A STUDY ON EXPERIENTIAL ARCHITECTURE IN PRESCHOOL DESIGNS TOWARDS QUALITY EARLY LEARNING DEVELOPMENT...

8/10/2019 A STUDY ON EXPERIENTIAL ARCHITECTURE IN PRESCHOOL DESIGNS TOWARDS QUALITY EARLY LEARNING DEVELOPMENT IN MALAYSIA

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CHAPTER 1

INTRODUCTION

A childs mind, like a flower, is a living thing. We cant make it grow by sticking

things on it any more than we can make a flower grow by gluing on leaves and petals.

All we can do is surround the growing mind with what it needs for growing. - John

Holt

1.1 Background

Malaysia has always plays a great role in ensuring education for all children. In

line with Education For All (EFA) movement initiated by United Nations Educational,

Scientific and Cultural Organization (UNESCO), a lot of efforts have been done through

many sectors involving Early Childhood Care and Education Council (ECCE) in

achieving the goal. One goal is to provide better and more possibilities to support young

children (age 0-6) in all the areas where the child is growing physically, emotionally,

socially and intellectually. The Government Transformation Programme (GTP) is an

effort by Malaysian Government in addressing seven National Key Results Areas

(NKRAs) concerning the people of the country and one of the keys is improving

students outcomes. GTP 1.0 showed that a focussed effort on improving students

outcomes can be successful and this has encouraged NKRAs to broaden its scope in the

second phase of the GTP. The GTP 2.0 will see the improvements of the quality of

preschools and increasing the classes by private and public providers. However, to

improve the quality of the preschool, the GTP 2.0 focussed on the education system


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only and neglecting the physical learning environment. This situation has resulted the

existence of preschool in designated building or any converted existing classroom for

public sector and any converted shop lots and houses for private sectors just suit the

purpose of teaching and learning but neglecting the quality of physical learning

environment.

1.2 Problem Statement

Every child is precious and children are assets to our society. They are the main

valuable human capital resources of the nation. To develop a nation and its people, it

begins with early childhood education. It is the duty of parents to ensure their child has

the best opportunities to develop. Government's foremost responsibilities is to help

parents in bringing the best potential for the children to grow and shine. In developing

a child's potential, we are in reality developing the human capital of the child and in the

long run of the nation. Children have to grow holistically so that they are equipped with

abilities, knowledge and skills to become a productive member of the nation.

The physical environment plays a crucial role in helping to shape the behaviour

and development of children. The quality of the environment determines the level of

involvement of the children and interaction between adult and children. According to

Kritchevsky and Prescott (1969), what is in a space, a room or a yard, and how it is

arranged can affect the behaviour of people. It can make it easier to act in certain kinds

of ways, harder to act in others. Research findings also have indicated that interactions

with other people and objects are vital nutrients for the growing and developing brain,

and different experiences can cause the brain to develop in different ways (Zero to


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Furthermore it is to ensure the preschool reestablished as a celebrated places for the

children especially in providing a foundation of learning centre in developing human

capital in the future.


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1.9 Structure of Research

LITERATURE REVIEW

Concept of Preschool Education in Malaysia

Towards Vision 2020

Experiencing Architecture

Child Development

Children and Environment

Influence of Preschool Environment on Children's Development

AIMS AND OBJECTIVES

Aim:

To identify spatial experience learning environment strategies in preschool or kindergarten

which will influence children's qualitative development.

Objectives:

To identify architectural characteristics that can enhance the quality of learning experience for

children.

To evaluate the current architectural design practice in preschool and kindergarten designs.

To synthesize what are the best design practice for quality early learning development in

preschool.

Scope of Studies

Architectural characteristic in preschool (indoor & outdoor)

Creating the topic

Research on the pre-school architectural aspects toward children'sualitative develo ment

A Study on Experiential Architecture in Preschool Designs towards

Quality Early Learning Development in Malaysia

Identifying issues Quality early learning development caused by :

- Preschool architectural aspects

Literature Review

Reviews on the collected data

and comparing between

preschool in Malaysia with

other countries.

RESEARCH METHODOLOGY

Result and Analysis

Findings and Conclusion

Case Study

Studying preschool planning

and design considerations

aspects for qualitative

children's development.

Observation

Carried out on the response or

behaviour of children towards

preschool environment.


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1.10 Summary

This research is made in order to study on experiential preschool architecture and how

it affects childrens learning development, qualitatively. From the study, the researcher

try to analyze the best practice for a preschool environment that can enhance the

learning capacity of preschoolers and their development on social-emotional, physical,

cognitive and spiritual aspects. Hopefully, this research can give a small contribution

on the data regarding the dos and dontswent a preschool in the future


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CHAPTER 2

LITERATURE REVIEWS

2.1 Introduction

This chapter will first look at the concept of preschool education in Malaysia

and its role towards Vision 2020 before describing the aspects of learning. Then the

implication on experiential preschool architecture towards children qualitative

development will be explained. Finally, the chapter will list some previous studies that

have been carried out on preschool architecture.

2.2 Concept of Preschool Education in Malaysia

In Malaysia, Ministry of Education (MOE) is the one who supervised the whole

education system. Anything related to preschool, primary school, and secondary school,

post-secondary school and tertiary education is handled by MOE. MOE places emphasis

on the curriculum and co-curricular activities, teacher training, infrastructure, teaching

and learning materials and an effective management system. The main legislation

governing education in Malaysia is the Education Act of 1996. Under the Malaysia

educational system, a child begins the education with preschool education at the age of

four and will enter the primary school education at the age of seven.

