anna zabezsinszkij 124944 ba dissertation thesis

8/20/2019 Anna Zabezsinszkij 124944 BA Dissertation Thesis

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BACHELOR DISSERTATION THESIS ON HEALTHY, ECOLOGICAL

SCHOOL AND KINDERGARTEN OF THE FUTURE

VIAUNIVERSITYCOLLEGE,HORSENS,DENMARK

BACHELOROFARCHITECTURALTECHNOLOGYANDCONSTRUCTIONMANAGEMENT

AUTHOR:ANNAZABEZSINSZKIJ

CONSULTANT:HEIDIMERRILD


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HEALTHY, ECOLOGICAL SCHOOL ANDKINDERGARTEN OF THE FUTURE

© Anna Zabezsinszkij 2013

VIA University College, Horsens, DenmarkStudent Identity number: 124944

Special Consultant: Heidi Merrild Co-consultant: Dr Antal LászlóNumber of pages: 36 (inc. list of references)

Text:Font – VerdanaText size – 12Heading 1 size – 18Heading 2 size – 14

References:Direct quote – “body of text” (author, year)Direct quote from informal source {interviews, blogs} – “body of text” {source} Idea from a reference – [author, year]

Figures, images – fig 1, 2...

All rights reserved – no part of this publication may be reproduced without theprior permission of the author.

NOTE: This dissertation was completed as part of a Bachelor of ArchitecturalTechnology and Construction Management degree course – no responsibility istaken for any advice, instruction or conclusion given within!

Hereby confirmed that I have carried out this specialization report without any

un-rightful help:

…..………………………… Anna Zabezsinszkij


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ABSTRACT

The aim of this Bachelor Thesis is to find a Design Approach for

Architects and Design Professionals which emphasizes the

academic, physical, emotional, and spiritual needs of the “whole

child” in an Educational Environment.

• What should be the Concept of the Design?

• What are the Today’s needs?

• What is good, healthy educational-environment for children?

• How architecture/ design can help and effect children development?

• Do we need a philosophy to create the right, fruitful environment for

children development?• Could C2C’s ecological vision, alternative philosophy and architecture

find their ways to engage?

I would like to show you how School Architecture, Cradle to Cradle,Neuroscience, Spiritualism, Feng Shui, Modular and Consensus Designare connect.

LIST OF KEY WORDS

• Children Development

• Child-Centred Philosophies

• Consensus Design

• Spiritual Design

• Ecological Design• Cradle to Cradle

• Healthy Educational Environment

• Waldorf/Steiner Education

• Feng Shui

• Modularity


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ACKNOWLEDGEMENT

I would like to deeply thank for the greatest consultants I could have forthe final thesis work: Heidi Merrild and Dr Antal László.

I also would like to thank for the Rudolf Steiner School and Kindergartensin Arhus and Vejle for the Interviews, help, support, insight they gaveand the privilege to visit their institutions.I also would like to thank to my University for their amazing amount ofhelp, support and for the ‘doors are always open’ attitude.Last but not least I would like to thank for the countless comments andadvices have been given by Linked In professionals. It helped me tounderstand the objective professional, the subjective parental, thevisionary and scientist perspectives and point of views.

Thank you.

RESEARCH METHODOLOGY

• Professional literatures and books

• Scientific studies and researches

• Case studies (Arhus, Vejle, Edinburgh, Lakota Waldorf Schools)

• School websites, blogs, DIY forums

• LinkedIn groups and forums

• Topic related presentations, publications

• Topic related master theses

• Material and certificate specifications

Open ended interviews and consultation provided practical and theoreticalinformation which was not available in published literature

LIMITATIONS

While seeking a critical framework to evaluate trends in new learningenvironments discovered there is little published scientific research studyand experiment have been performed in combination of education,architecture and interior design literature that interrogates the interiordesign of schools connection with children development and the role ofthe designer in assisting a school community to identify its needs.


