3, the final method is to synthesis the design considerations of spatial articulations that influence the creation of effective child-friendly medium-rise apartments. The data collected will then be analysed and synthesized to become the base of the formulation of the design strategies. All data analysis will be elaborated further in Chapter 4 of the dissertation.

40

Data Collection

Literature Review Design parameters of spatial articulations that influence the creation of effective child-friendly medium-rise apartments:-

Survey

Observation (Photography)

1) Building massing 2) Interactive environment 3) Social interaction 4) Safety & security 5) Privacy 6) Unit design

Case Studies 1) Dahlia Apartment, Kuala Lumpur 2) Jasmine Apartment, Kuala Lumpur 3) Vista Seri Putra Apartment, Bangi 4) Desa Skudai Apartment, Johor

Data Analysis

Findings Design strategies for child-friendly medium-rise apartments

Figure 3.1 Research methodology design framework. (Source: Author)

41

3.3 CHAPTER SUMMARY

To structure the research accordingly, researcher refers to the research method as a guidance. The data collection done during the research helps the researchers to develop findings and solutions to the problems that arise in the study. The data collection and recommendations act as the reinforcement study for the design thesis.

42

43

C H A P T E R

04

FINDINGS& DISCUSSIONS

04 FINDINGS AND DISCUSSION 4.1 INTRODUCTION

As discussed previously in Chapter 2, physical built environment itself helps to stimulate and promote children’s physical and cognitive development. Six design parameters of spatial articulation that are crucial in designing a better living environment for children have been identified and extracted from the literature review. Those parameters are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design. Thus, this chapter will elaborate and compare the design strategies extracted from the literature review with the design of the case studies. The possible design strategies that need to be considered to fulfil the design parameters in order to create an effective child-friendly living environment in Malaysia context will also be further discussed in this chapter.

46

4.2 GENERAL INFORMATION OF CASE STUDIES

To collect data for this research, the survey method is used by conducting observations at the chosen case studies on existing medium-rise apartments. For that purpose, Dahlia Apartment and Jasmine Apartment in Kuala Lumpur, Vista Seri Putra Apartment in Bangi and Desa Skudai Apartment in Skudai, Johor are chosen as case studies for this research.

Table 4.1 shows the general information on each case study. The spatial articulations of the case studies buildings and children behavior are observed and photographed. These data is then compared with the six design parameters highlighted from the literature review.

47

CASE STUDY A

CASE STUDY B

Apartment Dahlia, Wangsa Maju 270 units 16 storeys

Apartment Jasmine, Wangsa Maju 204 units 18 storeys

48

CASE STUDY C

CASE STUDY D

Vista Seri Putra, Bandar Baru Bangi 336 units 13 storeys

Desa Skudai Apartment, Skudai 288 Units 7 storeys

Table 4.1 General information on the case studies. (Source: Author)

49

4.3 DESIGN PARAMETERS

As highlighted in Chapter 2, some of the design parameters that are important in designing a child-friendly housing compound are (i) building massing, (ii) interactive environment, (iii) social interaction, (iv) safety and security, (v) privacy, and (vi) unit design.

4.3.1 BUILDING MASSING

In designing a vertical housing typology, there are several general approaches as courtyard type, tower type and slab type.

These approaches lend themselves to different types of configuration of circulation and community spaces, which could have an impact on the level of success or failure of a given project (Wood, 2017). Table 4.2 shows the comparisons between the three design approaches as well as the advantages and disadvantages of each design approach.

50

COURTYARD TYPE

TOWER TYPE

SLAB TYPE

ADVANTAGES

• able to foster a sense of • utilize green space that • offer more internal circucommunity among resiseparates structures from lation space than other dents because the courtthe existing city context types of projects. yard creates a shared comand each other.

• sometimes include green mon space.

• able to maintain high levspaces for residents.

• residents are required els of residential density • create ample circulation to circulate through the by building more cost efspaces that also double as courtyard to get to their infective tower structures social spaces for residents. dividual apartment – making the courtyard serve as a type of porch or foyer.

DISADVANTAGES

DIAGRAM

TYPE

• problematic inward focus - • seldom offer amenities • more physically isolated does not interact with the that people desire. from the city. city street.

• residents had to depend • green spaces included are on elevators and unobnot as extensive as green served hallways to access spaces in tower projects. their apartments.