In line with Education for All (EFA) movement initiated by United Nations

Educational, Scientific and Cultural Organization (UNESCO), Malaysia has always

place great effort in ensuring education and care for all children. One of the efforts is


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involving Early Childhood Care and Education Council (ECCE) and through ECCE the

National Policy for Early Childhood Education has been formulated. Various

programmes have been introduced in this policy to meet the diverse needs of the crucial

early years of newborns till the age of six. ECCE programmes in Malaysia are offered

by two types of institutions, which are the Childcare centres or nurseries or taska for 0-

4 years old and preschools or kindergartens or tadika for the 4-6 years old.

Preschool education is officially declared as part of the school system in 1996

through the National Education Act 1996 (Akta Pendidikan Kebangsaan 1996- Akta

550, 2005), According to Kamogawa A., 2010, preschool education in Malaysia is the

foundation education for the children before going to primary school. Preschool is for

children aged 4-6 years and it comes under three ministries which are the Ministry of

Education (MOE), the Ministry of Rural and Regional Development and the

Department of National Unity. Ministry of Rural and Regional Development is the

pioneer in the setting up of preschools which began in the early 1970's. In 2010, there

are 8525 preschools set up by this ministry which are commonly known as KEMAS

preschool. PERPADUAN preschools were established under the Department of

National Unity and as 2010 there are 1643 PERPADUAN preschool. Ministry of

Education started setting up preschool as an annex to existing primary preschool in 1992

and as 2012 there are about 8664 of them. Other providers of preschool education

include also preschools that operated by private sectors and non-governmental

organization (NGO). In the local language, various name are given to preschool

education such as the MOE's 'prasekolah', KEMAS 'Tabika', PERPADUAN 'Tadika'

and the private kindergarten. To make easy to discuss in this report, all would be known

as preschool.


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In 2003, MOE set the National Preschool Curriculum (NPC) which all

preschools, public and private are required to follow. The NPC is aimed to enable

preschool children to acquire basic communication, social and other positive skills prior

to primary education and it is based on Rukunegara and the National Philosophy of

Education. The NPC places emphasis on six learning components:

a) Language and Communication

b) Cognitive Development

c) Morality and Spirituality

d) Social and Emotional Development

e) Physical Development

f) Creativity and Aesthetics

2.2.1 Preschool in the Ministry of Education Malaysia (MOE)

The main purpose of preschools set up by MOE is to give an opportunity to

children whose family are with very low income in the sub-urban, rural and remote

areas. In the early stages of the development, policy makers decided that 80% of the

classes are to be built in the rural areas. Classes are built as an extension to the public

primary school building and the cost of the building bear by Ministry of Education. A

minimum of 10 children age 4-6 years old is required to start a preschool class in public

school. Up until now, the number of preschool classes is still increasing and it is targeted

all national Primary School will have their own preschool class in near future.


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2.2.2 Preschool set up by the Ministry of Rural and Regional Development

(KEMAS)

KEMAS preschools are set up by the Department of Community Development

(Jabatan Kemajuan Masyarakat). The main purpose of KEMAS is to give an

opportunity to children that comes from sub-urban, rural and remote areas with family

of very low income. Basically the classes conducted at the community halls, housing

estates, private property, shop houses or separate building built by the ministry. The

minimum requirement for KEMAS to operate is 10 children per class and the maximum

requirement is 30 children.

2.2.3 Preschool set up by the Department of National Unity and Integration,

(PERPADUAN)

PERPADUAN preschools are set up in urban and suburban areas specifically in

areas covered by Skim Rukun Tetangga a friendly neighbour scheme. Local

community is involved in the Preschool Coordinating Committee to provide advice to

the running of the preschool and at the same time organized various activities for the

parents. Same goes to KEMAS, the classes are conducted at the community halls,

housing estates, private property, shop houses or built by the Ministry. The minimum

requirement for enrolment is 20 children and the maximum requirement is 35 children.

2.2.4 Preschools run by private sectors and NGOs

Preschools operated by the private sector have been seen as an alternative to

give quality education to children especially by affordable parents. Even though it is

operated by private sectors, they are required to use the National Preschool Curriculum


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Areas (NKRAs) that under the GTP and one of the key areas related to education is to

improve studentsoutcome. The EDU NKRAs initiatives, which focused on addressing

the structure of Malaysian education system from early education up to secondary

school, have been seen remarkable results by GTP 1.0. Raising the preschool enrolment

rate of children aged 4+ and 5+ to 80% by 2011 was a goal set by the EDU NKRA in

the GTP 1.0. In 2011, the actual rate fell slightly short of the 80% mark at 77%.

Therefore, in 2012, the target was stretched to 87%. A focused effort on improving

student outcomes can be successful was shown by the successes of GTP 1.0. Hence,

EDU NKRA has been encouraged to broaden its scope in the second horizon of the

GTP. The initiative to improve preschools will be seen in GTP 2.0. While the GTP 1.0

focused on enrolment, the GTP 2.0 will also look to improve the quality of preschool

by introducing minimum standards.

