INTRODUCTION

This book is aimed at anyone who is interested in the design of built environments for children, but it has been written specifically from an architectural perspective. I am an architect and I embarked on this project with the aim of exploring the best that architecture has to offer for early learning environments. Along the way, I discovered that architects can learn a lot from the discipline of early learning teaching. So much of the teaching in the early years revolves around the importance of a child’s environment on their development. Over the last 100 years, many divergent philosophies have evolved and the depth and breadth of thinking, is quite simply, amazing. I became interested in designing for children when I had children myself—inspired not just by a mother’s love but also by the sheer originality and responsiveness of children generally. Children are a unique client with heightened sensory needs, special scale considerations and a totally different way of moving through and perceiving space to adults. Different educational programs and the consequent needs of staff also have an impact on the architectural outcomes and on how children’s needs are managed.

So this book is in part what architecture can offer early learning, and in part what early learning requires from architecture. As most people (other than teachers) are not aware of the many philosophies that support our children’s learning, I have included a chapter that provides a brief synopsis of those philosophies that I have come across so far. This is meant as an introduction only; it is not exhaustive and I am sure that there exist whole branches of which I am oblivious.

The catalyst for this book was a Churchill Fellowship that I was awarded in 2008, providing for a two-month trip to 10 countries and about 50 children’s facilities in April and May 2009. The Winston Churchill Memorial Trust was set up at the request of Sir Winston Churchill on his deathbed. He wanted to provide ‘something like the Rhodes Scholarship, but for the common man’, so the fellowship is open to anyone, regardless of their qualifications; it cannot be used to attain academic credentials and must be relevant to that person’s field of expertise. Each Fellow writes and researches their own program which provides a unique opportunity to research something that is directly tailored to their own needs while still being relevant to the Australian community. Further information can be found on the website: www.churchilltrust.com.au

I tailored my trip around ten countries with very different approaches to early learning design: Japan

This is an architecturally imaginative culture in which the inventiveness and freedom of the design shines. Shinto roots focus on pared-down essentials and natural materials.

Uk

The Government’s Sure Start comprehensive outreach program combined with the Commission for Architecture and the Built Environment (CABE)’s influence provide a diversity of designs, creating enrichment where it is most needed. An emphasis on the right of children to have a voice in design has resulted in some unique collaborations.

Italy

The Reggio Emilia approach is highly influential, with its emphasis on large volume space, self-expression through art and fluid open-plan facilities.

France, Liechtenstein and Switzerland

These are architecturally sophisticated and formal cultures, producing highly contextual and beautifully designed centres—a result of their open tender-by-design competition process.

Germany

Roots in Froebel, Steiner and a focus on the environment provide centres that allow real freedom of movement and connection between indoors and outdoors.

Sweden

The growth of the outdoor schooling movement and further evolution of the Reggio Emilia curriculum have provided new directions in Sweden.

Finland

Government architects have been patrons to an interesting range of combined schools on one campus, while the research arm of the Department of Education has focused on implementing the science of the growing brain.

Usa

The centres that I saw were eclectic and individual, drawing on the philosophies of Europe with some interesting results.

As the aim of the Fellowship is to bring relevant knowledge back to Australia, there is no exploration of design in Australian childcare centres in this book (although some comparisons have been drawn). There are many other countries that I would have liked to add to my list but they will have to be in the next book! This report consists of my opinions based on my observations of the centres listed. There well may be reasons for the way things are that are beyond my knowledge. I did not always speak with the architects or with the centre managers of all the centres. I would like to thank all the architects and teachers who I did meet on the trip, for so generously sharing their knowledge and creativity.

The following chapters outline the key design principles and issues that the many centres I visited shared. At the end of the book there is a photographic summary of each centre.