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TABLE OF CONTENTS

1.0 Introduction ___________________________________________ 1

1.1 What is Healthy Environment for Children? _________________ 2

2.0 Children Development, Educational Environment ______________ 5

2.1 Different thinking, different needs ________________________ 7

2.2 Children Architecture __________________________________ 8

3.0 philosophy or No Philosophy _____________________________ 10

4.0 Children behaviour Studies ______________________________ 11 5.0 Children centred Philosophies ____________________________ 16

5.1 Childhood Journey by Rudolf Steiner _____________________ 16

5.2 Montessori Schools ___________________________________ 18

5.3 Reggio Schools ______________________________________ 20

6.0 Architectural and Design Concepts ________________________ 21

6.1 What ‘Ecological’ means? Do we need our schools to be and

Children to think ecological? _______________________________ 21

6.2 Concensus Design ___________________________________ 22

6.3 Modularity - in Children space __________________________ 23

6.4 What Cradle to Cradle is? ______________________________ 23

6.5 Modularity of Cradle to Cradle- ‘modularity’ of chinldren needs _ 24

6.6 Feng Shui and Sutainability ____________________________ 25

Case Studies ____________________________________________ 26

Vejle Steiner School _____________________________________ 26

Aarhus Steiner School ___________________________________ 28

Conclusion ______________________________________________ 30

List of Reference _________________________________________ 31


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TABLE OF FIGURES

Figure 1 - Proportional scales ________________________________ 6

Figure 2 - Children spaces in a room. Sufficient and uncluttered space for

active play (5) with an additional cosy (1, 4), intimate space (2, 3)

set aside for individual and quite play (Christopher Day 2007) ___ 7

Figure 3 - Simple rep. of a Bobo doll __________________________ 12

Figure 4 - Faux technique __________________________________ 15

Figure 5 - Christopher Day, Consensus Design p.14 ______________ 22

Figure 6 - Cradle to Cradle concepts of circular economy __________ 23

Figure 7 - Noosa Pengari Steiner School (AU) Performance hall _____ 26

Figure 8 - Chrysalis Waldorf School (AU) _______________________ 26

Figure 9 - Lakota Steiner School (USA) Design Plans _____________ 26

Figure 10 - Vejle Waldorf School and Kindergarten _______________ 26

Figure 11 - Fairy tale ceiling motive, Vejle _____________________ 27

Figure 12 - Round, soft shaped ‘Steiner’ chair ___________________ 27

Figure 13 -'Hideout' corner, Vejle Kindergarten __________________ 27

Figure 14 -Cooking snug, Vejle Kindergarten ___________________ 27

Figure 15 - Aarhus Steiner School 2009 _______________________ 28

Figure 16 - Aarhus Steiner School site ________________________ 28

Figure 17 - Interior Aarhus Steiner building ’09 _________________ 29

Figure 18 - Interior Aarhus Steiner building '09 _________________ 29

Figure 19 - Climbing tree, Aarhus, Steiner School _____________ 29

Figure 20 - Hilly outdoor, Arhus, Steiner Sch. ___________________ 29

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1.0 INTRODUCTION

The roots of the thesis leads back to the initial interest of mine in

ecological, green architecture, cradle-to-cradle system and spirituality.These interests have met with studies and books of Neurobiologists,Biophilia, Children Psychiatrists, ‘Living Architecture’, Feng Shui as wellas with Rudolf Steiner’s Scientific-Spiritual Philosophy Waldorf,Montessori and Reggio Emilia Education.

Today’s regulations and directives focus on the physical wellbeing ofthe child and environmental issues. The question follows, is that enough?In the chapters below I will investigate researches and studies have

experimented the other factors of Children development than physical.Has Architecture as a Physical Environment got any responsibility andduty in mental, emotional, academic, physical and spiritual effects onChildren and Adults?

Some see ecological or spiritual design as a limitation to creation,but design, environmentalism and philosophy can go together very well.To achieve that, we must design entirely from an ‘ecological harmony’ a ‘circle of life’ point of view, get inspired by nature and by the complexity

of how human mind and soul is ‘working’, how it is re-acting on thesurrounding. That is exactly where Steiner’s Philosophy and Cradle-to-cradle system can engage. By introducing the conscious integration of ‘circular economy’ (the basic principle of Cradle to Cradle) in the design

process for an environment which is already preparing children to becameresponsible and creative members of the society could bring alive the‘Healthy, Economical Education and School Architecture 2.0’ .


