Spaces for Children 
16 Projects 

232p / pur & jacket / 
42,000원 | USD 38
학생판 정기구독: 6권 120,000원 

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Spaces for Children  
Spaces and Places for Education_Martha Thorne
Child's Play_Alison Killing

Five Fields Play Structure_Matter Design + FR|SCH Projects
Playroom in University of Innsbruck_Studio3 - Institute for Experimental Studies UIBK
Public Nursery in Glyfada_KLab Architecture
Nursery in Guastalla_Mario Cucinella Architects
NUBO_PAL Design Group
Kindergarten Niederolang_Feld72
ATM Nursery_Hibinosekkei + Youji no Shiro
Chuon Chuon Kim 2 Kindergarten_KIENTRUC O
Fukumasu Base_Yasutaka Yoshimura Architects
Asahi Kindergarten_Tezuka Architects
Wish School_Grupo Garoa Arquitetos Associados
Baby Gym Barranquilla_El Equipo Mazzanti
Exupéry International School_8 A.M.
María Montessori Mazatlán School_EPArquitectos + Estudio Macías Peredo
Children's Village_Aleph Zero + Rosenbaum
Play Landscape be-MINE_OMGEVING + Carve

어린이 공간의 진화
어린이 시설의 공간성과 장소성_마싸 쏜
아이들이 놀고 배우는 곳_알리슨 킬링

파이브 필즈 마을 놀이터_매터 디자인 + FR|SCH 프로젝트
인스브루크 대학 어린이 놀이방_스튜디오3–인스브루크 대학 실험연구소
글리파다 공립어린이집_케이랩 아키텍쳐
구아스딸라 어린이집_마리오 쿠치넬라 아키텍츠
누보 놀이방_PAL 디자인 그룹
니더올랑 유치원_펠드72
ATM 어린이집_히비노세케이 + 유지 노 시로
잠자리 유치원 2호_키엔트룩 오
후쿠마스 베이스 유치원_야스타카 요시무라 아키텍츠
아사히 유치원_테즈카 아키텍츠
소망의 학교_그루뽀 가로아 아르끼떼또스 어쏘시아도스
바랑키야 베이비 짐 유치원_마짠티 건축사무소
익스퍼리 국제 학교_8 A.M.
마사틀란 마리아 몬테소리 학교_EP아르끼떽또스 + 에스뚜디오 마르띠아스 뻬레도
카누아낭 학교 기숙사_알레프 제로 + 로젠바움
베링겐 탄광 어린이 놀이터_옴헤이빙 + 카브

Clearly educational spaces for children has evolved over the years. However, the path has neither been constant, nor smooth. Different theories and ideas have surfaced in different fields – education, psychology, design, and politics. However, today as in no time in history, are we developing and sharing information in our search to understand the processes involved in learning and teaching and the role of the physical environment. We may be witnessing a paradigm shift as we realize that the physical settings play a much larger role than ever considered.
When glancing back to history, the name 19th-century pedagogue Friedrich Fröbel appears as one of the first who recognized the importance of physical activity in the learning process of young children. He proposed the idea of play as part of the learning process and invented, among other educational toys, the Frobel blocks.
Perhaps the most well-known name associated with children and innovative educational advancements is Maria Montessori, a physician, and educator whose method was adopted in the early 20th century and took hold in many different places outside her home country Italy and even beyond Europe. Her method was child-centered and was based on broad principles: children engage in psychological self-construction through interaction with the environment, and children and young people will innately seek to learn spontaneously.
Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. The prepared environment makes learning materials and experiences available to children in an orderly format. Classrooms Montessori described are really what educators advocate when they talk about child-centered education and active learning. Freedom is the essential characteristic of the prepared environment. Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. Maria Montessori was a master at creating environments for young children that enabled them to be independent, active, and learn. 
written by Martha Thorne               

Design for children offers the chance to foreground a different set of values than those which typically guide the design of the built environment. Where most architecture centres the needs of adults, in many of these project their needs take a back seat to those of the children and their learning. Surprising, playful elements have been introduced to many of the school buildings, while in the playgrounds, functional requirements are less important than space for imagination. This section explores a large number of projects from primary schools to kindergartens and from open-air playgrounds to inidoor playrooms for kids. Scattered around the world, these projects illustrate a large verity of design approaches where materials, colourful shapes and the overall spatiality of the buildings not only stimulate the children’s engagement with space and the related activities but, more importantly, they create a comfortable and playful atmosphere. The projects in this section show a parallel world, entirely made for kids of various ages and in different stages of their development. The architecture here plays a conducive role, whereby shapes and spaces encourage socialisation, learning through play and a continuous exploration of the world. written by Alison Killing