Table 4.2 Comparisons between the design approaches. (Source: Author)

51

Among the three building design approaches, courtyard type has the most advantages in enhancing the living environment for children. Table 4.3 shows the building massing arrangement of each case studies. From the four case studies, it is found out that Case Study A and Case Study B are designed using the courtyard type approach. By doing so, the designers manage to create a shared common space at the middle of the building massing CASE STUDY A

CASE STUDY B

CASE STUDY C

CASE STUDY D

Courtyard type

Courtyard type

Slab type

Slab type

Table 4.3 Building massing arrangement of each case studies. (Source: Author)

52

which helps to foster a sense of community among residents (Figure 4.1). The availability of communal spaces such as courtyards and lawns not only acts as play spaces for the children, but also promotes social interaction between the residents. Courtyard type building massing also provides both visual and direct physical access to the common play area, making it safe for the children to play while being directly supervised by the adults.

Figure 4.1 Shared common spaces at the middle of the building massings of Case Study A (right) and Case Study B (left).

(Source: Author)

53

4.3.2 INTERACTIVE ENVIRONMENT

It is crucial to provide play areas for children relative to their physical needs. The design of both indoor and outdoor play spaces must have the capacity to encourage children to play. Play areas for children should accommodate different types of play as discussed in Chapter 2. Generally, the play areas can be divided into three zones; gross motor play, quiet play and dramatic play.

Different locations of interactive spaces in the dwelling building creates different experiences of interactive environment as the spaces cater for different activities. Table 4.4 shows the design considerations to create interactive spaces in different locations in the vertical housing massing.

TYPES OF SPACE

DESIGN CONSIDERATIONS

Private

• A private garden, yard, or patio with views from a kitchen or living room is ideal.

• An entry area adjacent to a kitchen can be a good place for a toddler to play outside under supervision, particularly if it is combined with some indication of private space.

Public

• Shared communal play area adjacent to a small housing cluster.

Outdoor

• Balconies, roof gardens and even “skyways” (i.e., shared hallways on upper floors) can be possible, if suboptimal, play spaces for young children. But again, they need good soundproofing, generous size, and preferably access to sunlight.

• Outdoor space with a minimum size of 18 - 28 sqm.

• Balconies with a minimum size of 6 sqm.

• Hallways with a minimum width of 3.6 m.

Table 4.4 Design strategies for different types of interactive spaces. (Source: Author)

54

From the case studies analysis, it could be seen that in the typical design layout of an apartment in Malaysia, play areas were only incorporated on the ground level as shown in Table 4.5. Usually, developers only provide courts and playground facilities on the ground floor to cater for the children’s needs. Other than that, no other interactive spaces were found throughout the buildings.

CASE STUDY A

CASE STUDY B

CASE STUDY C

CASE STUDY D

Table 4.5 Types of play facilities provided in the apartment compounds. (Source: Author)

55

Figure 4.2 Two girls demonstrating a dramatic play at the corridor space. (Source: Author)

Figure 4.3 Two children interacting with each other at the corridor space. (Source: Author)

Figure 4.4 Potted plants were found at the staircases area. (Source: Author)

56

However, a few play activities and interactions were recorded happening on the upper levels of the buildings. It is found out that the lack of interactive spaces did not prevent the children from enjoying their play time with their friends. Figure 4.2 shows two girls were role-playing at the corridor space outside their house and Figure 4.3 proves that there were interaction happening between the children despite the corridor being not interactive. Figure 4.4 indicates that there were planting activities done by the residents at the staircases area due to the lack of green spaces provided on the upper floors.

Based on the case studies done, it is proven that providing interactive play and learning areas for the children are crucial, not just on the ground level but also throughout the whole building blocks, both indoor and outdoor. The integration of interactive spaces with the building components will then offer a better and safer place for the children to play and learn as well as encourage their physical and mental development.

57

4.3.3 SOCIAL INTERACTION

It is important to recognize the need for social places in a housing compound. These places help to foster a sense of community and general well-being between its residents and leads to the creation of safe and resilient housing projects. Social interaction can be created through two design methods, (i) physical environment, and (ii) community building, which relates to the availability if communal spaces such as courtyards and lawns (Table 4.6).

FACTORS

DESIGN CONSIDERATIONS

(i) Physical Environment • Architectural ele- • ments • •

Space configuration - open, essentially face-to-face orientations.

