Architectural Design Guidelines

for Early Childhood Education

 Architectural Design Guidelines for Early Childhood Education
March 2018

Acknowledgements

These guidelines were prepared by Jure Kotnik, (Architect, CEB Consultant) under the supervision of Yael Duthilleul, Technical Advisor at the Directorate for Technical
Assessment and Monitoring (TAM) at the Council of Europe Development Bank (CEB).

Disclaimer

The findings, interpretations and conclusions expressed here are those of the authors and do not necessarily reflect those of the Organs of the Council of Europe
Development Bank (CEB), who cannot guarantee the accuracy of the data included in this paper.

The designations employed and the presentation of the material in this paper do not imply the expression of any opinion whatsoever on the part of the CEB
concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.

Please cite this publication as:

CEB (2018), Architectural Design Guidelines for Early Childhood Education: CEB Publishing, Paris.
https://coebank.org/media/documents/Architectural_design_guidelines.pdf

March 2018
Architectural Design Guidelines for Early Childhood Education
March 2018

Foreword

Ensuring inclusive and quality education is one of the 17 Sustainable Development Goals (SDGs) that countries
have agreed to achieve by 2030. Among the targets identified to monitor the achievement of this goal, the
need to build and upgrade education facilities that are child, disability and gender sensitive and provide safe,
nonviolent, inclusive and effective learning environments for all is specifically mentioned.

The challenge facing countries today is not just to build more schools, but to ensure that the physical space
contributes to better student learning outcomes and well-being and at the same time supports a more efficient
use of education resources. With learning outcomes at the focus of the international policy debate on
education today, new research addressing what makes a learning environment effective is developing.

These Architectural Design Guidelines for Early Childhood Education provide a tool for education officials,
architects and engineers involved in the design and construction of education facilities to imagine new learning
environments for young children. They were developed to support the implementation of one of the projects
financed by the Council of Europe Development Bank (CEB). With around €7 billion of investments in education
since its establishment over sixty years ago, the CEB has accompanied many of its member countries in their
efforts to improve and expand education facilities by strengthening local capacity and fostering the exchange of
knowledge and experiences.

We hope these guidelines can help other countries create learning environments that meet the needs of young
children in an effective and sustainable manner.

Monica Brezzi
Director
Technical Assessment and Monitoring Department
 Architectural Design Guidelines for Early Childhood Education
March 2018

Introduction

These Architectural Design Guidelines for Early Childhood Education aim at supporting education officials,
architects and engineers involved in the plan, design, construction and evaluation of early childhood education
facilities to create high quality educational spaces. The principles and examples presented apply a flexible and
open approach to design, support a more efficient use of the space and promote a learning environment that
encourages young children’s cognitive, social and physical development while ensuring their health and safety.

Originally these guidelines were developed as a technical input to support the preparation and implementation
of a CEB financed project in one of our member countries. The project aimed at improving access to quality
preschool infrastructure by financing the construction of new education facilities throughout the country. The
Government saw the loan as an opportunity to develop a new way to conceive and make use of the space to
promote children’s well-being and development and better reflect international trends. Existing kindergartens
tended to have complex geometrical forms, were a succession of closed rooms without proper lighting along
wide corridors without direct access to playgrounds and with toilets closed and separated from the classroom,
usually not adapted to children’s age and size. There were single rooms for sports, arts and drama separated
from the classroom, playgrounds usually lacked shaded areas and were equipped with basic plastic slides, metal
structures and swings. The existing normative framework guiding the construction of kindergartens and the
existing urban plans imposed certain constraints in terms of surface requirements. The challenge was to work
within the existing normative but with a different approach.

After several exchanges with officials and local architects and training sessions delivered, the guidelines evolved
into its present form. They have proved to be a valuable tool to discuss architectural principles, develop local
capacity and inspire new constructions. We believe they can be of use to other countries facing similar
challenges and be a starting block in the process to develop a new vision for early childhood education
infrastructure. These guidelines reflect a vision of learning that sees children as active actors of their own
development and growth. In order for the new spaces to be useful contributors to learning, teachers should be
equipped with the necessary environmental competencies to make an effective use of the new learning
environment.

We are very happy to make this tool available today to the wider public.

Yael Duthilleul Jure Kotnik

Education Technical Advisor Architect
Architectural Design Guidelines for Early Childhood Education
March 2018

Table of contents

1. Building design principles 1

2. Interior design organisation 6
3. Key functional elements to consider for optimal design 14
4. Playground design 18
5. General recommendations on materials and safety 27
Bibliography 31
Annex: Case Studies Selection 32
Architectural
Architectural Design
Design Guidelines
Guidelinesfor
for Early
Early Childhood
Childhood Education
Education
March
March 2018
2018
Architectural Design Guidelines for Early Childhood Education
March 2018 1