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1.1 WHAT IS HEALTHY ENVIRONMENT FOR CHILDREN?

It’s a very complex question and as the first approach I invite youto take a look what the Danish Building Regulation requirements, theEuropean Union’s, WHO’s, CDC’s and EPA’s opinions on the subject.

Sections from the Danish Building Regulation 2010 regardingschools, nurseries and education centres requirements:

“Occupiable rooms in childcare institutions must have a clear floor area

of no less than 3 m² per nursery-age child and 2m² per pre-school child…(DS BR p.75) Normal classrooms in schools etc. must, subject to theprovision of effective ventilation, have a volume of no less than 6 m3 perperson… (DS BR p.75) day centres and similar rooms occupied by nomore than 50 people. Each room is a fire-resisting unit… (DS BR p.92)installations comprising both forced air supply and exhaust and heatrecovery. The ventilation must ensure a good, healthy indoor climate…

(DS BR p.111) Building materials with the lowest possible emissions ofpollutants to the indoor climate should always be used… (DS BR p. 113)limit noise nuisance from adjoining rooms, from the services of the

building and from nearby roads and railways… (DS BR p.119) Betweenteaching rooms and between teaching rooms and common space,horizontally ≥ 48 dB Between teaching rooms and between teaching

rooms and common space, vertically ≥ 51 dB… (DS BR p.119) For offices,schools, institutions etc., the total demand of the building for energysupply for heating, ventilation, cooling and domestic hot water andlighting per m² of heated floor area must not exceed 71.3 kWh/m²/yearplus 1650 kWh/year divided by the heated floor area... (DS BR p.131) temperature of no less than 20°C in all months of the year… (DS BR

p.211)”

What requirements has been introduced by the DK BR 2010?

From the sections above we can see how important for the BR toregulate the physical environment of an education centre as well asestablish the energy standards of the institutions. There are no doubtthat the Danish regulations are strict and gives small room for alternative


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or natural solutions. Many of these demand can only met by using certainmaterials and services.

Impact of regulations

According to Sarah Scott the more detailed and exacting theregulation, the more it seemed to interfere with a natural response tosite and community. In Japan, for instance, only flat area is included inthe play area calculations. This has forced the construction of flat playingareas, which are not necessarily an improvement on the naturaltopography. In many countries, a playroom is required for each agegroup. This forces an age regiment on a centre and can put emphasis onsegregation. Using detailed guidelines combined with minimal code

requirements can enable greater flexibility and creativity in design.

Health Effects of School Environment (HESE) Final Scientific Report onbehalf of the European Union. The excerpt below lists up the mostimportant environmental factors which has to be regulated to fulfil thestandards of a healthy school environment in the EU: “The following environmental measures were planned to seek:

a) Building inspection b) Temperature c) Relative humidity

d) Carbon dioxide (CO2) e) PM10 f) Ultrafine particlesg) Ozone (O3) h) Nitrous oxide (NO2) i) Formaldehyde j) Allergens in dust k) Allergen in the airl) VOCM (Microbial Volatile Organic Compounds) for molds and bacteriam) Cultures of viavle molds and bacteria” (EU- HESE 2006)

CDC

“Healthy schools provide plenty of light and fresh air, and use building

materials that do not pose hazards to children.” - says in the CDCdirectives. The Institution also emphasize the importance of parks andgreen spaces as another example of the built environment thatcontributes to the health of children. CDC adds: “Research increasinglysuggests that children benefit from the opportunity to play outdoors,where they can explore and enjoy natural environments.” (CDC, Centralfor Disease Control and Prevention 2012)


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EPA “Indoor air quality is a critically important aspect of creating and

maintaining school facilities… it is also intended to encourage schooldistricts to embrace the concept of designing High Performance Schools,

an integrated, "whole building" approach to addressing a myriad ofimportant — and sometimes competing — priorities, such as energyefficiency, indoor air quality, day-lighting, materials efficiency, andsafety, and doing so in the context of tight budgets and limited staff.” (EPA 2012)

WHO defines “…a health-promoting school is one that constantlystrengthens its capacity as a healthy setting for living, learning andworking…healthful school environment is one that protects students and

staff against immediate injury or disease and promotes preventionactivities and attitudes against known risk factors that might lead tofuture disease or disability.” (WHO 2012)

What is in common in the approaches above?