Openings - windows (the bigger the better).

Lighting - well lit (ideally with natural light).

Height - high or sloping ceiling.

(ii) Community Building • Building entries relate to each other around a common court.

Unit arrangement • Dwellings should be arranged so that it is possible for neighbors to meet one another, but not so that neighbor contact is forced.

Indoor

• Provide seating areas in outdoor spaces.

• Provide appropriate open space to meet the onsite needs of children and adults.

• Sharing a common pedestrian open space enhances the potential for neighborly social contact.

Table 4.6 Design strategies to promote social interaction. (Source: Author)

58

From the case studies, it could be seen that there are social interaction between the children, and most of the interactions happened at the playground area on the ground floor during play time when the children comes out to play together (Figure 4.5). On the other hand, it is observed that there are minimal interaction between the adults even though seating and resting areas are provided in the common courtyard.

Figure 4.5 Interaction between the children during play time. (Source: Author)

59

4.3.4 SAFETY AND SECURITY

According to Cooper and Sarkissian (1986), the best and certainly the cheapest technique of security planning is creating a viable and caring community of residents organized to protect themselves. The safety aspect needs to be emphasized in the design of vertical housings, especially with regard to child safety. In this connection, physical features related to comfort, security, and adequate access to recreational areas would help prevent tragedies of children falling from high places, while allowing provisions for emergencies and crime prevention measures. The need for proper planning in the physical aspects of housing designs that offer a safe environment should be impressed upon local authorities, housing developers and parents. Table 4.7 shows some of the design strategies that need to be considered to ensure the incorporation of physical features conducive to child safety.

FACTORS

DESIGN CONSIDERATIONS

Zoning

• Identify and separate public, private and services areas.

Supervision

• Active supervision - Location of play spaces near/adjacent the main space.

• Natural supervision - Location of play spaces surrounded by other public spaces.

• Natural supervision - Place windows and orient entries to maximize natural surveillance of shared outdoor spaces.

Architectural elements

• For play spaces on the upper floors (unlike ground-level play spaces), children need protection against falls, so very strong protected glass and/or screens are necessary (preferably allowing some views of the ground, since children like to see what is going on below).

Table 4.7 Design strategies to improve safety and security. (Source: Author)

60

4.3.5 PRIVACY

Part of the definition people have of home is that it is a place where they control who has access to the space; not only who can walk in but also who can hear and see what is going on in the home. Children, like adults, often need to retreat from the social environment. These places of privacy should be available both inside and outside the home. There are two types of privacy; visual privacy and sound privacy. These two types of privacy need to be controlled in order to create a conducive and effective vertical housing for children (Table 4.8).

TYPES OF PRIVACY

DESIGN CONSIDERATIONS

Visual

• Each family unit has both visual and direct physical access to a common play area for small children.

• Stagger windows and buildings to foster privacy.

• Provide visual privacy between units by separating building facades by 30-80 feet or through screening with architectural and landscape elements.

Sound

• Double-loaded corridors (hallways in apartment buildings with entrances to units on both sides) are not a good idea for families with children.

• Children playing near dwellings make noise that can bother adjacent residents.

Children’s play equipment should be placed in the best location to minimize disturbance.

Table 4.8 Design strategies to control visual and sound privacy. (Source: Author)

61

Figure 4.6 Windows are facing each other with a short distance. (Source: Author)

Figure 4.7 Staircase is too near to the windows of the residential units.

(Source: Author)

Figure 4.8 Double-loaded corridor design.

(Source: Author)

62

4.3.6 UNIT DESIGN

Another design parameter that should be considered in designing a child-friendly housing is the residential housing unit. Parent’s preferences do not necessarily coincide with children’s preferences. For example, some practitioners indicate that children, particularly younger children prefer shared sleeping arrangements and desire more space for common areas. The internal spaces should be designed to allow for flexibilities of functions and usage of spaces. Other design considerations in designing individual dwelling unit are outlined in Table 4.9.

FACTORS

DESIGN CONSIDERATIONS

Uses

• Provide for a variety of spaces that can accommodate a variety of uses that do not conflict with each other.

• Provide entry areas outside of the dwelling that can accommodate different types of uses. Entry areas adjacent to the kitchen serve as play areas for toddlers because they are easy to supervise and because they are close to the dwelling unit.