2.4 Experiencing Architecture

Architecture has an emotional impacts on humans. A good architecture that

consider the needs of human being will create a memorable places that exceed people

vision and expectation. This immersive experience explain how the architecture speaks

and interacts with people. People experience architecture through senses and emotions

that will lead to certain behaviour in a particular space. Experiencing architecture is one

of ways for people to acquire knowledge through their senses. Traditionally, there are

five senses that make up the experience of the world - sight, touch, hearing, taste and

smell. These sensorial experience have large impacts on the relationship between

human experience and the environment. Numerous studies show a strong correlation

between human experience and the space. Without thought, some of these experience

invisible for them, but when human are asked about the experience in certain places


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without realize, they are actually describing the moments with the architecture. For

example, when people in sacred places such as mosque, what comes in their mind is

how peaceful the mosque is. The details of the ornamentation, the right proportion with

the right amount of natural lighting give the right setting of the mosque. The sacred

environment of the mosque make people feel to control their behaviour when they are

in it. Instantly, the senses capture the moments and save the memory of the place in the

subconscious mind. Lisa Heschong (1979) in Thermal Delight in Architecture

described, the most vivid, most powerful experiences are those involving all of the

senses at once.

Architecture gives the perfect opportunity to simultaneously appeal to all senses.

When an architect designs a space, what should be in mind is to focus on how the senses

will affect the human. It is the basic thing that how human perceive the architecture and

experience the space. Pfaff (2009) indicates that it is important to experience the

architecture through the medium of the senses, which is influenced by space, light and

the material palette. The researcher believes that in order to create a truly experiential

space, the use of materials, space and light must be actively engaged. He also discovered

that there is a correlation between architecture and human that allow for dynamic

relationships with the surrounding environment. Thus, when the architectural

experience becomes multi-sensory, all the senses are equally experiencing the quality

of the space which lead to the existential experience. Form and function may be more

fully expressed so, occupants can have deeper, more meaningful moments, interactions

and experiences in the designed space.


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Architecture is essentially an extension of nature into the man-made realm,

providing the ground for perception and the horizon to experience and

understand the world. It is not an isolated and self-sufficient artifact. It directs

our attention and existential experience to wider horizons.(Juhani Pallasmaa,

1996)

2.4.1 Aspects of Experiential Architecture

In order to understand architectural experience deeper, beyond the form and physical

experience, there are several aspects to look into. It is not just the form and appearance

of the architecture, it is more than that. With the emphasis on technology today, people

often find that structure and material play a major role in the architecture of the building

which is not a bad thing but what is troubling is the lack of understanding or interest

around problems of scale, proportion, rhythm and texture, inherent in structural and

material choices. As stated by Rasmussen (1964), there are seven aspects of

architectural experience which are:

a) Solid and cavities

b) Scale and proportion

c) Rhythm

d) Textural Effect

e) Daylight

f) Color

g) Hearing


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2.5 Child Development

Child development refers to the biological, psychological and emotional

changes that take place in human beings between birth and the end of adolescence, as

the individual progresses from dependency to increasing autonomy. The process of

development is continuous and predictable but it is unique in its own way for every

child. Childhood educators agreed that the first eight years of a child is very critical in

the growth and development progress. The progress does not be at the same rate and

each stage is affected by the preceding types of development. Multiple changes of the

brain development are taking place during each of these stages. What occurs and

approximately when these developments take place are genetically determined

However, the way each child benefits from each developmental event is significantly

influenced by environmental circumstances and exchanges with key individuals within

that environment. However, environmental circumstances and exchanges with key

individuals within that environment have significant influence on how each child

benefits from each developmental event. Over the years, psychologists and other

scientists have developed a variety of theories to explain observations and discoveries

about child development. One of the leading theorists on child development is Jean

Piaget.

2.5.1 Jean Piaget Theory

Piaget believed that early cognitive development occurs through a process

where actions prompt thought processes, which influence the actions the next time

around. He talked about Schemas which describe both the mental and physical actions

involved in interpreting and understanding the world. Based on his assumptions about

children, he find out that children constructs their own knowledge in response to their


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experiences and children learn many things on their own without the intervention of

older children or adults. He also find out that basically children are motivated to learn

and do not need rewards from adults to motivate learning. He further suggested that

children think differently than adults and proposed a stage theory of cognitive

development. He was the first to note that children play an active role in gaining

knowledge of the world.

According to Jean Piaget, the stages development of a child is similar but maybe

happened sooner or later than their peers. For him, the environment does not shape the

children's cognitive development, otherwise the children is actually build the

environment through various processes of exploration, manipulation and evaluation of

the physical environment.

Jean Piagets theory of cognitive development suggests that children move

through four different stages of mental development. The four stages of mental

development according to Piagets Theory are:

2.5.1.1Sensorimotor stage (0 - 2 years)

The Sensorimotor stage starts from the birth to two years old. In this stage infants knows

the world through their movements and sensations. From the theory, infants learn that

things continue to exist even though they cannot be seen and they start to separate beings

from the people and objects around them. They also realize that their actions can cause

things to happen in the world around them. The learning process occurs through

assimilation and accommodation.


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2.5.1.2Preoperational Stage (2 - 7 years)

The preoperational stage starts at the age of two to seven years old. The children begin

to think symbolically and learn to use words and pictures to represent objects. They also

tend to be very egocentric, and see things only from their point of view. While they are

getting better with language and thinking, they still tend to think about things in very

concrete terms due to cognitive symbolic development.

