1

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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Three, 2000). This suggests that, quality preschool building helps the brain to develop
well.

Welcoming spaces encourage childrens natural responses of curiosity,
exploration and communication. Carefully designed environments feature structures,
objects and props that engage children in authentic choices, problem solving,
investigating and discovering. The creation of an inviting learning environment
supports childrens social, emotional, physical, intellectual and spiritual growth and
development. Inviting surroundings enhance childrens positive disposition toward
learning and sense of belonging. Creating environments for learning is more than simple
room arrangement. Learning environments include both indoor and outdoor spaces and
resources. Children benefit from rich and stimulating play choices outdoors as well as
indoors. Responsive environments encompass the values of cooperative play, large
muscle activities, high drama, messy play, the sounds of childhood, working through
conflict and the importance of family engagement (Curtis, 2001).

Based on GTP 2.0 initiatives in providing quality preschool and how important
learning environment for children's qualitative development, this research will probe
further on the existing preschool and kindergarten in Malaysia in term of spatial
experience and its relationship to the development of the children.

1.3 Research Gap
There have been a number of valuable studies in addressing the empirical
investigation on the children learning environment (Manyike T.V, 2012; Malone Karen
and Tranter Paul, 2003) all of which present the physical infrastructure and safety


4

facilities, however none of these studies provides a clear picture of the learning
environments through experiential architecture in terms of the, spatial design, lighting,
colours and textures and their relation in terms of developing qualitative children's
development.

1.4 Research Aim
The aim of this research is to identify spatial experience learning environment
strategies in preschool or kindergarten which will influence children's qualitative
development.

1.5 Research Objectives
1. To identify architectural characteristics that can enhance the quality of learning
experience for children.
2. To evaluate the current architectural design practice in preschool and kindergarten
designs.
3. To synthesize what are the best design practices for quality early learning
development in preschool.

1.6 Research Questions
1. What are architectural characteristics that inspire and enhance learning experience
for children?
2. How good current architectural design practice in preschool and kindergarten in?
3. What are the best design practices for quality early learning development in
preschool?



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1.7 Research Methodology
The methods that will be used in collecting data for this research are through descriptive
qualitative method.

1.7.1 Case Study
There shall be two categories of preschool and kindergarten as follows:
a) Local preschool
d) International preschool

1.7.2 Non-Participant Observation
In order to evaluate the existing preschool and kindergarten, observation will be done
to determine certain functional space and to denote the essential aspects of the
architectural part which contribute to the children's development.

1.7.3 Data Analysis
Once the data has been collected, the data will be analyzed and displayed through
diagram and tables. The data will be categorized accordingly complete with sketches of
the space planning.

1.8 Significance of Research
The finding of this research will provide some imperative significant design
insights for preschool design. Firstly, it will create awareness for the community on the
possibilities of preschool experiential architectural in developing the learning ability.
Thus it will lead to the better quality of preschool design for the better future. This
research is hoped to help the improvement of the education scenario in Malaysia.


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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's
qualitative development

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 donts went a preschool in the future




















9

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


10

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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as stipulated in the National Education Act 1996. Additional program is upon approval
by MOE. Classes are conducted at the housing estates, private property or shop houses.

2.3 Towards Vision 2020
In 1991, Tun Dr. Mahathir Mohamad, the Prime Minister at that time,
introduced a new vision of Malaysia which is known as Vision 2020. During the
previous decade, our country is growing at an average rate of 8% a year. Looking at this
potential, we need a new objective and goal which is to become a developed country in
a specific period of time and it has been decided that the year of 2020 is the time to
achieve it. As laid out in Vision 2020, education is a top priority for the countrys
achievement of developed nation status. The first fifteen years, 1991-2005 participation
rate of the preschool improved with significant increases. However the main challenge
is the next phase of the National Mission 2006-2020. The two key thrusts under the
National Mission directly related to education is the thrust 2; to raise the capacity for
knowledge and innovation, and nurture 'first class mentality'. The main key that
determines the future success of Malaysia as a knowledge based economy is the quality
of the nation's human. One of the ways to achieve this matter is by undertaking
comprehensive improvement of the education system, from preschool to tertiary level,
from the aspects of curriculum and teaching to school facilities, with a special focus on
raising the standard of schools in the rural areas.