Spatial needs

• Bedroom - Enough room for a single or twin bed, a dresser, and at least 1 sqm of floor space for play in preschool children’s bedrooms and enough room for a desk in a school-aged child’s bedroom.

• Living area - Provide a separate living area to accommodate informal family activities such as games, children’s play, teenagers’ entertaining, etc.

• Storage - Easily child-accessible bulk storage of at least 3 sqm within units, near entryways, is essential for children’s wheeled vehicles, from prams to scooters.

Table 4.9 Design strategies for designing individual dwelling unit. (Source: Author)

63

4.4 CHAPTER SUMMARY

The study identified the parameters of spatial articulation that are important to design a child-friendly housing. By comparing the parameters and design strategies as extracted from the literature review with the designs of the case studies chosen, a few design mistakes are identified. It can be concluded that the current typical layout design of vertical housings in Malaysia does not provide ample interactive areas and is not well designed to cater for the young parent’s and children’s needs. This issue then leads to other problems which affect the children’s physiological and mental development, safety as well as their housing experience.

However, there are many possibilities of integrating interactive environment and enhancing the building design to create a child-friendly medium-rise housing scheme. These habitable spaces must be carefully designed by taking into consideration all the design parameters of spatial articulations as well as the young families’ needs in order to make sure the interactive environment will really benefit both the parents and the children.

64

65

C H A P T E R

05

CONCLUSIONII& RECOMMENDATION

05 CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter presents the conclusion of the research based on the information obtained as discussed in Chapter 4. The conclusion will be discussed in response to the research aim and research objectives stated in Chapter 1. The limitations faced during the research process and recommendation for future research will be further discussed in the sub-chapters.

68

5.2 CONCLUSION

The aim of the research is to derive design strategies of spatial articulations that influence the creation of effective child-friendly medium-rise apartments. The following sub-chapters will conclude the findings and results of the research in relation to the research objectives as stated below:1. To understand the needs and living environment required for children.

2. To identify the spatial articulations required to promote interactive environment for children.

3. To derive design strategies of a child-friendly medium-rise housing to enhance the interactive living environment for children.

5.2.1 RESEARCH OBJECTIVES 1: THE NEEDS AND LIVING ENVIRONMENT REQUIRED FOR CHILDREN

The identification of the needs and living environment required for children is crucial for this research. As discussed in Chapter 1, the problem highlighted is the lack of interactive environment for the children because of the current trend of the vertical housing design which does not consider a child-friendly environment. There is an apparent boundary in children’s play activities and freedom of movement around the housing compound due to the spatial planning that put limit for children to have free play. The physical environments experienced by the children have important impacts on their physical and cognitive development.

69

Chapter 2 had discussed the basic needs of children. Some of the needs outlined are:1. Children need safe and unrestrained play areas for their physiological and mental development.

2. Children need safe spaces they can play without their parents’ constant, close supervision.

3. The environment around children’s homes needs to be safe from pollution, traffic and unnecessary physical and social hazards.

4. Children need easy and casual access to other children without formal invitation to play.

5. Children need spaces in the communal setting where they can expect to find other children.

6. Children need to create intimate, private spaces for themselves such as forts and tree houses.

7. Children need to be able to move freely and safely around their housing environment and to take little trips farther from home in order to gain a sense of independence.

In general, children need an interactive but safe environment. Hence, it is crucial to provide safe play and living areas for children relative to their physical and cognitive needs.

70

5.2.2 RESEARCH OBJECTIVE 2: THE SPATIAL ARTICULATIONS REQUIRED TO PROMOTE INTERACTIVE ENVIRONMENT

The theories and researches that have been referred to in Chapter 2 have proven the importance of interactive environment for children in housing compounds. In order to provide interactive environment, architectural elements is one of the significance components that can be manipulated to influence the creation of effective child-friendly medium-rise apartments. Some parameters of spatial articulation that are crucial in designing a better living environment for children have been identified and extracted from the literature review. The parameters are; 1.

2.

3.

4.

5.

6.

Building massing.

Interactive environment.

Social interaction.

Safety & security.

Privacy.

Unit design.

These parameters act as guidelines in designing an effective child-friendly housing as discussed in Chapter 4.