2.5.1.3Concrete Operational Stage (7-11 years)

The concrete operational stage starts at the age of seven to eleven years old. During this

stage, children begin to thinking logically about concrete events. They begin to

understand the concept of conservation; the amount of liquid in a short, wide cup is

equal to that in a tall, skinny glass. Thinking at this stage becomes more logical and

organized, but still very concrete. They also begin to use inductive logic, or reasoning

from specific information to a general principle.

2.5.1.4Formal Operational Stage (12 and above)

The formal operational stage starts at the age of twelve and above. At this stage, the

adolescents or young adults begin to think abstractly and reason about hypothetical

problems. They start to think more about moral, philosophical, ethical, social, and

political issues that require theoretical and abstract reasoning. They also begin to use

deductive logic, or reasoning from a general principle to specific information.

Jean Piaget theory mainly focussed on the cognitive or mental development of

the children. The stage where preschool children involved is the preoperational stage.

In this stage the children are interested to discover things by themselves. So this is where


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environment as part of their education. The qualities and activities the environment

provides for either contribute or inhibit certain interactions for learning situation. It is

believed that the spaces and places where children experience their childhood will help

create memories that last a life-time. Children who have limited opportunities to for

appropriate experience will affect their learning environment.

The physical environment is not simply a passive setting but it has the power to

bring out or hold back behaviour, evoke emotional responses and influence the way

relationships are formed. An Italian architect, Michael Zini describes the physical

environment that a child grows up in as their third teacher... an integral part of learning

which helps define their identity. A childs first teacher is their parent and the second

is their classroom teacher. The third is the environment. Weinstein and David (1987)

and Bilton 2002, the early childhood experts have emphasised the importance of the

physical environment for the well-being of children. Young children learn the most

when they are actively interacting with other people and manipulating objects in their

environment (Kamii & DeVries, 1978; Piaget, 1952). So, it is proven that children and

environment have a strong relationship. In fact, many educational theorist such as

Piaget, Montessori and Reggio Emilia reinforce the importance of environmental effects

on learning and the experience of children. School design research also stated that

sensorial stimuli in learning environment can have drastic impacts on a student's

performance. In order to design spaces and places for children, there will be a huge

responsibility because they will help shape this generation, and generations to come.


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2.7 Influence of Preschool Environment on Children's Development

Educational theorist such as Werner, Piaget and Montessori have always

recognised the significance of physical environment in an early learning stage. They

suggest that the richness in stimuli and how the environment provide the opportunity

for exploration is very crucial in children development (Moore 1987). Preschool

environment provide physical environment for the children. Other than their home, they

spend most of their waking time in this environment. The environment that tell them on

how to react and respond. According to Nicholson (2005), the researcher defines the

physical building as a second skin where children are at the centre of what is

happening, and communication and collaboration takes place easily. A number of

studies have revealed that experiences gained during preschool years have a great

impact on the accomplishments of an individual and have a major influence on children

development. Although it is important for the classroom have to be appealing in the eye,

but the most important thing is to make sure the space is functioned positively.

According to Maxwell (2007) the design of the physical environment should have the

capability in stimulating multi senses so that the capacity of children to explore their

physical world can be done independently and creating the opportunities for them to

learn and play. In Reggio Emilia nurseries in Italy, the designer highlighted on how the

environment is placed together to make sure it is dynamic enough and changing one.

Thus children can react actively to what and who is in it. It is a sort of aquarium that

mirrors the ideas, values, attitudes, and cultures of the people who live within it

(Malaguzzi, 1998).

Children will respond on what have been provided for them. They will directly

experience the environment on their own. For example, a large open space in a


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classroom clearly invites them to run across and maneuver in the area. However, empty

classroom will not be able to help them to explore their imagination and activities. If

few materials that can be used, or the play of different floor levels or different pattern

of flooring, children will create something interesting from their imagination. A

predictable and easily understood space make the children to wander in and out of the

areas with little involvement in play. The arrangement of the space planning and

different material used with different texture of the environment will determine how

they behave in that space. What do u expect from them if they have to sit on the tiles

flooring during their learning time? Instead of tiles flooring, the usage of softer finishing

for the flooring perhaps will help them to concentrate more on their learning process.

In Malaysia, little research has been done in conveying the role of preschool

architecture and its relationship with children qualitative development. This research

suggest that four domains of children development are believed can be developed in

early learning through appropriate aspects of experiential preschool design: social-

emotional, physical, cognitive and spiritual.

2.7.1 Socialemotional Development

Figure 1: Socialemotional Development. Source: http://www.blockmagic.eu/


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According to Cohen (2005), social-emotional development includes the childs

experience, expression, and management of emotions and the ability to establish

positive and rewarding relationships with others. It includes intra and interpersonal

processes. A recent study by The Child Mental Health Foundations and Agencies

Network (FAN) (2000), found out that children who do not begin preschool socially

and emotionally competent are often not successful in the early years of school and the

children be overwhelmed by behavioural, emotional, academic, and social development

problems that follow them into adulthood. In creating an experience for social-

emotional growth, what is the most important thing is to have a homey and caring

atmosphere. Children should be able to feel comfortable and welcome. Since the

preschool environment is transition from home to a new surroundings, appealing and

relaxed setting will ease the children. The space inside should be designed so that

children feel secure and respected. It is like the feel that belong to them. The right

proportion with comfortable daylighting and proper material in fact will help to give

them the sense of belonging. Other than that, proper planning of spaces should promote

the idea of independence, interaction and exploration. These cooperative ventures

support a sense of belonging and self-worth. According to Saskatchewan Ministry of

Education (2009) soft materials, flexible furnishings and calm, quiet spaces contribute

to childrens social and emotional growth. Every aspects of the environment invite

participation and acknowledge childrens competence in decision making and working

together.


