How can architectural form respond to the unique needs of children and support and reinforce the pedagogy of a children's centre?
So much of the teaching in Early Learning revolves around the importance of a childs environment on their development. Over the last 100 years many divergent philosophies have evolved with a wide breadth and depth of thinking and with an equally wide range of architectural responses.
Children are a unique client with heightened sensory needs, special scale considerations and a totally different way of moving through and perceiving space to an adult. The different educational programmes and the consequent needs of the staff also impact on the architectural outcome and on how children's needs are managed.
In 2009 one of our partners, Sarah Scott, embarked on a Churchill Fellowship to explore the design of Early Learning Centres around the world, covering 50 complexes across 10 countries. As a result of this study a book "Architecture for Children" was published by ACER in 2010. Additionally Sarah has written several articles on the design of childrens facilities as well as speaking at a number of conferences.
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