71

5.2.3 RESEARCH OBJECTIVE 3: DESIGN STRATEGIES OF A CHILD-FRIENDLY MEDIUM-RISE HOUSING

The parameters and the design strategies as extracted from the literature review are compared with the designs of the case studies chosen as discussed in Chapter 4. It can be concluded that the current typical layout design of vertical housings in Malaysia does not provide ample interactive areas and is not well designed to cater for the young parent’s and children’s needs.

However, there are many possibilities of integrating interactive environment and enhancing the building design to create a child-friendly medium-rise housing scheme. These habitable spaces must be carefully designed by taking into consideration all the design parameters of spatial articulations as well as the young families’ needs in order to make sure the interactive environment will really benefit both the parents and the children. All the design strategies from the parameters as are summarised in Chapter 4.

Overall, this study may offer a solution to address the issue of child-friendly environment in medium-rise apartments. By implementing the right design strategies, child-friendly vertical housing can be designed to provide better opportunities for the children in the future.

72

5.3 LIMITATIONS

The research is conducted to study on the design of child-friendly medium-rise housing as stated in the title of the dissertation. The survey however was done in apartments that have conventional designs as showcased by the four case studies chosen in Johor, Selangor and Kuala Lumpur. This is due to the lack of child-friendly housings in Malaysia. As a result, only conceptual comparative analysis can be done between the existing apartment buildings and the ideal child-friendly apartment design strategies as identified from the literature review.

There is also a limitation on participation to carry out the study as the study is concerning children below 12 years old.

Hence, questionnaires or interviews cannot be done to obtain data on their living environment as some of the children - especially those below 6 years old - cannot comprehend and respond to the understanding of spatial articulations and interactive environment. Thus, only observation was carried out to understand the current situation of living environment in the case studies chosen.

73

5.4 RECOMMENDATIONS

This research will be beneficial and useful for the designers, stakeholders and researches. The outcome of the research could help designers in enhancing the living environment for children and increase the end users’ satisfaction level. Researches may be able to gain more knowledge in the field through this research.

Although this research is significant in order to address the problem of statement and research gap, there are still plenty room for improvement. The future researches should survey the potential of expanding the study of child-friendly environment especially in the dwelling context to improve the living quality of children. It will be interesting if there are more studies that can contribute to the body of knowledge in child-friendly interactive environment so that there will be more variable components and design exploration to be taken into consideration in order to solve the current housing problems.

74

75

REFERENCES

Andrews, F. J., Warner, E., & Robson, B. (2018). High-rise parenting: Experiences

of families in private, high-rise housing in inner city Melbourne and

implications for children’s health. Cities & Health, 1-11.

Appold, S., & Yuen, B. (2007). Families in Flats, Revisited. Urban Studies, 44(3),

569-589.

Arez, A., & Neto, C. (1999). The study of independent mobility and perception

of the physical environment in rural and urban children. Paper presented

at the Play and Community, Lisbon.

Berg, M., E. A Medrich. (1980). Children in four neighbourhoods the physical

environment and its effect on play and play patterns. Journal of

Environment & Behavior, 12(3), 320-348.

Beunderman, J., Hannon, C., & Bradwell, P. (2007). Seen and heard: Reclaiming

the public realm with children and young people. London: Demos/Play

England.

Bjorklid, P., M. Nordstrom. (2007). Environmental child-friendliness:

collaboration and future research. Journal of Children, Youth and

Environments, 17(4), 388-401.

Brand, J. L. (2010). Physical Space and Social Interaction. Ways To Set Up Spaces

To Foster Interaction and Improve Communication In A Group , 0409.

Burke, C. (2005). “Play in Focus”: Children Researching Their Own Spaces and

Places for Play. Journal of Children, Youth and Environments, 15(1), 27 53.

Canada, City Planning Division. (2017). Growing Up: Planning for Children in New

Vertical Communities - Draft Guidelines. Toronto.

Casas, F. (1997). Children’s rights and children’s quality of life: Conceptual and

practical issues. Journal of Social Indicators Research, 42(3), 283-298.

76

City of Greater Bendigo. (2009). Play space strategy 2009–2014. Bendigo,

Australia: City of Greater Bendigo.

City of Portland. (2007). Principles of child friendly housing. Portland: City of

Portland.

City of Seattle. (2006). FUN: Family-friendly urban neighbourhoods! Places and

spaces for families and children in Seattle’s Center City – A workbook for

city staff. Seattle: City of Seattle.

City of Vancouver. (1992). High-density housing for families with children

guidelines. Vancouver: City of Vancouver.