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2.7.3 Cognitive Development

Figure 3: Cognitive Development. Source: http://www.all4women.co.za

The process of growth intellectually or mentally is referred as cognitive

development by theorist. Cognitive development includes the abilities of the children

in thinking process, reasoning and understanding. A broad range of cognitive

capabilities and remarkable progression during the early childhood years has been

identified by the researchers. Whitehurst and Lonigan, 1988 described that the cognitive

development can be developed by learning through exploration. Children have natural

curiosity in learning and exploration. They have a strong determination to learn and act

accordingly. National Research Council and Institute of Medicine (2008) has described

them as born to learn.Children are eager to learn. When they are comfortable in the

space provided for them, they feel trusted to make choices and decision making. At this

moment, they are able to demonstrate their capacity to ask question and seek answers

and work together with the peers. The intellectual aspect of the environment combines

natural, purchased and authentic resources that engage children in experimenting,

discussing, constructing and representing their understandings (Saskatchewan Ministry

of Education 2009). MacNaughton (2003) also suggest that with environment that

provoke questions, it is actually stimulate the curiosity of the children to capture the


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imagination and learn more. This aspect thus promote deeper learning and creative

thinking. One of a ways to provoke question for the children is through the material. As

suggested by Curtis & Carter (2008), materials invite children to explore and search out

answers to their questions. With the knowledge of a new object, it becomes the symbol

for them for the new understanding. Then they try to make connection on what they

already knew and what they learn through manipulating materials. As it is become

familiar for them they learn on how the object function and what can be done with them.

2.7.4 Spiritual Development

Figure 4: Spiritual Development. Source: http://salamtoronto.net

Spiritual aspect is also important towards children development. As per

children, the spiritual aspect will help the children in understanding the whole world

and the natural phenomenon around them. It will describe the beauty of the natural

world. Living plants, animals and more complex phenomenon such as rainbows, rain,

shadows and other phenomenon encourage the children to learn even more and make

themselves understand the Creator and religion even more. Natural environment offers

multi-sensory experience to stimulate the senses as they observe what they see, smell

touch as well as hear. Light and shadow, direct and indirect connection between indoor


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and outdoor spaces and openings of the physical environment offers the children to

learn indirectly. Children learn on spiritual aspect explorations and discoveries through

suggestions, questions or by introducing new items to the setting. What can be done by

architect to make sure the spiritual domain of children can be developed is to connect

the physical environment and natural environment. Since natural environment is

strongly linked to the social-emotional, physical and intellectual aspects, learning is not

just a one way learning but it is very rich, integrated and diverse. It can be further

strengthened when natural materials are incorporated into the indoor environment.

2.8 Previous Studies Related to Preschool Architecture and Children

Development

Up till now, most of the recent studies in Malaysia on preschool revolve around

the effectiveness of in class learning process, play learning and children development.

Some of the studies also highlight more on the child care setting instead of preschool

environment. None of the studies discussed on the relationship of preschool architecture

and children development.

A study done by Berries and Miller (2011) on physical environment impacts

early learning in Queensland states the physical environment is important to a childs

development although the quality of staff was predominant. Thus the researchers

attempt to explore the quality of the physical built environment and infrastructure in

two early learning centers on the Sunshine Coast in Queensland based on educators and

parents perspectives.


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Based on Kritchevsky and Prescott studies, 1990s researchers explore more on

the findings. There have been detail study on how the physical environment influences

child development and learning. According to the researchers, classroom can be

designed to achieve specific goals. In addition to their study, they discovered by

changing childrens sense of space they change their sense of time. They did their

experiment by changing the size of the furniture in a classroom in proportion to the

children and compare to normal furniture in other classroom. They discovered that

children spend more time in classroom with scale-reduced furniture rather than

classroom with normal furniture. This finding suggest that children attention can be

increased by having a space that suitable for their scale. (Alton J. De Long et al., 1994)


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CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

Chapter three is an explanation of research methodologies and case studies that

lead to the data collection of all those method that are used in this research. For this

research, two methods have been identified that are significantly relevant to support the

research process. The methods are case studies and precedent studies. In order to deliver

a clear view of the study, a brief overview of each study area will be presented in this

chapter.

The data collected from all the research methods in the case studies will be

presented in this chapter that leads to the detail discussion of the necessary data from

the case studies that are conducted earlier.

3.2 Literature Review

The information collected in the literature study will be used as a basis for

comparison with the case studies. Descriptive information was synthesized into

condensed data for easier referencing. Literature was sourced from books, journal

articles, electronic journals, magazines, thesis and dissertations, reports and the internet.

Literature was chosen based on relevance and authority to the research.