ARCHITECTURAL DESIGN GUIDELINESS 1. BUILDING DESIGN PRINCIPLES

FOR EARLY CHILDHOOD EDUCATION 1.1. Location Selection Criteria

Increasingly, around the world, early childhood education programs are

based on a view of the child as a key actor of its own development
through his and her interactions with other children, adults, objects and
events and of teachers and caretakers as playing a key role in the process
by fostering interactions and structuring activities. The characteristics of the
physical space where these interactions and explorations take place are
also fundamental to facilitate experiences. Research is beginning to share
light on the critical aspects that make a difference in learning outcomes.
These guidelines propose a new approach for the design and
construction of early childhood education spaces. They encourage the
flexibility of the interior design to benefit children’s creativity, cognitive
and socioemotional development, foster interactions among children and
facilitate the arrangement of the space to serve multiple objectives. They
conceive the outdoor space as an integral part of the learning space that
also needs to be adequately conceived to foster quality outdoor play and
provide a stimulating environment. They promote innovation and
efficiency in the design and construction while at the same time A plot is suitable to build an education facility for the early years if it
supporting children’s well-being and development, health and safety. meets the following criteria:
Innovation is promoted by the creation of new and diverse spaces to play
and learn while efficiency is supported by a better and more flexible use  It is in a quiet zone, away from noise, dust, smoke, industries or
of the space. major roads
 It is preferably in a green spot, allowing for the use of green spaces
The guidelines are organised as follows: Section 1 presents a set of
as much as possible
building design principles to keep in mind when designing early
 It offers plenty of sunshine, is sheltered from high winds but
childhood education areas. Section 2 provides guidance on how to
ventilated at the same time
organise the interior space most effectively. Section 3 presents common
design misconceptions that impact costs and functionality. Section 4  Is not foggy or moist and is not situated in wetlands or floodplains
focuses on the design of outdoor playgrounds and Section 5 provides  It is not the natural habitat of endangered animal species or
some general recommendations on the choice of playground materials protected vegetation
and on ensuring safety. The Annex includes an analysis of strength and  It is within easy access to transportation and services to avoid
weaknesses observed in nine different shape and size early childhood unreasonable costs
education facilities, which can be used for training purposes.  It is a flat terrain or with a minimal southward slope
 Architectural Design Guidelines for Early Childhood Education
2 March 2018

1.2. Plot Organisation Principle 1.3. Construction Principles

The shape of the plot and its surrounding area have an impact on the Frame construction systems are the most flexible types of construction as
choice of the building typology which will then impact the organisation they can form big open spaces (that can later be closed if needed) at low
of all other elements (interior design, playground, staff and parking cost. The materials used can vary from concrete, timber to steel. Spaces
areas). It is most likely that new plots, unless in dense urban areas, will can be closed freely. Pillars can later be used as didactical elements.
offer sufficient space to conceive various building typologies (linear,
compact, round, orthogonal).
In most cases it is advised to build the early childhood education centre
closer to the edge of the plot in order to make a more efficient use of the
land available. Central positioning of the building on the plot is not
advisable as it takes away an important share of the area that can be
used for playground.

Building positioning scheme

Construction system can affect the functionality of the building

© Elzendaalarchitectuur

The education building should be placed in a way that all its functional
areas (playground, entrance and services areas) can function properly
without collisions.

Playrooms should be positioned to profit from a maximum amount of

daylight, while at the same time the building has to foresee the need for
proper shading. Playrooms should not face northward unless such an
orientation offers special value, such as a nice view, peacefulness or
similar.
Architectural Design Guidelines for Early Childhood Education
March 2018 3

1.4. Façade / Windows Design Principle

Window design should enable children to have a good visual connection
with the surrounding environment (e.g. nature, playground). This means
that the windows should preferably have no parapet wall. In case they
do, it can be used as a bench for sitting. Also a dispersed window
concept is possible, with some windows at the children’s level and some
above their height level. Within the same plan, several façade concepts
are possible such as symmetric composition, linear, dispersed or
combined. Rational use of window elements does not need to translate
into monotony of design.

Same building - different façade variations creating visual diversity

Solar panels on the roof © Cebra

1.5. Sustainable Energy Concept Principle

Designs should promote quality materials and elements that reduce
energy loss. This means that the building itself should be designed in a
sustainable way by using good isolation, quality multi-layer windows,
heat pumps, and solar energy features.
Elements of sustainable energy can also have educational value and
introduce children to ecological processes such as recycling, principles of
solar energy, the importance of careful use of resources (electricity,
water) and similar.
Elements of sustainable design
 Architectural Design Guidelines for Early Childhood Education
4 March 2018

The construction of education buildings is becoming increasingly Proper shading can regulate the temperature inside the building and help
sustainable and eco-friendly by promoting: with natural ventilation. Shading can be mechanical or natural, relying on
the use of trees according to the seasons.
 the use of natural and eco-friendly materials, especially wood
(timber);
 access to green surfaces and trees, as they filter the summer
sunlight when in bloom and reduce the need for air conditioning
as well as allowing the sun’s rays through in the winter;
 clever window openings to provide ample daylight, reducing the
need for artificial lighting and thus saving energy and ensuring
proper ventilation;
 the use of solar energy and heat pumps in connection with the
earth’s warmth, and similar alternative energy sources to keep the
building warm and to heat water;
 the collection and use of rainwater for toilets, irrigation, etc.
Simple design details can prevent heat losses and, if the building is well External shades are the most efficient heat and light regulators.
isolated, result in lower energy consumption. Different countries prescribe Trees can also reduce the heat in the summer and allow sun in the winter
different values for passive or low-energy buildings.
Minimum required standards based on class B2 EU standards are
presented below.
1.6. Active Learning Environment Principles
Promoting children’s interaction and active transformation of certain
aspects of the physical space and learning environment can be achieved
by integrating certain building elements such as black boards and
magnets to its design. These interactions that promote a transformation
of the physical space contribute to promoting children’s sense of
ownership of the space, leaving a trace of their individuality and foster
their capacity to impact the environment while at the same time
developing their physical, social and cognitive skills.