The common ground and focus of the selected quotes of regulationsand directives is to set codes regarding the physical wellbeing of theChild. These regulations do not specify or set standards to go beyond the

physical requirements of Children Environment (macro and micro).

What else ‘children development strategies’ should include?

How fast should children grow up?

Intellectual development is ‘easy’ to accelerate, but emotional

development doesn’t keep up, leaving children with more to process

emotionally than they’re capable of [Amons, Christie 2005]. Moreover,as Elke-Maria Riscke writes, “civilization … upbringing and education ‘tear’ … children out of their dreaming consciousness much too early and

abruptly, pulling them into physicality and thus robbing them of thepeace and strength which they need to build up their body in a healthyway as a physical basis for their soul spiritual development” (Riscke, Elke-Maria 1985).

The next chapter will investigate further what other needs may haveto fulfil of a Children in an Educational Environment.


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2.0 CHILDREN DEVELOPMENT, EDUCATIONALENVIRONMENT

Does environment effect children development?

“We shape our buildings and our buildings shape us.” - Sir WinstonChurchill

I would like to start with a quote from Anita Rui: “As well as thesocial environment, physical environment effects children’s brain /nervedevelopment and well-being. From environmental experiences, childrenbrain’s learns how it ‘needs’ to develop” (Anita Rui Olds 2001).

This is a serious state. If this is true - and let assume for now that itis - this places great responsibilities on everyone who is involved in thedesign, construction and maintenance of children’s physical environment.

Christopher Day believes that children develop in different stages.Their journey is starting from an instinctive energy directed to a (moreor less) thought driven. Paralleling this he says “…buildings needs evolve

from form-mobility to structural-clarity. Light needs similarly progresswith age.” He raises the awareness that babies can’t handle strong lights

and colours and that infants can feel insecurely exposed in bright light;but dreamy, enchanted, light encourages their imaginative fantasy. Healso adds that teenagers need every aid to wakefulness and clearthinking. Likewise, colour-needs progress with age. Space-needs andsocial-supportive aspects of design are also age-related. (Cristopher Day2007)

This question is the most complex from all have been and will be

introduced in this paper. The answer to it goes very deep and has manyangles. In further of the paper many philosophies and researches will bepresented in detail regarding this question.

Can childhood experience inculcate environmental responsibility?

Does it influence what children learn, the values they acquire?

According to Christopher Day the key motivating issue of our time is

the challenge of sustainability and ecological awareness. By the time


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today’s children are adults, climate change will have made this central toevery sphere of economic, social, technical life and internationalrelations.

What does this mean for design? How do built places meet children

needs as well as global environmental needs?Mark Dudek, researching school architecture, concludes that

“aesthetic quality is fundamental in establishing an appreciation of their

environment and raising self-esteem” (Mark Dudek 2000).Cristopher Day answer is a bit firmer. He is partly referring to Anita

Rui Olds work, Steiner’s lectures of ‘The Foundations of HumanExperience’ and Maria Nordtsröm’s work from 1990: “…Although people are more important for children, it is places that they tend to rememberbetter… children ‘absorb’ from values imprinted into buildings and places

are almost irresistible… ‘Quality architecture’ is at the heart of educationfor child development… means architecture for children’s needs, not for

adult criteria… children’s needs may often require unconventional

buildings… architecture should be design-reticent, child-developmentresponsive. Children need buildings designed, not for magazines, but forchildren.” He also adds “inspiring environment… an important foundationfor environmental responsibility in later life.” (Cristopher Day 2007)

Design by ‘children-perspective’?

Figure 1 - Proportional scales

Children and Adults see the world completely different. And ourbuildings are designed by adults. Even those which are used by children.Paula Lillard distinguishes these approaches: “Children use theenvironment to improve themselves; adults use themselves to


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improve the environment… Children work for the sake of process;adults work to achieve an end result.” (Paula Lillard 1972).

What does it mean for designers and architects? Does it mean asadults we may find hard or even unachievable to see and create the

environment which would be the best of use for children?When adults design a school, kindergarten any space for children

they look at functionality, purpose of the space, practicality, energyconservation, aesthetic, design, building regulation, beauty and last butnot least economy. Which are those would be on the list of a childrenneeds?