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3.3 Case Studies

3.3.1 Introduction

Case studies were conducted as method to obtain raw data relating to the

research from selected preschool in Malaysia. These preschools is selected based on the

design approach of the building. A comparison will be made between local preschools

by government and international preschool.

3.3.2 Objectives of Case Studies

The case studies were conducted to fulfil the research objectives as well as to

support the theoretical study of the research topic. It was done to analyse the physical

preschool environment and design considerations of the spaces for pre-schoolers.

3.3.3 Scope of Case Studies

The scope of case study basically will be focusing on the preschool environment

and design consideration on the spaces for children. Comparison will be made

concerning to the physical environment such as space planning, scale and proportion,

colours and materials between local and international centres.

3.3.4 Selection of Case Studies

The case studies were selected according to the provider and type of building

used. Preschool from the Ministries will be chosen from the latest NKRAs preschool

design and since the government preschool is a stand-alone building, the international

preschool will be based on the stand alone building as well.


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3.3.5 Site Visit

Based on the literature review and research objectives, a checklist has been

prepared beforehand to ensure that all areas concerned are covered and to establish a

common baseline for comparing case studies.

3.3.6 Observation

Observation is carried out by monitoring the childrens responses towards the

current physical environment of the class. The purpose is to analyse the design

consideration for the children needs. For further analysis, photographs will be taken and

sketches will be done during the observation meanwhile field notes will be used to

document the observations.

3.4 Summary

From this chapter, brief explanation on both case studies which has been

conducted and presented based on different locality. This chapter also explained all the

methodologies that will be used in the study which are case studies and observation in

order to support the research objectives. The result from the research method will be

presented in the next chapter.


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Figure 5: Exterior View of Prasekolah Mentari, SK Kok Lanas. Source: Author's picture.

According to MOE, there are some criteria and requirements to be fulfilled by the

students before registered as a pre-schooler. The process of learning in the preschool

starts at 8.00 in the morning and finish at 12.00 in the afternoon.

4.3.2 Location

Prasekolah Mentari, is located in the compound of Sekolah Kebangsaan Kok Lanas

which is near to Jalan Kuala Krai - Kota Bharu. Kok Lanas is a small town in the state

of Kelantan and it is about 19 km from Kota Bharu city. It is an annex building to the

existing school.


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Figure 6: Location plan of Kok Lanas and the school. Source: Google maps.

4.3.3 Zoning and Spatial Layout

Basically the school is a gated single-storey building. The floor plan shows the

spatial organization of the preschool. The spaces provided consist of learning or activity

area, eating area, kitchen, utility room, toilets for each gender and for teacher, hand

wash and wudhu' area and outdoor play area.

No. Components Area (m2)

1 Learning/Activity Area 67.50

2 Eating Area 32.50

3 Kitchen 16.50

4 Utility 6.00

5 Toilets 8.16

6 Hand wash Area 3.22

7 Wudhu Area 3.22

8 Corridor 24.68Total 161.78

Prasekolah Mentari,

SK Kok Lanas

Kok Lanas

Kota Bharu

JalanKualaKraiK

otaBh

aru


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Figure 8: Typical MOE preschool (NKRA 2012) section X-X. Source:Ministry of Education (MOE).

Figure 9: Typical MOE preschool (NKRA 2012) section Y-Y. Source:Ministry of Education (MOE).

4.4 Case Study 2: Fuji Kindergarten Tachikawa, Tokyo Japan.

4.4.1 General Background

Fuji Kindergarten is a family-run operation kindergarten. It has been operated

for over three decades. Since the former building outgrew needs, the current principle,

Sekiichi Kata wanted a remake of the complex. Fuji Kindergarten is designed by

husband and wife architects Takaharu and Yui Tezuka. The construction of the

preschool started in March 2006 and completed in January 2007. The kindergarten was

built based on a huge playground for childrens growth concept and become a tool for

fostering children. The preschool is a one-storey circular shaped building with a central

courtyard and a circular rooftop as a play deck for children. It is one of the largest

preschool in Japan and it can accommodate more than 600 children at a time.


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Figure 10: Exterior View of Fuji Kindergarten, Tachikawa Tokyo, Japan. Source:

http://www.forfur.com

4.4.2 Location

Fuji Kindergarten is located at an intersection in Tachikawa City, suburban Tokyo.

Tachikawa City is about 40km west from Metropolitan Tokyo. The kindergarten is

surrounded by mid-rise residential structure.

Figure 11: Location plan of Tachikawa City and Fuji Kindergarten. Source: Google maps.


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4.4.3 Zoning and Spatial Layout

Basically the school is a gated single-storey building. The floor plan shows the

spatial organization of the kindergarten. The spaces provided consist of faculty room,

healthcare room, nurseries, English room, day-care service, cafeteria and lunchroom.

