REFERENCES

As I travelled and met with people, they gave me pamphlets on their centres, books on their pedagogy and even children’s services design manuals, all of which I read with great interest. I have listed the books and reports that are available from those organisations, as well as other further reading that may be of interest.

ARACY 2009, Inverting the pyramid: Enhancing systems for protecting children, Australian Research Alliance for Children and Youth, Canberra.

Barkow, JH, Cosmides, L & Tooby, J 1992, The adapted mind: Evolutionary psychology and the generation of culture, Oxford University Press, Oxford.

Bereiter, C 2002, Education and mind in the knowledge age, Lawrence Erlbaum Associates, Mahwah, NJ.

CABE 2007, Creating excellent secondary schools: A summary for clients, Commission for Architecture and the Built Environment, London.

Children in Scotland 2003, ‘Designing spaces for children and young people’, Out of the Box conference report, Children in Scotland, Edinburgh.

Children in Scotland 2005, Making space: Award winning designs for young children, Children in Scotland, Edinburgh.

Childs, G 2003, Rudolf Steiner: His life and work, Floris Books, Edinburgh.

Clark, A 2007, Early childhood spaces: Involving young children and practitioners in the design process, Bernard van Leer Foundation, The Hague.

Clark, A 2010, Transforming children’s spaces: Children’s and adults’ participation in designing learning environments, Routledge, London.

Clark, A & Moss, P 2001, Listening to young children: The mosaic approach, National Children’s Bureau, London.

Clark, A & Moss, P 2005, Spaces to play: More listening to young children using the Mosaic approach, National Children’s Bureau, London.

Feeny, T 2006, The case for investing in early childhood: A snapshot of research by Professor James Heckman and Dr Richard Tremblay, The Smith Family Research and Development, Sydney, <http://www.thesmithfamily.com.au/webdata/resources/files/Heckman_Tramblay_Snapshot_April_2006_B4F68.pdf>.

Grahn, P 1996, ‘Wild nature makes children healthy’, Journal of Swedish Building Research, no. 4, pp. 16–18.

Hellman, L & Sunnebo, S 2009, Mobil pedagogic: Nya aventyr varje dag, Studentlitteratur, Stockholm.

Hodgson, R & Leicester, G 2003, Designing schools for the future: A practical guide, Children in Scotland, Edinburgh.

LeBlanc, M n.d., Friedrich Froebel, 1782–1852: His life and influence on education, Cowgate Under 5’s Centre, Edinburgh.

Manninen, J, Burman, A, Koivunen, A, Kuittinen, E, Luukannel, S, Passi, S & Sarkka, H 2007, Experiments that support learning: An introduction to the learning environments approach, Finnish National Board of Education, Helsinki.

Manzini, E 1992, ‘Towards a new ecology of the artificial environment: Design within the limits of possibilities and the possibilities of limits’, EcoDesign Foundation, Sydney, <http://changedesign.org/Resources/Manzini/ManziniMenuMain.htm>.

Manzini, E & Cullars, J 1992, ‘Prometheus of the everyday: The ecology of the artificial and the designer’s responsibility’, Design Issues, vol. 9, no.1, pp. 5–20.

Moore, G 1996, ‘Ho w big is too big? How small is too small?’, Child Care Information Exchange, July, pp. 21–24.

Nair, P & Fielding, R 2007, The language of school design: Design patterns for 21st century schools, Designshare.

New Canaan Historical Society 1998, ‘My impressions of the hour: A diary of an early New Canaan teacher’, New Canaan Historical Society Annual, vol. 12, no. 1.

NIFTeY 2009, minutes from discussion paper meeting, in possession of the author, Sydney.

Opetusministeriö 2006, Education and science in Finland, Ministry of Education, Helsinki.

Opetusministeriö 2008, Education and research 2007–2012: Development plan, Ministry of Education, Helsinki.

Powell, K 2001, Will Alsop: 1990–2000, Lawrence King Publishing, London.

Reggio Children & Domus Academy Research Centre 1998, Children, spaces, relations: Metaproject for an environment for young children, Reggio Children, Reggio Emilia.

Scottish Traveller Education Programme 2004, Case studies: Building educational bridges for gypsy/traveller pupils, Department of Educational Studies, University of Edinburgh.

Skutch, M & Andrews, S 1988, Taking children seriously: Proven strategies for building self-esteem, Word Books, Texas.

Skutch, M & Hamlin, WG 1971, To start a school, Little, Brown, Boston.

Stephenson, SM 1998, Michael Olaf’s Essential Montessori: School edition for ages 3–12+, Michael Olaf Montessori Company, California.

Sulonen, J 2009, Finnish schools, Publications in Architecture, Helsinki.

Thompson, M n.d., The Children’s School: Leadership in energy and environment design, Maryann Thompson Architects, Massachusetts.

Warming, H 2003, ‘The quality of life from a child’s perspective’, International Journal of Public Administration, vol. 26, no. 7, pp. 815–829.

Montessori Australia <www.montessori.org.au>

Reggio Children <www.reggiochildren.it>

Rudolph Steiner Archive <www.rsarchive.org>

Tom Tits Experiment <www.tomtit.se>

WHAT IS A CHURCHILL FELLOWSHIP?

The Churchill Trust was established in 1965 to honour the memory of Sir Winston Churchill by awarding overseas research Fellowships known as ‘Churchill Fellowships’.

Since its inception The Churchill Trust has awarded Churchill Fellowships to over 3,300 Australians who, like Churchill, are innovative, filled with a spirit of determination and possess a strong desire to benefit their community.

Churchill Fellowships allow everyday Australians to design their own research project, travel the world and further their knowledge in their chosen field, before returning to make a real contribution to Australian society.

www.churchilltrust.com.au

SARAH SCOTT scottsarah65@gmail.com

Sarah Scott is an architect and partner at Scott & Ryland Architects, Sydney. For the last 6 years she has specialised in designing children’s centres, and in 2008 was awarded a Churchill Fellowship to explore the design of exemplar early childhood centres across the world, seeing 50 centres across 10 countries in April and May of 2009. Sarah is married with two children who are now much too big to attend a children’s centre.

AUTHOR IMAGE

Sheridan Nilsson