Orientation values for the building that would lead to target consumption
of 35 kWh/m2 in Central Europe (B2 EU standards)
Architectural Design Guidelines for Early Childhood Education
March 2018 5

Besides drawing, playing, climbing etc., active façades allow for direct interaction of children with the building

1.7. Accessibility for Children with

Disabilities Principle
The design of new education facilities should
take into consideration children with disabilities.
This applies especially to dimensioning elements
such as doors and distances among various
elements of furniture and equipment. The
building needs to be designed to be handicapped
friendly, with the access/entrance suitable for a
wheelchair. If the building is two stores-high, an
elevator needs to be included.

Inclusive playground games and access ramps

Up: © Courtesy DM - Right: © Bloom blog
 Architectural Design Guidelines for Early Childhood Education
6 March 2018

1.8. Minimal Material Selection Principle 2. INTERIOR DESIGN ORGANISATION

Reducing the number of materials to be used means less subcontractors. 2.1. Floor Plan Organisation
Buildings designed with fewer materials overall tend to be more rational
in their design, yet do not necessarily lack architectural expression, as There are three main areas in early childhood education facilities: children
architects can use different colours or shapes within the same material to areas, staff areas and service areas.
create variations of the façade. The same element in different positions, a) Children Areas
orientation or colour can contribute to the architectural design of the Interior spaces should be designed to enable optimum communication
building and its attractiveness. amongst children and facilitate staff supervision. All year round, children
should be able to engage in various activities, both planned and
spontaneous. They should be able to play in groups or retire to peaceful
nooks to be by themselves. Infants need open activity areas where they
can crawl, explore, and interact with their teachers; pre-school children
need more space so that they can engage in more advanced activities.
Children areas should be open, fluid and if needed, be transformed from
smaller units into bigger ones with partition walls or curtains. They should
ideally represent 75% of total space area.
b) Staff Areas
Staff areas are usually located near the main entrance and designed as an
independent wing separate from children areas. The size of the staff area
depends on the size and type of education facility and the number of
staff. Staff areas usually include a staff room, a director’s office and an
administrative space, changing rooms, staff toilets, storage, and in some
cases, offices for specialised staff such as language therapists and child
psychologists.
c) Service Areas
Service areas are separated and have an independent service entrance. The
size of the service area is proportional to the size of the education facility.
The kitchen area is one of the most costly and energy consuming element
of the building. The education management (school, municipality, region,
etc.) should assess the trade-offs between the different kitchen options
Kindergarten using one type of window openings and one material in different colours
to create colourful identity of the building © Cebra
available such as having a central kitchen that caters for several education
facilities, to having its own kitchen that caters just for a single facility or a
distributional kitchen where food is prepared but can be subsequently
reheated before deciding what type of kitchen to build. A similar analysis
should be conducted for laundry service areas – as these decisions have
important implications on investment and operation costs.
Architectural Design Guidelines for Early Childhood Education
March 2018 7

2.2. Common Central Spaces

One of the most important innovative elements having been introduced
to early childhood education facilities is the establishment of
common/public spaces. These spaces are multi-functional and are meant
to be used by children for various activities from artistic representation, to
motor development and indoor play. Public space design depends on the
size of the education establishment. It is advised to build the public space
between the playrooms, for easy and direct access. Public spaces can also
replace corridors thus making the building more compact and
communication areas smaller. They can become the core of public and
group activities.

Central multi-use area (Stella Kindergarten- Tetra Pak, Italy)

© Riko d.d Cent

Central spaces can reduce total building size and increase the use of play area

Central space as an extension of the playrooms in Open

Kindergarten Podgorje
 Architectural Design Guidelines for Early Childhood Education
8 March 2018

2.3. Playroom Design 2.4. Thematic Nooks

Children spend most of their day in the playroom. These rooms should be Various thematic nooks with different activities (theatre, reading, sports)
designed to provide different play and learning areas for small groups as or just relaxing areas can be established within the playrooms and in
well as for individual children, while at the same time allowing for group commons spaces.
gatherings when needed.
The playrooms shall be big and allow for various activity nooks and
specialized areas. Depending on the age of the group, a playroom shall
have a play area, cubby storage, diaper station, sleeping, nursing and
food preparation areas, all arranged within the same playroom space
(with the use of different separations if needed). Washrooms shall be
separated from the playroom, but it is advised to have a visual connection
through glassed parts of the wall to ensure proper supervision.

Small lobby theatre and indoor slide/hiding nook/blackboard in

Open kindergarten Podgorje, Slovenia

Diversity, flexibility, mobility are the key characteristics of a contemporary playroom

Architectural Design Guidelines for Early Childhood Education
March 2018 9

Example of renovated corridor at Ordrup School © Bosch Fjord

Special education corners or a corner for one-on-one learning can be Concrete-wooden boards in combination with colour
established in public/common spaces or even in the corridors. Space can © BP architectures
be saved by introducing pop up spaces for different use. These
interventions are also welcomed in existing buildings with wide corridors.

