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Feato Nichole Spring 2013.Pdf Create, Learn, Play: Planning Creative, Whole-body Learning Environments for Young Children Submitted towards the fulfillment of the requirements for the Doctor of Architecture Degree Nichole N. Feato May 2013 School of Architecture University of Hawai‘i Doctorate Project Committee Clark Llewellyn, Chairperson Jennifer Herring Geoffrey Lewis P a g e | 2 Dedication This doctorate project is dedicated to my mother, Gail Silva. She is my unwavering source of love and support, and I am eternally grateful for her. I also dedicate this project to my grandparents, Gerald and Sylvia Silva. They have always supported and encouraged my dreams. My grandmother’s selfless career as a preschool teacher and director for over thirty years is the inspiration for this project. I am blessed to have them in my life. P a g e | 3 Acknowledgments This doctorate project would not have been possible had it not been for the support and encouragement of many people. I would like to acknowledge my doctorate committee: Clark Llewellyn MArch, FAIA, NCARB, Jennifer Herring, Ed.D, and Geoffrey Lewis, AIA. I am very thankful for their guidance and support. I truly appreciate the numerous hours these three very busy professionals dedicated to helping me along my academic journey. I would also like to acknowledge the staff of Urban Works, Inc. Thank you all for allowing me to access and learn from your expertise. Thank you to the faculty and staff at Punahou Schools, MidPacific Institute, Hanahauoli School, Honolulu Waldorf School, and Hoaloha Kai Montessori School for allowing me to access and observe your facilities and knowledge. My visits to these top-notch educational facilities granted me invaluable insight into the world of education. Last but not least, I must acknowledge the love, guidance, and support from God, Jose Lucina, and all of my family and friends. P a g e | 4 Contents Abstract ............................................................................................................................................ 9 Introduction ................................................................................................................................... 11 Definitions ...................................................................................................................................... 14 Project Organization ...................................................................................................................... 15 Chapter 1: Nurturing the Mind with the Physical Environment .................................................... 17 The Developing Child .................................................................................................................. 17 Howard Gardner’s Multiple Intelligences Theory ...................................................................... 20 Children and the Way They Experience Their Environment ....................................................... 21 Children and Creative Development .......................................................................................... 24 Chapter Conclusion .................................................................................................................... 27 Chapter 2 Understanding Progressive Pedagogical Approaches ................................................... 29 Maria Montessori Approach ...................................................................................................... 29 Reggio Amelia Approach ............................................................................................................ 41 Chapter Conclusion .................................................................................................................... 48 Chapter 3 Case Study, the Environment as a Teacher ................................................................... 49 Chapter Conclusion .................................................................................................................... 61 Chapter 4 Planning Spaces to Facilitate Whole-body Learning and Creativity .............................. 63 Harmony- Parts of a Whole........................................................................................................ 66 Clarity ..................................................................................................................................... 68 Security and Comfort ............................................................................................................. 76 Whole-body Learning ................................................................................................................. 86 Multi-sensory ......................................................................................................................... 87 Movement ............................................................................................................................ 102 Creativity .................................................................................................................................. 110 Exploring .............................................................................................................................. 111 Creating ................................................................................................................................ 115 Connecting ........................................................................................................................... 119 Chapter 5 Exploring Resources for Financing Preschool ............................................................. 122 Referral Agencies: .................................................................................................................... 123 P a g e | 5 Existing Free Preschool Program: ............................................................................................ 123 Head Start: ........................................................................................................................... 123 Programs to Subsidize Tuition Cost for Parents: ..................................................................... 123 Available Public Funding: ..................................................................................................... 123 Available Private Grants: ...................................................................................................... 123 Programs to Subsidize Preschool Operation Cost and Start-up: ............................................. 124 Volunteers: ............................................................................................................................... 125 Chapter 6: Staffing Considerations .............................................................................................. 126 Conclusion .................................................................................................................................... 129 Bibliography ................................................................................................................................. 131 P a g e | 6 List of Figures Figure 1 Project organization diagram ........................................................................................... 16 Figure 2 Environmental and Biological Influence Diagram ............................................................ 18 Figure 3 Diagram of Gardner's Multiple Intelligences Theory ....................................................... 21 Figure 4 Hoaloha Kai Montessori School, individual work spaces and art at a child's eye level ... 31 Figure 5 low accessible shelves for easy access to learning materials .......................................... 32 Figure 6 Hoaloha Kai Montessori School, natural lighting from large windows ............................ 33 Figure 7 Hoaloha Kai Montessori School, child-sized furniture ..................................................... 34 Figure 8 Honolulu Waldorf School, children exploring a butterfly enclosure ............................... 35 Figure 9 Honolulu Waldorf School, open-ended materials ........................................................... 37 Figure 10 Honolulu Waldorf School, curvilinear architecture as a protective gesture ................. 37 Figure 11 Honolulu Waldorf School, natural materials ................................................................. 38 Figure 12 Honolulu Waldorf School, walls washed in warm, soft colors, and natural lighting from windows ......................................................................................................................................... 39 Figure 13 Honolulu Waldorf School, outdoor play area ................................................................ 40 Figure 14 Honolulu Waldorf School, compacted dirt paths .......................................................... 40 Figure 15 Mid-Pacific Institute: Exterior view of classrooms and site plan (not to scale) ............. 43 Figure 16 Mid-Pacific Institute Preschool, classroom interior ....................................................... 45 Figure 17 Mid-Pacific Institute, notable design considerations..................................................... 45 Figure 18 Mid-Pacific Institute, notable design considerations..................................................... 46 Figure 19 Mid-Pacific Institute Preschool, atelier .......................................................................... 47 Figure 20 Mid-Pacific Institute Preschool, high quality art supplies .............................................
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