No. Components

1 Faculty Room

2 Healthcare Room

3 Nurseries

4 English Room

5 Day-care Service

6 Cafeteria

7 Lunchroom

Figure 12: Fuji Kindergarten layout and floor plan. Source: http://www.forfur.com


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Figure 13: Fuji Kindergarten rooftop plan. Source: http://www.forfur.com

4.5 Data Analysis and Findings

4.5.1 Prasekolah Mentari, SK Kok Lanas, Kok Lanas, Kota Bharu, Kelantan.

4.5.1.1 Preschool Main Entrance

Since Prasekolah Mentari is an annexe building of SK Kok Lanas, it is located

in the school compound. Parents and children have to walk through from the school

entrance to go to the preschool main entrance. This situation might scare the children

because they have to see and face older students and walk through main school building

before getting to the preschool. The location of the preschool is not suitable for pre-

schoolers because everything around them is too large for them to handle. However,

once they arrive at the preschool entrance, interest immediately trigger them. During

the morning hours, when the outdoor play area is active with children playing they

automatically join the morning activities. The sounds and views of the activity area are

actually inviting them to join. This is because they feel safe and secure in that

surrounding. This is where socialemotional aspects of the students will develop. The


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location of active play area is very important for the children to feel welcome once they

arrive at the preschool. However, what have been provided for the children in

Prasekolah Mentari is not enough for them. The space provided is limited and not much

activities can be done. The area of the compound is quite small to cater 25 students at

one time. There are only four playground equipment in the compound which are see-

saw, swings, monkey bars and slide. A flat surface compound with four playground

equipment do not give them the opportunity to explore and learn.

Figure 14: View towards outdoor activity area. Source:Authors picture.

4.5.1.2 Learning/Activity Area

Learning or activity area is the main area for the preschool. Most of the formal

learning time are happened here. In this area, it is important for the child to have a sense

of belonging and identity. The learning or activity area organized facing the outdoor

area. The height of this area is 2850mm from floor to ceiling and considered as very


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high for them. This area clearly is not well designed for them. The ceiling height does

not give them the sense of belonging. Even though the space provided is an open space,

it does not give them the chance to move around freely. This situation does not provide

the opportunity to enhance large and small muscle development.

Small cabinet is arranged by teachers to create thematic space for learning. It is

good that this area provide a space for children to be by themselves or in a smaller

group. However, the area is not really comfortable for them. In order to enhance

childrens cognitive and socialemotional development, the space provided for them

must be comfortable so that they feel trusted to make choice and decision making. If

the space provided is not comfortable enough they will not able to work together with

the peers, ask question and seek answers. This preschool also provide seating beside the

window. However the location of the seating does not stimulate their curiosity since the

window is facing a house. The seating area is not a favourite place for them to sit since

the height of the seat is not proportion to them. Even though it is designed specifically

for them to have their own space but since the proportion is not right and the location is

not suitable, it seems to be a design failure.

There is also no strong connection with the outdoor area. The material used in

the building also not incorporated with natural material as well. Spiritual aspect can be

developed through the connection of physical environment and natural environment.

Openings have been provided in this preschool but the height of the openings is just not

right. It is functioned as to penetrate daylighting only rather than provide the connection

between indoor and outdoor. The colour chosen for the interior as well as the colour for

the tiles of the floor also does not stimulate children cognitive development. The colour


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seems quite dull and similar to normal classroom for primary school children. Even

though the tiles pattern are quite interesting to invite children to have an imaginative

and creative thinking, again the furniture organisation of the learning or activity area is

limit them to do so.

Figure 15: View towards learning or activity area. Source: Authorspicture.

4.5.1.3 Eating Area

Other than learning and activity area, eating area is also a space where the

children learn their fine motor skill. Eating properly and independently is part of the

learning. Same goes to learning or activity area, the space is similar but smaller. The

ceiling height and seating area beside the window is not proportion to them. Same goes

to the colour chosen. It does not stimulate the senses of the children. What is good

about this area is where it has an opening to serve the food for children. This is how the


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social emotional aspect can be developed. Children have the chance to work

independently to get the food from the kitchen helper through this opening.

Figure 16: View towards eating area. Source: Authorspicture.

Figure 17: View towards kitchen area. Source: Authorspicture.


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4.5.2 Fuji Kindergarten, Taichikawa, Tokyo, Japan.

4.5.2.1 Kindergarten Main Entrance

Fuji Kindergarten is a stand-alone kindergarten complex. Since it is located at

the intersection of roads, it is visible from any direction. During morning hours, when

parents going to send their children to the kindergarten, what make children love to be

here is because of the overall design of the building. It is designed to be as a huge

playground that can be seen from the outside. The first impression of the building roof

deck playground welcome the children to come to the kindergarten. When first entering

the building from the main entrance, the children can see a glimpse of activities at the

central courtyard. In fact, in the morning when the central courtyard is active with

children playing, the sounds and views of the activities are revealed. This is where the

children feel that area is designed for them. However there is no place for them to sit

and observe with their parent before they join the group play activities. Often before the

children join into the group play activity what will they do is to observe before feeling

okay to join in.

Once they feel the environment is safe and secure for them, they will join the

group without any hesitation. Being in a space that enhance a group play will develop

socialemotional aspect of the children. Other than that the space provided make the

children feel respected and belong to that space. It is such a celebration for them once

they enter the preschool courtyard that connected with the roof deck playground.


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Figure 18: View towards main entrance from the outside. Source:www.worldarchitecturefestival.com.