2.5. Interior Design Principles

Spaces shall be designed in order to
support different type of activities.
Active areas shall be of bigger volume,
brighter and exposed to natural light.
Quiet areas can be smaller and have
lower ceilings; the colours used should
be in more subdued tones.
Cost efficient yet articulated design can
be achieved with low-cost design Design principles for active and for quiet areas Creating design composition with permutation of
elements / furniture / lightning etc. lamp colours © Santiago Carroquino
 Architectural Design Guidelines for Early Childhood Education
10 March 2018

2.6. Furniture Design

The choice of furniture is key, as it is one of the most important elements
to promote flexibility and multi-use. Furniture arrangements should be
flexible, adjusted to various age groups or specific activities as well as
learning methods.
Quality furniture is:

 adjusted to the age and size of the children

 durable
 safe to be used by children (no sharp edges)
 easy to clean
 flexible
 preferably stackable/hanging
 in calm, soothing, coordinated colours

Quality furniture makes optimum use of natural materials and should

help to create different environments in the playroom and a home-like
feeling.

Mobile wardrobes can be stowed away and provide free space

for other activities
Architectural Design Guidelines for Early Childhood Education
March 2018 11

2.7. Equipment and Furniture Selection Sleeping arrangements can be organised with light stackable beds that
save space, and can be stowed away easily allowing space to be used for
Elements on wheels can be stored away after use. They usually apply to other purposes. A stack of 15 stackable PVC beds takes less than one
children areas or staff areas. square meter; weighting just 1.2 kg, it is easy for a child to move its bed
without help.

Light stackable beds are big space savers © Wehrfritz

Equipment should include pedagogical elements, promoting opportunities

for learning and exploration wherever possible such as on tables, chairs,
closets, stairs, walls etc.

Closet doors as blackboard, didactical stairs for learning colours and numbers Šmartno
 Architectural Design Guidelines for Early Childhood Education
12 March 2018

2.8. Flexible Spaces 2.9. Sliding Walls

With the right design, furniture and equipment selection, the same space Sliding walls facilitate combining different smaller spaces into bigger
can be used in various ways. Many times playful insertions such as adding ones. In education facilities where there are limited options for setting a
a slide can transform any space by adding a playful dimension that multi-use central space, two playrooms with sliding walls can form a
contributes to motor skills development. Changing the furniture can also bigger space that can be used for certain group activities or events.
contribute to make the building not only available to children but also to
the local community to offer lectures, yoga, dancing classes etc.
Facilitating the use of the building after hours can contribute to
generating additional income to reduce operating/maintenance costs.

Same space can be used for various activities during

business hours and after

Sliding wall connecting two playrooms and two groups of children

Architectural Design Guidelines for Early Childhood Education
March 2018 13

2.10. Forum Stairs

Connecting two floors gives the option of forming a small amphitheatre.

Active corridor with nooks and blackboards

Stairs used for theatre nook in Open Kindergarten in Minsk

2.11. Corridors Design

Today it is recommended to design education buildings around a central
multi-use space. But this is not always possible given the shape of the
plot. When it is not possible to avoid hallways, these should neither be
too long nor too dark. The so called “labyrinth effect” shall be avoided,
as it makes it more difficult for children to orientate themselves in the
building. In such cases, corridors can be used as an extension of the
playrooms providing additional play and learning areas. Corridors can also
be used as a gallery for children’s artwork or as a dressing room.

Corridor as an extension of the playroom

 Architectural Design Guidelines for Early Childhood Education
14 March 2018

2.12. Washrooms/Toilets 3. KEY FUNCTIONAL ELEMENTS TO CONSIDER FOR

Toilets can be designed with a glass window to facilitate staff supervision OPTIMAL DESIGN
of the playroom and to allow natural light into the toilets.
The functionality and efficiency of the design should have priority over
aesthetics. In order to do so, it is important to identify the elements that
should be avoided. This section shows some of the most common
mistakes.

3.1. Choose a Good Distribution Plan

An uneven distribution plan brings the risk of increasing construction
costs as this means not only more façade surface, greater material
spending and building time, but also has the potential for heat loss in
comparison to compact plans.

Example shows same surface in three options and comparison

in façade surface A-C from 992m2 to up to 1732m2
Big window on both sides of the toilets gives visual connection among
the playrooms and facilitates child supervision (Ljubljana, Slovenia)

It is recommended to locate sanitary units next to each other and include

some space for diaper changing, if needed according to the age group to
optimise the infrastructure and design more compact toilet facilities that
are easily accessible from each playroom area.
Architectural Design Guidelines for Early Childhood Education
March 2018 15

3.2. Avoid Long Corridors 3.3. Avoid Complex Exterior Design

Many traditional typologies for education buildings rely on long corridors. Complex roofing and increased details usually results in higher construction
This makes them rather unpleasant transitional spaces in contrast to costs. Frequently, these complex forms have not been tested, therefore
designs where all of the communication goes through a shared central they might not work properly. It is recommended to use basic and proven
indoor space. If longer corridors cannot be avoided due to the shape of shapes and details.
the plot, it is advisable to make them at least partially functional using
them as a corridor gallery, corridor dressing room or any other purpose in
line with the centre’s educational objectives.

