Abstract
The quality of early education defines the potential of cognitive and physical abilities in adulthood. Brain development and level of intellectual skills, including receiving knowledge in primary education, depending on the surrounding environment. Child development milestones are based on physical activities, sensory interplay, hand-eye coordination, social interaction, and self-help skills. Age-related milestones should be supported by a learning environment. Thus, daycare facilities as early educational centers should reflect both physical and cognitive developmental needs based on the child’s age. Daycare service in Hawai’i is hard to receive. Shortage of services affects working parents who need to plan for childcare to keep their working positions.The provided environment of daycare is not designed as an educational facility, which leads to a lack of daylight, outdoor spaces, inappropriate zoning, and interruption of the learning process. The research identifies children’s interaction with space, textures, surrounding context, and natural environment based on a different level of child development, and to reflect the study into spatial planning design proposals. The form of childcare facility addresses cultural values and community involvement in early education. A proposed spatial planning and key elements regarding the architecture are specified for daycare planning typologies.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Daycare, Child development, Spatial planning, Transitional spaces