It is less than a decade left to be in year 2020. Malaysia has already embarked
on a plan to effect just such a transformation. The plan is the Government
Transformation Programme (GTP) which is fundamentally transform the Government
into an efficient and rakyat-centred institution. There are seven National Key Result


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


15

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:

2.5.1.1 Sensorimotor 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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2.5.1.2 Preoperational 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.

2.5.1.3 Concrete 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.

2.5.1.4 Formal 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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the experience beforehand play important roles in cognitive and mental development.
Play and Exploration: Early Learning Program Guide (2008) states that children
develop as whole persons whose growth is affected by what happens in the early
learning environment. They learn and develop through their experiences within the
learning environment. Preschool environment is the head start for them to explore
before they are ready for primary school. Based on numerous studies of child
development, early learning environment should be planned properly to support four
domains of children development: social-emotional, physical, cognitive and spiritual.
Either it is indoor or outdoor, the quality of the environment is actually the third teacher
for the children to growth holistically.

2.6 Children and Environment
Early childhood environment has a very crucial role in childrens learning. Since
young children are in the process of rapid brain development, the early environment
where they live will help in determining their direction, how to act and respond.
Environment is defined as the physical environment, its surroundings, and a specific
setting (Vickerius & Sandberg, 2006). Langston and Abbott (2004) suggest, more than
simply the planned space in the setting; it is everything that is encountered from the
point of entry to the setting to the point of departure. Laevers (2005) suggests that the
richness of the environment can be tested through two principles, those of diversity
(how broad is the horizon of possible experiences?) and depth (how much is there to be
discovered?). When children are engaged in play in any type of environment (either
indoor or outdoor), they are naturally involved with some physical movement. The way
the physical environment is designed and configured influences how children feel, act,
and behave. According to John C. and Anthony D (1982), children use their physical


21

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 Social emotional Development

Figure 1: Social emotional 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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2.7.2 Physical Development

Figure 2: Physical Development. Source: http://www.participaction.com

Gallahue & Ozman (1995) stated that children need more than access to a
supportive environment and adults in order to develop their fundamental movement
skills which lead to the physical development. Children naturally move around available
space. Children learn through daily activities that provide opportunities to use their
bodies in a wide variety of large muscle experiences (Olds, 2000). In order for children
to grow physically, the environment of the preschool should enhance large and small
muscle development. Large muscle development includes climbing, jumping, running
and dancing. Miniature movement such as play with small blocks and objects and
creative art is consider as small muscle movement. In the aspect of experiential
architecture, what can be done is to provide a space for children to explore and move
around with different movements. Different material with different texture of flooring
or different level of space invites them to explore more. According to Old (2000), when
the environment of the physical space provide children learning experience to grow
physically, the children are able to make decision about boundaries, explore spaces and
test their abilities and ideas. Physical space is not limited to indoor only but it has to be
compliment with the outdoor spaces.


26

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


27

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


28

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.



29

This study also attempts to identify four key themes characterized views:
Emotional Connection, Experiencing Design, Hub for Community Integration and
Future Vision through the use of Early Childhood Physical Environment Rating Scale.
Based on the findings, it can be concluded that the physical environment of early
learning centres contributed significantly to childrens development and learning
outcomes. This result is supported by the study of Moore & Sugiyama (2007) where
they find that specific characteristics of the physical environment such as space, light,
colour, and materials were seen by both educators and parents as contributing to the
childs enjoyment and learning in the centre. The findings also highlights the
importance of designers to have an understanding and communication with educators
on how to configure space to enhance learning process.

Meanwhile in 2004, Nani Menon and Rohani Abdullah (2004) suggested a
conducive preschool environment will help in stimulating learning and teaching process
for the children. However conducive here only focus on the organization of the furniture
and learning aids in the classroom. They did not explore further on the architecture of
the physical learning. Early research by Sybil Kritchevsky and Elizabeth Prescott
(1969), is the root of the believe in relationship between physical environment and
behavior of both children and teachers. The researchers analyze how teachers can
arrange and change the environment to achieve new goals or solve existing problem in
child care settings. It has also been proposed the importance of altering the child care
setting to fit the needs and experiences of the children who spend time there. Later some
of the researchers confirmed the early observation by Kritchevsky and Prescott. As a
result, the space and the arrangement inside does influenced child development.