Long corridors are often insufficiently used, sometimes even confusing for children’s It is better to have quality spaces that follow pedagogy, than external
orientation in the building © Kambič Miran attractiveness with no pedagogical purpose attached © Adriono A. Biondo
 Architectural Design Guidelines for Early Childhood Education
16 March 2018

In many countries the focus of the building lies on a very flashy façade, 3.4. Focus on Natural Light
while kindergartens have to be built inside-out and not the other way
round. The focus shall be on the children, the users of the facility and the Natural light is key to good interiors and well-being. Some designs may
learning principles in place. be attractive but they do not always permit enough natural light to come
in. Among those are compositions of small windows, windows with
vertical shading, large terrace coverings or shadings that reduce the light
excessively despite lots of window surfaces.

Decorated façade, lots of windows.

Still poorly illuminated interiors.
© Agence volume 2

Visual appearance for the sake of attracting attention does not serve
necessarily well the learning environment.
© Adharshila Vatika Kindergarten, Mimoa.eu
Architectural Design Guidelines for Early Childhood Education
March 2018 17

3.5. Choose Functionality over Decoration 3.6. Choose Proper Colours

Like with exteriors, interiors should not have many things which do not Many people (including architects) associate children with bright colours,
serve any purpose, they can be costly and take more time to build. A very not being aware that colours have an impact on behaviour and emotions.
rich interior design can also have a counter-effect: children might be For example, intensive red colour increases the heart-rate of children and
disturbed by the overstimulation. It is better to avoid wall images of intensive yellow colour can stimulate conflicts. As most of the equipment
cartoon characters and rather devote walls to exhibit children’s artwork and clothing are already in vivid colours it is better to use subdued
or introduce active walls to encourage various activities such as climbing colours, natural materials, earthy colours and white to promote
or drawing, for example. peacefulness and an environment more conducive to learning.

Decoration that serves no functionality should be avoided

© Designowl

The use of colour should be adjusted to the size and illumination of the spaces
 Architectural Design Guidelines for Early Childhood Education
18 March 2018

4. PLAYGROUND DESIGN
The act of playing is a crucial component in children’s
socio-cognitive and physical development. Playing
promotes brain development and helps lay the neural
grid for a successful mind through repetitive play
actions. Playing promotes physical success by allowing
the child to explore, test, and expand the limits of
their growing body. Playing promotes as well social,
intellectual, and oral skills development by allowing
the child to interact with their peers and the
environment. Play takes place indoors and outdoors.
Playgrounds (by their very name are outdoor grounds
on which to play) if appropriately designed, can
The choice of colours impact on the wellbeing of users – avoid using too much colour or colours that are too intensive provide a safe environment to foster and enhance the
Left: © LosDelDesierto - Right: ©Jorg Ceglar opportunities for a child to play alone, with a
caregiver, or with other children, like in the interior
space. Professionals involved in the design of early
childhood learning centres, like preschools, day cares
and kindergarten playgrounds should pay particular
attention to the conception of the playground in
order to ensure there is a continuum of learning
opportunities between indoor and outdoor areas.
Playgrounds can provide different opportunities to
engage in appropriate developmental play.
Some key aspects that need to be taken into
consideration when designing quality playgrounds for
preschool children follow.

Playrooms with reduced colour scheme

Left: © HIBINOSEKKEI+Youji no Shiro - Right: © Timeshare Kindergarten Minsk
Architectural Design Guidelines for Early Childhood Education
March 2018 19

4.1. Promote Physical Development 4.2. Promote Social Skills

Sport is a vital element for any child’s development. Numerous studies Playgrounds should provide spaces that promote children’s social
have shown a relationship between sports practice and overall interactions, encourage their communication social skills and
development. Sport activities also provide an opportunity for children to development. Through playing, children learn social and cultural rules,
play together and work in teams. Motor skills are important for the experience various emotions, and explore the socially shared system of
physical development of children and can be promoted by group games. symbols.

Play elements that target different physical skills Small theatre and outdoor learning areas © Educationnews.org
© NZ Daily News

Sport games areas are an important part of any playground

© Rockford Parents
 Architectural Design Guidelines for Early Childhood Education
20 March 2018

4.3. Promote Cognitive Skills, Imagination and Learning 4.4. Include Thematic Elements
Playing is the primary vehicle to promote the development of the Thematic playgrounds also promote children’s socio-emotional
imagination, language and cognitive skills. Playgrounds maximize the development. Different themes invite children to play different roles,
opportunities for children to engage with their peers and these giving them the opportunity to practice experiencing and expressing their
interactions allow children to express ideas and feelings and develop their feelings and emotions. Role and theme play, by involving several
oral skills. Play structures promote social play because they provide participants, also foster communication and social skills. Most common
children with places to congregate and communicate. By playing, they thematic play equipment represents elements from different professions
also learn by trial-and-error, through interactions with their environment such as fire fighters or farmers, some kind of transportation (cars, planes,
and peers and to discriminate between relevant and irrelevant trains boats etc.) or animals. Most of these elements have visual
information. Playgrounds can provide opportunities for children to resemblance and at the same time include several other play elements
combine mathematics, language and music elements with movement. such as wall climbing, nets, hiding nooks and similar.

Playing with sounds on the playground Elements such as ships, rockets, trains or cars as places where role-games can be played
© Wehrfritz are an important part of any playground © All-play.com

Floor games including numeric, geographic and

language elements are very popular as they are
very cost effective © Espplay.co.uk
Architectural Design Guidelines for Early Childhood Education
March 2018 21

4.5. Consider Age Group Appropriate Equipment 4.6. Create Active and Passive Environments
It is important to recognize the particular needs and characteristics of Playgrounds should have both active and passive areas. Active areas are
children of different ages and offer age-adequate playground elements. dynamic and suitable for group play, while passive ones are calmer and
Playgrounds can be organised to provide two different sections: one with serve to retreat, relax or for individual play.
equipment suitable for younger children and the other for older ones.
Sometimes even a smaller area for toddlers can be physically separated
from the rest of the playground.