Davis, S. (1997). The architecture of affordable housing. Berkeley: Univ Of

California Press.

Easthope, H., & Judd, S. (2010). Living well in greater density. Sydney: Shelter

NSW. Evans, G. W. (2006). Child development and the physical environment. Annual

Review of Psychology, 57, 423-451.

Fincher, R. (2007). Is high-rise housing innovative? Developers contradictory

narratives of high-rise housing in Melbourne. Urban Studies, 44(3), 631 649.

Frost, J. L., & Klein, B. L. (1979). Children’s play and playgrounds: Allyn and Bacon

Boston.

Greater London Authority. (2008). Supplementary planning guidance: Providing

for children and young people’s play and informal recreation. London:

Greater London Authority.

Hart, R. A., & Moore, G. T. (1973). The development of spatial cognition: A

review: Aldine Transaction.

77

Hüttenmoser, M. (1995). Children and their living surroundings: Empirical

investigations into the significance of living surroundings for the

everyday life and development of children. Journal of Children’s

Environments, 403-413.

Kapasi, H. (2006). Neighbourhood play and community action. York: Joseph

Roundtree Foundation.

King, R. (ed). (1974). Children in High Rise Flats. Sydney: Research Project on

Housing, Faculty of Architecture, University of Sydney.

Kritchevsk, S. (1969). Planning Environments for Young Children: Physical Space.

National Association for the Education of Young Children.

Marcus, C., & Sarkissian, W. (2000). Housing as if people mattered: Site design

guidelines for medium-density family housing. Berkeley, CA: Univ. of

California Press.

Malone, K. (2006). United Nations: A key player in a global movement for

child-friendly cities. InB. Gleeson & N. Sipe (Eds.), Creating child-friendly

cities: Reinstating kids in the city (pp. 13–32). Milton Park: Routledge.

Malone, K., & Tranter, P. (2003). Children’s Environmental Learning and the Use,

Design and Management of Schoolgrounds. Journal of Children Youth

and Environments, 13(2), 87-137.

McDevitt, T., & Ormrod, J. (2002). Child development and education.

Mehran, M. M. (2014). Children’s view of friendly environment in a low cost high

density urban neighbourhood.

Nugent, J. (2012). Residential Common Spaces that Really Work. Planning for

Higher Education , Vol. 41, No. 1: p234.

Parten, M. B. (1932). “Social Participation among Preschool Children”. Journal of

Abnormal and Social Psychology. 27 (3): 243–269.

78

Piaget, J. (1971). The theory of stages in cognitive development. In D. R. Green,

M. P. Ford, & G. B. Flamer, Measurement and Piaget. New York, NY, US:

McGraw-Hill.

Poggenpoel, M., Jacobs, F. E., Myburgh, C. P., & Temane, A. M. (2017). Young

families become mindful of their possibilities through the appreciation of

their family life. Health SA Gesondheid, 22, 1-8.

Ruth, L. C. (2000). Design Standards for Children’s Environments. New York:

McGraw-Hill.

Sarkissian W. & Kerr A. (2003). High-Density Dwelling Design for Children. Mirvac

Fini: Burswood lakes. Sarkissian Associates Planners, West End, QLD. Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for

development in the lives of young children. Infants & Young Children,

20(4), 284-299.

Sitiayu, Z. Y., Khadijah, H., & Zurinah, T. (2016). New framework of child-friendly

living in high-rise housing. Sustainable Development and Planning VIII. White, R., & Stoecklin, V. (1998, March). Children’s Outdoor Play & Learning

Environments: Returning to Nature. Early Childhood News.

Whitzman, C. (2016). Creating Child-Friendly Living Environments in Central

Cities: Vertical Living Kids. Risk, Protection, Provision and Policy,3-18.

Wood, J. (2017). Creating Better American Cities: A Study of Circulation and

Common Spaces of Public Housing (Unpublished master’s thesis).

University of Arkansas.

Wright, C. A., Mannathoko, C., & Pasic, M. (2009). Child friendly schools manual.

New York, NY: UNICEF, Division of Communication.

Yates, R. A. (1995). Child friendly housing: A guide for housing professionals.

Vancouver: Society for Children and Youth of British Columbia.

79

Master of Architecture Faculty of Built Environment & Surveying Universiti Teknologi Malaysia Architectural Book Publication