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ST Nursery
ST Nursery
Saitama Prefecture, Japan
Finalist, 2017 A+Awards, Institutional - Kindergartens
Project Featured on Jul 25, 2016
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Other Projects by HIBINOSEKKEI+youjinoshiro
ST Nursery
Saitama Prefecture, Japan
Finalist, 2017 A+Awards, Institutional - Kindergartens
Project Featured on Jul 25, 2016
Type
STATUS
Built
YEAR
2016
SIZE
5000 sqft - 10,000 sqft
As number of children has been decreasing recently, the number of brothers and sisters is decreasing in proportion to it. As a result, the children in different ages are not connected strongly.
It is also a problem that the number of children who cannot communicate with others well has been increasing due to above fact. This site is located in the area where we can see this tendency remarkably.
In this kind of area, by using “connection” as a key concept, we set an environment where the children can feel those around them each other all the time by designing floor planning. In this environment, we also set not only communication space at the end of the entrance where they can see residents in the area and those who graduated from the kindergarten but also the garden classified by age where the children of other ages can see.
We planned to increase the opportunity where the children can communicate with nature and others while they are playing. It created an environment where they develop communication with others and consideration to others.
As a whole structure, we arranged the buildings as if they were the huts along the river, which had been scene of the area long time ago.
The roofs are connected and have grade in accordance with direction and function. It provides up and down in space by producing a difference of height of the ceiling in the building, and draws children’s curiosity.
What is noticeable is dining room. In the dining room, comfortable wind blows through by high side sash that is connected by roofs, and it is a comfortable and bright space.
The space that is produced by connecting the buildings is used as patio and the garden classified by age.
We planned size of the patio to have an appropriate distance where the children can see on the same level. In toilet for the children, section of picture book, dining room and nursery room for infant that face the patio, they can establish the relationship that they can see each other naturally in life.
Regarding the garden classified by age, it is divided not only by difference of their growing but also is arranged that they can see the children of other ages each other while dividing. We created an environment where the children of other ages or the same age learn together through each garden, andfeel each other.
This floor planning produces not only the relationship among children but also the one that teachers of the nursery school see each other. It means that it contributes to communication among the teachers of the nursery school.
A space that is derived from image of cafeteria along the river where they can relax without taking off shoes is set around entrance. It is a place where parents and nursery school as well as the area and the children can communicate.
As a result of above facts, we made sure that more communication has been realized than before, and we can look forward to growth of the children in this nursery school.
It is also a problem that the number of children who cannot communicate with others well has been increasing due to above fact. This site is located in the area where we can see this tendency remarkably.
In this kind of area, by using “connection” as a key concept, we set an environment where the children can feel those around them each other all the time by designing floor planning. In this environment, we also set not only communication space at the end of the entrance where they can see residents in the area and those who graduated from the kindergarten but also the garden classified by age where the children of other ages can see.
We planned to increase the opportunity where the children can communicate with nature and others while they are playing. It created an environment where they develop communication with others and consideration to others.
As a whole structure, we arranged the buildings as if they were the huts along the river, which had been scene of the area long time ago.
The roofs are connected and have grade in accordance with direction and function. It provides up and down in space by producing a difference of height of the ceiling in the building, and draws children’s curiosity.
What is noticeable is dining room. In the dining room, comfortable wind blows through by high side sash that is connected by roofs, and it is a comfortable and bright space.
The space that is produced by connecting the buildings is used as patio and the garden classified by age.
We planned size of the patio to have an appropriate distance where the children can see on the same level. In toilet for the children, section of picture book, dining room and nursery room for infant that face the patio, they can establish the relationship that they can see each other naturally in life.
Regarding the garden classified by age, it is divided not only by difference of their growing but also is arranged that they can see the children of other ages each other while dividing. We created an environment where the children of other ages or the same age learn together through each garden, andfeel each other.
This floor planning produces not only the relationship among children but also the one that teachers of the nursery school see each other. It means that it contributes to communication among the teachers of the nursery school.
A space that is derived from image of cafeteria along the river where they can relax without taking off shoes is set around entrance. It is a place where parents and nursery school as well as the area and the children can communicate.
As a result of above facts, we made sure that more communication has been realized than before, and we can look forward to growth of the children in this nursery school.
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