It is important to design both active

and passive parts of the playground © Wehrfritz

The same swing basket adjusted for younger (left) and older (right) age groups © Wehrfritz
 Architectural Design Guidelines for Early Childhood Education
22 March 2018

4.7. Promote Diversity of Play Equipment 4.8. Favour Natural Materials

Diverse play equipment allows for different activities to take place on the When selecting materials, it is advised to use natural elements and favour
playground. The selection of elements should promote motor skill equipment made from wood, sand, rocks, ropes combined with
development through play and sports, as well as socials skills, imagination landscape formations (hills, holes etc.) rather than plastic, artificial
and cognitive skills while at the same time offering spaces for informal playgrounds with a bold colour scheme. Natural materials can also
open-air learning. provide sensorial stimulation for younger children and are usually more
cost effective.
Big and combined play elements should include as much as possible diverse activities

Rocks, sand, tree logs can be great playground elements © GreenworksPC

Library of natural sensorial elements for younger children

to touch, experience, use
Architectural Design Guidelines for Early Childhood Education
March 2018 23

4.9. Play with Topography

Landscape is a powerful tool and can offer the possibility to create diverse
and fun playgrounds through different terrain arrangements as well as
provide for a number of different activities. Not only can the terrain add
to the visual appearance of the playground, but it can also add to gross-
motor skill development as many sports and games can include inclined
surfaces. More inclined terrains allow for climbing and rope pulling, while
landscapes with lower inclinations can be used for skate and bike parks.
Children also like to run around small height hilly landscapes. Natural
landscape elements can be mostly in grassed surfaces or they can be
made artificially with rubber cover, which is especially suitable for urban
locations.

Natural materials playgrounds are gaining their popularity and are

less visually disturbing for the environment
© Kaltenbacher architektur

Making multi activity hills (with slides, climbing ropes, tunnels etc.) can create a low cost high efficiency playground
© speelmatje.nl - Goya architects
 Architectural Design Guidelines for Early Childhood Education
24 March 2018

4.10. Provide Proper Shading 4.11. Promote Inclusion

Playground covering offers key protection against the sun, heat and It is important for playgrounds to
sunburns. Especially, smaller children with more vulnerable skin should be be as inclusive as possible. Single
carefully protected. This is especially important for the areas of the use elements should be avoided
playground where activities are static (like sandboxes or relax areas for as they can lead to conflicts. It is
example) and therefore more at risk for sunburns. recommended to include play
elements that several children can
Ideally, shading should be natural with leaf-trees that naturally reduce the
use at the same time, having fun
heat impact on the adjacent buildings and ground. Creating a playground
and supporting the development
amongst existing trees is a big advantage. Where it is not possible to have
of their social skills as well as their
trees, artificial shading with cantilevers, umbrellas, sails and tent-like
motor skills. For example, a slide
structures of different shapes (square, rectangle, hexagonal etc.) is always
on a hill is a playground element
an option.
that can be used by several
children at the same time and
combines several play elements
like climbing and sliding, while a
swing and rocker can only be © onlineplaygrounds.co.uk
used by one child at a time and
offers a single activity focus.

Sail structures with adjustable fabric are the most flexible way
of shading © Yarra shae

Sandboxes are the most vulnerable parts of playground © pinterest, eibe

and require adequate shading © Wehrfritz
Architectural Design Guidelines for Early Childhood Education
March 2018 25

Playground design should be accessible to wheelchairs: if needed, ramps 4.12. Provide Large Open Grass Areas
should be installed, though it is better to avoid having too many levels.
Several elements of inclusive playground equipment are available such as It is a common issue in some countries to put too many play elements
elevated sandboxes, water play elements, sunk-in spinning rides etc. and not leave enough space for large scale social games, gatherings,
sports or games that need flat grassed surfaces like football, grass hockey
or different other sport activities.

Elevated sandboxes allow easy wheelchair access to one

of most desirable play areas in the playground. Playgrounds should have grassed non-defined surfaces that
© aaastateofplay.com, independent.living can be used in various ways © personaltraininginhove.co.uk

© Martin Saban-Smith
 Architectural Design Guidelines for Early Childhood Education
26 March 2018

4.14. Promote Children’s Interaction with the Environment

Children can actively shape their environment. Using wooden elements,
sand and water helps them interact with the environment, trigger their
imagination and improve their social skills. These elements also are very
cost effective.

Children learn through experiences- testing and pushing the

boundaries are parts of growing up © littledayout.com

4.13. Promote Safety and Experience

Children love to organise and interact with their environment
Ensuring children’s safety is of utmost importance. Designers should © greenecoservices.com
include elements that are safe but also offer developmental experiences
and opportunities for children to further develop their skills and overcome
their fears.
4.15. Provide Water on the Playground
Water is a natural play element. Playing with water helps children develop
their imagination and creativity. The sound, feel and motion of water
appeal to children of all ages and abilities. Water play elements consist of
a water source (manual pump, water pipe or even a natural source if
available) and basins of various sizes and shapes, water chutes and water
wheels for example. Water offers a range of stimuli for children, from the
sensations of wet and dry, to experimenting with submerged and floating
objects as well as changes in temperature.