Us adults we want to shape our buildings to serve us. We want touse them and very importantly improve the space best possible. Childrenon the other hand they use the environment to improve themselves.

Children work and explore the space, shapes for the sake of theexperience, adults work for the result… It is such a difference approach.

As child psychologist Anita Olds observes: “Children ‘live continuously in the here and now, feasting upon nuances of colour,light, sound, odor, touch, texture, volume, movement, form and rhythmaround them” (Anita Rui Olds 2001).

I think the main question is if Children ‘use’ their environment to

improve, develop their personality, brain and wellbeing should we not alland always create space specifically for the people (children) will use it

and not (or at least not only) the purpose of the space?On the other side there are some known similar shared responses to

the physical world among adults and children. We are all are beingeffected by our environment, only Children are more exposed andunshielded.

2.1 DIFFERENT THINKING, DIFFERENT NEEDS

Figure 2- Children spaces in a room. Sufficient anduncluttered space for active play (5) with anadditional cosy (1, 4), intimate space (2, 3) set asidefor individual and quite play. (Christopher Day 2007)

“Architecture can both feed sense-of-self and help build society. Form- andspace-language, harmony, melody,tempo and rhythm are its means.”

(Christopher Day 2007)


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Architecture is an ART form, and as such only can be created byhumans and only can be appreciated by humans. And even though ourmind is not always in a state to enjoy it, when it’s overloaded by problems

of life. Children are naturally artistic. They don’t consciously evaluateaesthetics. They may say: ‘Ahhhh!’ or ‘Wow!’ but never: ‘This is a nicelydecorated or designed room’. So do aesthetics matter for children? Or

only for their parents? Early childhood experiences affect how they’ll look

at form, understand space and appreciate places as adults. [Bobo Hjort1995].

2.2 CHILDREN ARCHITECTURE

According to Sarah Scott, Christopher Day, Steiner and Montessoriattention to detail and cultural relevance in the following areas providesfor playfulness, invention and enrichment of the ‘Inner Child’ :

Colour: can delineate areas and activities, and attract children, whetherthe aim is to create calming environments or bright focal areas.

Lighting: should aim to emulate the variability and flexibility of nature,from soft, subdued and shadowy to bright task areas. Lights are also eye-catching elements: children love them as a sparkly feature.

Texture and pattern: can help to provide spatial differentiation (suchas variety of floor finishes), tactile entertainment, as well as acting as alearning tool.

Smell: such as the beautiful smell of cooking, garden flowers on the

breeze, wood joinery. Avoid chemical paints and plastics.

Sound: Providing sound absorption materials and sound insulation todelineate quiet areas can make a significant improvement to the ambientquality of a centre. Musical features, if used judiciously, can provide hoursof amusement such as the musical ‘soft metal’ stairs at the Maramotti

Centre in Reggio Emilia (Sarah Scott 2010 p. 65).


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Furniture: where the furniture has been thoughtfully considered tocomplement the space or the space has been designed with the furniturein mind, in terms of use and style.

Bathrooms: children learn not just toilet training, but that their bodilyfunctions are normal and that cleanliness is important.

A dynamic and interesting ceiling plane: Because of their smallstature and many ways of moving other than just walking, children areconstantly looking up, so the features of the voids above take onparticular significance.

Scale: Providing small microcosms within the whole gives children a

sense of safety, control and belonging.

Indoor Space: Children’s centres require space to sleep, to eat, to workand to move. Multipurpose space is important, movable parts required.

Transparency and nature: Spatial extension, views out and beyond,and a visual sense of the collective, create a sense of inclusiveness.

Outdoor Exploration: paths, bridges, woods, small slopes to roll on,

wild and ‘secret’ places.

Outdoor Challenging play: involving physical and mental challenges,complex climbing, paths through hedges and tunnels through hills.


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3.0 PHILOSOPHY OR NO PHILOSOPHY

Fiona Grey, Australian architect questions the concept of blending

any philosophy with material art such as Architecture. She says thematerial, gravity, spatial requirements present specific and hugechallenges for architects who try to employ any philosophy in their work.She raises her main questions: “How can theoretical concepts be

embodied in material form without loss of their ideological purity?Likewise, how does philosophy, as a matter essentially extraneous to thepractical concerns of architecture, find its place meaningfully in builtform?”