30

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)


























31

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.




32

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.




33

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.









34

CHAPTER 4


DATA ANALYSIS AND RESEARCH FINDINGS




4.1 Introduction
Data analysis and research finding is an important chapter of the research. In
this chapter, compilation of the raw data and findings collected from the case studies
will be matched and analyses together. Two case studies were selected for comparison
and the observation will be discussed to provide data analysis. The data and information
were obtained by using the qualitative research methodology through observing
physical trace of the preschool. The findings then will be further analysed and
elaborated in detail as a result.

The data were analysed in attempt to answer the following research question:
1. What are architectural characteristics that inspire and enhance learning
experience for children?
2. How good current architectural design practice in preschool?
3. What are the best design practices for quality early learning development in
preschool?

4.2 Literature Study
From the literature study done, there are certain aspects of architectural
experience to look into in order to create quality early learning environment in preschool
building. Every single aspect from the point of entry to the point of departure need to


35

take into considerations. The design for pre-schoolers have to be rich in stimulating
their senses and provide them the opportunity to explore, learn and develop. The
objectives in creating learning environment are aim for inclusivity to bring full potential
in children to develop and diversity as the ability to modify spaces to suit children needs
in learning. The data collected through literature study will be synthesized and
summarized.


4.3 Case Study 1: Prasekolah Mentari - Sekolah Kebangsaan Kok Lanas, Kota
Bharu, Kelantan.

4.3.1 General Background
Prasekolah Mentari in Sekolah Kebangsaan Kok Lanas, Kota Bharu is the fourth
preschool of the school. The construction of the preschool started in August 2011 and
finished in February 2012. This preschool is one of the NKRA 2012 project and the
design of the preschool is the latest typical design that designed by MOE has been used
all over Malaysia. The preschool is a one-storey building and has its own compound.
It is designed to fit the capacity of 25 students with 1 teacher in line with1:25 ratio stated
by the MOE.


36


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.


37


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 (m
2
)
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 24.68
Total 161.78

Prasekolah Mentari,
SK Kok Lanas
Kok Lanas
Kota Bharu


J
a
l
a
n

K
u
a
l
a

K
r
a
i

K
o
t
a

B
h
a
r
u



38


Figure 7: Typical MOE preschool (NKRA 2012) floor plan. Source:Ministry of Education (MOE).


39


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 J apan.

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.


40



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.


41

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





42


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 social emotional aspects of the students will develop. The


43

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


44

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 social emotional 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


45

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: Authors picture.

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


46

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: Authors picture.

Figure 17: View towards kitchen area. Source: Authors picture.


47

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
social emotional 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.


48


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


49

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 social emotional 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



50


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/




51



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


52

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 social emotional, 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


53




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



















54

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.



55

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


56

motor skills and challenge them to gain new ones. To achieved an environment that
develop physical aspect, the classroom can be designed to let children climb up stairs
or a rope ladder, slide down a pole or jump off a low platform.

5.1.3 Cognitive Development
Children have natural curiosity to learn and explore. When they feel comfortable
in certain spaces, they have the confident to make decision and choices. The right
proportion with adequate lighting, the right choice of colours and the right materials
play important roles in determining the level of comfortable for the children. Once they
are comfortable enough and feel belong to that spaces, they will ask more and seek
answers on what they are curious about. In fact they will start to work with their peer
independently. This is where the cognitive aspect as well as social emotional aspect
develop in them

5.1.4 Spiritual Development
Spiritual development can be develop by giving the opportunity for the children
to understand the natural phenomenon around them. Strong connection between indoor
and outdoor spaces is one of a way to help children to understand nature. Preschool
design that incorporated nature into the indoor environment or using natural material
can develop the childrens spiritual aspect as well through suggestion and question by
the children. Either provide skylight or large openings towards environment is the
simplest way for the preschool to interact with nature.


57

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