Water play helps develop children’s imagination and creativity © pinterest, eibe
Architectural Design Guidelines for Early Childhood Education
March 2018 27

4.16. Encourage Gardening 5. GENERAL RECOMMENDATIONS ON MATERIALS AND

Plant growing can be an exciting activity for children and an opportunity SAFETY
to learn about nature and natural cycles. Small areas can be dedicated to
growing many types of plants such as herbs, berries, fruits or vegetables Architects and playground designers can choose from a wide variety of
that children can later use when baking cookies, cakes or pizzas. materials based on certain characteristics, durability, maintenance, visual
appearance and costs. Materials can be divided into two groups:
playground elements and flooring. Many times the decision on material
selection is based on the concept, which can be more colourful, if using
artificial materials or more natural, if using materials such as timber, ropes,
rubber, or a combination of the both. Regardless of the materials chosen,
all elements should be assembled according to the manufacturer’s
requirement, and regular maintenance and control is needed for long term
use and safety.

5.1. Playground Equipment materials

Timber

Each playground can have a small garden area ©growveg.com + Timber is a natural material
+ it is not visually aggressive
+ it is cost effective
+ it can be painted if necessary
+ it needs to be protected with
protective coating
– not all timber is suitable - hard
©lappset timber should be selected
 Architectural Design Guidelines for Early Childhood Education
28 March 2018

Stainless steel High pressure laminated boards

+ Most durable material, easy to
maintain
+ it doesn’t heat up as painted steel + Sturdy material, supplement
+ it can be thinner in comparison to for wood
wood elements. + wide colour selection
+ it is more resistant to vandalism + widely used for thematic
than timber playground elements
©lappset – it has a cold outlook ©lappset

Painted steel Plastic and plastic fibres

+ Plastic is popular in small
playgrounds as they are cost-
effective
+ Painted elements can create a
+ usually in strong vibrant
certain identity of the playground
colours - which can be an
– dark colours should be avoided as advantage or disadvantage
they absorb heat
– visually artificial
– less durable than steel or
©lappset ©lappset
wood
Architectural Design Guidelines for Early Childhood Education
March 2018 29

5.2. Playground Flooring

Playground flooring is a critically important part of any playground.
Impact absorbing flooring should be used whenever there are
elements that are 60 centimetres off the ground and there is a risk
of falling. The conceptual design (natural, artificial landscape or
combination) and cost efficiency of each project will guide the
decision after safety considerations are taken into account.

Rubber
+ Rubber is the most commonly used surface for playground areas
where there is a need for impact absorption and slip resistance.
+ rubber can be found in rubber tiles (50x50cm, 4cm thick), rubber
mats (useful as an impact absorber in natural grassed
playgrounds) or poured rubber that is especially suitable for
irregular shapes and landscapes.
+ allows handicapped access and it is comfortable to walk on Playgrounds should have combinations of natural and artificial flooring as each has certain qualities
and supports certain activities © aquasealllc.com
+ works great also in combination with natural environment
– it is advised to pick one colour of rubber unless, different colours are Sand
marking different activities.
+ Sand is cost effective material
Pebbles + easy to install material
– can be spread outside the designated areas
+ Pebbles are the next alternative to rubber surfaces as they are a
natural material for natural look playgrounds – doesn’t allow handicapped access
+ pebbles have impact absorption qualities - the layer of pebbles should – not all sands are healthy to use
be 30cm deep. – animals like sand – sanitary safety concerns
+ cost effective and durable solution
Wood particles
+ easy to install and have effective draining which prevents rain water to
build up + Wood particles are cost effective
+ animals tend to leave pebbles alone + natural look of the playground
– small children could swallow the smaller stones + prevents grass from growing
– doesn’t allow handicapped access + low maintenance
– regular inspections are needed + reduces mud and dust
– is not good for high-height playground equipment – particles need to be renewed every couple years
– doesn’t allow handicapped access
 Architectural Design Guidelines for Early Childhood Education
30 March 2018

Grass 5.3. Safety Recommendations

+ Natural look, fits perfectly in natural environment Safety of the children is of the utmost importance, still some activities
+ has better impact absorption than hard flooring and concrete, yet demand more risky behaviour as children gather experiences and test
worse than sand or rubber their skills and boundaries as a part of growing-up. To ensure safety, it is
– doesn't grow on frequently used areas important to follow some rules:
– needs maintenance (lawn-mowing, watering in some climates)
 Playground elements should be built and used in accordance with
– not the best for handicapped access. manufacturer’s instructions
Synthetic Turf  Playground inspections should be done regularly.
+ Looks similar to natural grass  High play equipment and equipment where there is a risk of
+ allows handicapped access children falling should be located on surfaces that can reduce
harm in case of potential impact
+ anti-microbial material, no allergens associated with natural grass
+ has a cooler surface temperature than many unitary surface types  Safety distance between the elements should be taken into
+ never requires watering or mowing consideration
+ drains quickly  Areas where children run should not be of different height levels
– needs maintenance and cleaning  Avoid sharp elements, edges should be round
– is not natural material
 Playground elements should be age-appropriate (for example,
– health concerns if it is made from recycled tires.
avoid using pebbles for babies and toddlers as there is a risk of
choking).
Concrete and Asphalt
+ The advantages of concrete and asphalt are its sturdiness and surface
that allows several games to take place or activities like skating, bike
riding, roller blading and similar
+ allow for easy handicapped access
+ several shapes can be created from concrete and asphalt
+ can be painted
– has no impact absorption and it is not suitable for most playground
elements except certain games and sports
– heats up the playground in summer as it accumulates heat of the sun.
Architectural Design Guidelines for Early Childhood Education
March 2018 31