4.5.2.2 Central Courtyard and Roof Deck

The distinguishing feature of Fuji kindergarten is how the roof deck allows

children to run freely. A circular roof deck enables children to move frequently. As we

all know, children love running around. This roof deck provide the opportunities for

children to play all around the building with playground equipment made of natural

trees and a slide that connects the roof and the central courtyard. The spaces provided

for the children is very rich with stimuli aspects. Every single space, material and

equipment is actually help to develop social-emotional, cognitive, physical as well as

spiritual. The way the architect designed the connection between central courtyard and

roof deck develop children fundamental movement skills which lead to physical

development. Variety of movement have been created for the children to choose either

they want to use the stairs or slides to go up and down. There are also trees which grow

through building for children to climb and develop their physical movement. . Nets have

been placed around them to prevent injury. In addition, the roof deck has a skylight for
http://www.worldarchitecturefestival.com/http://www.worldarchitecturefestival.com/


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each of the five primary areas within the building allowing for the natural sun to seep

in, and the curious addition of rope ladders. Children playfully use these ladders to

access the rooftop. This allows the children playing on the roof to peek into the rooms

below and develop their sense of curiosity. It is further blurring the space by allowing

those outside to interact with those inside and lead to cognitive and social

emotional development. Besides, children also can sit on the edge of the roof with legs

daggling while paying attention to a school assembly or performance. For this reason,

as well as the pure pleasure one receives from just sitting on the edge of the roof, the

balustrade is not solid. This situation in fact can develop socialemotional aspect which

allow the children to have direct connection from sitting at the edge of the roof deck

and activities happened at the central courtyard.

Figure 19: Slides and stairs to connect roof deck and central courtyard.Source:

www.worldarchitecturefestival.com


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Figure 20: Children gather around the large zelkova trees. Source:www.worldarchitecturefestival.com

Figure 21: Ladders connected to roof deck through skylight.Source:

http://caroloartschool.wordpress.com/


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Figure 22: Children sitting at the edge of roof deck.Source:www.worldarchitecturefestival.com

4.5.2.3 Classroom

The classroom area where the main functions of the kindergarten are found underneath

the circular roof. The classroom is created in the scale of a child. The ceiling heights of

the classroom are restricted to 2100mm. By having this ceiling height, it is actually

gives the sense of belonging for children and make them comfortable to sit and learn in

the classroom. Once they are comfortable, they feel confident to choose and decide.

They are also tend to ask more and easy to work together with the peers. The classrooms

also do not have permanent walls in order to promote social skills among the children.

The lack of partitions keeps children from being isolated. The room is divided casually

by light-weight stacked furniture that children can easily reorganize. This situation

allows children to be more independent and lead to social emotional development.

Physically, there are glass walls that run along the inner and outer perimeter of the


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building. By having a full height of glass wall, it may ease the transition between the

classroom and the central courtyard. Direct and indirect connection with the indoor and

outdoor offers multi-sensory experience for the children to observe on what they see,

smell, touch as well as hear. Integrated directly towards natural environment helped the

children to develop their socialemotional, cognitive, physical and spiritual aspect.

Figure 23: Children learning in classroom.Source:www.worldarchitecturefestival.com

Figure 24: Exterior view of the classroom.Source:www.worldarchitecturefestival.com
http://www.worldarchitecturefestival.com/http://www.worldarchitecturefestival.com/http://www.worldarchitecturefestival.com/http://www.worldarchitecturefestival.com/


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Figure 25: Tree inside the classroom.Source:www.worldarchitecturefestival.com


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CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1 Conclusion and Recommendation

Based on the literature studies and case studies conducted, the aims and

objectives managed to be answered. It is important to consider experiential architecture

for the quality early development in Malaysia. The design for children are different

from other since it has to take several considerations in order to enhance the full

potential of the children to growth holistically. Quite unlike adults, children figure out

how to behave in most situations through instantaneously reading the environment.

Children also read the environment differently than adults, not as background but as

something to interact with. There are 4 aspects of children development that can be

achieved through experiential architecture which are social-emotional, physical,

cognitive and spiritual.

In Malaysia, most of the preschool is not specifically design for them. Most of

the preschools are converted end lot house or shop lot. The spaces provided do not really

care about the development of the children. There is a guideline known as Garis

Panduan Penubuhan Tadika dan Taska outlined specifically for preschool needs but it

does not touch on the quality learning environment matter. Malaysia is still lacking in

terms of design consideration of the spaces for the early learning development.


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The recommendations acknowledged in this chapter are based on the studies

that were stated in the previous chapters. The relevancy of recommendations however,

will depend on the needs and limitations of the clients. The quality early learning

environment for the children to develop social-emotional, physical, cognitive and

spiritual will require the following approaches, as a preliminary guide in designing for

their needs as below:

5.1.1 Social-Emotional Development

The Social emotional development can be achieved through experience,

expression, management of emotions and the ability to interact with others. In order for

children to develop social emotional aspect is by having a homey and caring

atmosphere. The design of the preschool must be comfortable and welcome for the

children. Adequate space for them to interact with each other in a bigger or smaller

group is the right thing to do in developing their social-emotional aspect. Other than

that right proportion with the right colours for them will make them feel belong to the

spaces.

5.1.2 Physical Development

Supportive environment with is the most important element in order to develop

physical aspect of children. Children love to move around. What can be done in order

to develop physical aspect are to provide environments that invite children to move their

bodies, discover their surroundings, and practice fine and gross (walking, running,

leaping, jumping and hopping) motor skills. Other than that, the preschool have to

provide materials and equipment that allow children to enhance their fine and gross


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A STUDY ON EXPERIENTIAL ARCHITECTURE IN PRESCHOOL DESIGNS TOWARDS QUALITY EARLY LEARNING DEVELOPMENT...

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