Bibliography
 Kotnik, Jure (2011), New Kindergarten Architecture, Links International, Barcelona
 Kotnik, Jure (2014), Preschool Interior Design Guide for Architects and Educators, World Bank Document,
Washington DC
 Kotnik, Jure (2018), Designing Spaces for Early Childhood Development: Sparking Learning & Creativity, Images,
Melbourne.
 Shmis, Tigran, Kotnik, Jure, Ustinova, Maria (August 25, 2014), Creating New Learning Environments: Challenges
for Early Childhood Development Architecture and Pedagogy in Russia, Early Childhood Care and Education
International Conference, Volume 146, pp 40–46,
http://www.sciencedirect.com/science/article/pii/S1877042814047387?np
 http://maker.good.is/myla2050/projects/KidsPlayatPS.html
 http://www.wehrfritz.de
 http://www.lappset.fi

Photos and schemes

All schemes and photos by Jure Kotnik unless stated otherwise.
Cover: Open Timeshare Kindergarten Šmartno © Janez Marolt
P. 6 – 3 kids © skynesher
 Architectural Design Guidelines for Early Childhood Education
32 March 2018

ANNEX: CASE STUDIES SELECTION

Nine plan designs of early childhood education centres were selected to show different size and design approaches, of mostly compact buildings with a
multi-use central space and playrooms around it. Examples are presented in a table with a short analysis, plans and source for additional examination.
These case studies can be used for training purposes, with architects and potential tender evaluation committees, to assess strengths and weaknesses of
different proposals.

Type Compact with central space

Size 4 playrooms Central space
Analysis + central space with direct connections to playrooms
+ natural light
+ orientation towards nature
+ fairly compact building
– surface of the façade
Source http://www.archdaily.com/156232/kindergarten-
guntramsdorf-goya
Architectural Design Guidelines for Early Childhood Education
March 2018 33

Type Round and semi round

Size 2 000 m2
Analysis + can be used on various types of plot shapes
+ can easily be rotated towards right orientation Central space
+ has a central space and direct access from playrooms
+ can be built on two or three levels
– round and organic shapes are usually slightly more costly
than orthogonal
Source http://www.archdaily.com/359678/infant-school-student-
in-vereda-rueda-pizarro-arquitectos
 Architectural Design Guidelines for Early Childhood Education
34 March 2018

Type Hexagonal shape with central space

Size 1 200 m2
Analysis + modular design
+ central multi-use space
+ two playrooms sharing toilets
Source http://www.archdaily.com/46255/lucinahaven-toulov-
childcare-cebra

Central space
Architectural Design Guidelines for Early Childhood Education
March 2018 35

Type Orthogonal with clear wing division

Central space
Size 1 500 m2
Analysis + good for space limited locations
+ cost effective orthogonal construction
+ age and program division around the central space
Source http://www.archdaily.com/438561/pablo-neruda-nursery-
school-rueda-pizarro
 Architectural Design Guidelines for Early Childhood Education
36 March 2018

Type Star shaped kindergarten

Size 3 500 m2 – single floor – 4 playrooms
Analysis + good for square locations
Central space
+ no corridors
+ natural light into central square
+ star shaped building creates smaller playground bays
– larger façade surfaces are costly but can sometimes add
some visual value to the building
Source http://www.archdaily.com/227499/nido-caribimbi-zpz-
partners
Architectural Design Guidelines for Early Childhood Education
March 2018 37

Type Linear kindergarten with central space

extension Central space

Size 970 m2 –7 playrooms

Analysis + good for narrow long locations
+ direst access from playgrounds into central area
+ combination of plain and dynamic façade
Source http://www.av62arquitectos.com/en/projects/kidergarden-
cerdanyola-del-valls-barcelona-1-107-0
 Architectural Design Guidelines for Early Childhood Education
38 March 2018

Type Large introverted kindergarten with semi

private inner court
Size 3 990 m2 – 16 playrooms – two floors with usable roof
Analysis + can be used in irregular shape plots
+ creates safe and more private inner court
+ has two playgrounds (dynamic outside the building and
calmer inside)
Source http://www.archdaily.com/548379/kindergarten-mavrica-
bb-arhitekti-studio-360 Central courtyard
Architectural Design Guidelines for Early Childhood Education
March 2018 39

Type Compact orthogonal with semi-open plan

Size 600 m2 – 4 playrooms – ground floor
Analysis + simple construction
+ connection among the playrooms
+ central multi-use space
+ reduction of services, offices and communication areas
Source http://edfacilitiesinvestment-db.org/facilities/283

Central space
 Architectural Design Guidelines for Early Childhood Education
40 March 2018

Type Dynamic shape with linear central space

Size 1 200 m2 – ground floor
Analysis + orthogonal with rounded details
+ creates visual dynamic with fairly cheap construction
+ dynamic central multi-use space Central space

Source http://cebraarchitecture.dk/project/paletten/
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