“In order for the marriage of philosophy and architecture to really

work”, she says “the level of integration between them must be such thatneither is harmed by the union, and at best, both are enhanced by theiralliance to produce an eloquent statement both architecturally andphilosophically.” (Fiona Gray 2011, p.54)

On the other side there were and are many architects, philosophers,children psychiatrists, teachers, anthropologists, physicians, biologists,preschool education experts who does believe there is a great need forintegrated philosophy to create the right physical environment for

children development:Friedrich Froebel, Rudolf Steiner, Maria Montessori, Loris Malaguzzi,

Reggio Emilia, Christian Day, Mark Dudek, Susan Wright and many more.

The philosophy does shape the physical environment in the Waldorf,Montessori or Reggio schools. In the last 100 years there has been asurge of interest in scientific researching how children perceive andrespond to their environment.

There are many relevant researches has been done (see allresearches found at the end of the paper at List of References) to provethere are more aspects and much more needs to be met regarding thephysical environment in addition what we already know and regulate.


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4.0 CHILDREN BEHAVIOUR STUDIES

1. A major quantitative and qualitative study of senior secondary

students in the three largest Steiner schools in Australia wasundertaken by Jennifer Gidley in the mid-nineties. It investigated theSteiner-educated students’ views and visions of the future, replicatinga major study with a large cross-section of mainstream and otherprivate school students undertaken a few years prior.[J Gidley 1998]

The findings as summarised below contrasted markedly in some areaswith the research from mainstream students at the time:

• Steiner-educated students were able to develop richer, more detailedimages of their ‘preferred futures’ than mainstream students.

• About three-quarters were able to envision positive changes in boththe environment and human development; almost two-thirds wereable to imagine positive changes in the socio-economic area;

• They tended to focus on ‘social’ rather than ‘technological’ ways of

solving problems;

• In envisioning futures without war, their visions primarily related to

improvements in human relationships and communication throughdialogue and conflict resolution rather than a ‘passive peace’ image;

• 75% had many ideas on what aspects of human development(including their own) needed to be changed to enable the fulfilment oftheir aspirations. These included more activism, value changes,spirituality, future care and better education;

• There were no gender differences found in the students’ preferred

futures visions or in the richness and fluidity of their creative images.

2. A 2012 study of Waldorf pupils in Germany concluded in comparisonto state school pupils [Fanny Jiminez 2012]:

• Waldorf students are significantly more enthusiastic about learning,report having more fun and being less bored in school, more oftenfeel individually met, and learn more from school about their personalacademic strengths.


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• 85% of the Waldorf students reported that their School Environmentand climate was pleasant and supportive, compared to 60% of thestate school

• Waldorf pupils also have significantly less physical ailments such as

headaches, stomach aches, or disrupted sleep.• There was no statistically significant difference between the state and

Waldorf pupils’ achievement on state examinations;

3. Research by Hjort, Bobo, cited in Lundahl, Gunilla(1995) Houses and Rooms for Young Children(original title: Hus och Rum för Små Barn)

• Bobo’ s Doll- experiment was to determine howchildren learn aggression through observationand imitation. 36 boys and 36 girls haveparticipated in the experiment where they’vebeen exposed to aggressive and non-aggressivebehaviour towards a doll (Stanford UniversityNursery School). Children ranged in age between 3 and almost 6years.

• As a result they found that adult's violent behaviour toward the dollled children to believe that such actions were acceptable, as well aschildren may be more inclined to respond to frustration withaggression in the future

• The experimenters found in the same-sex ‘aggressive groups’ , boyswere more likely to imitate physical acts of violence while girls weremore likely to imitate verbal aggression.

Paralleling with our subject, the lack of introducing certain actions,

experiences, standards and behaviour (ex.: recyclable materials, activeparticipation in shaping their environment, direct connection to nature,natural materials and light, connection with animals and theenvironment, quality) through their physical environment can ledchildren to believe that nature and global environment can be treatedand used with no consequences.

By involving them and showing good role models as well as good physical and concrete examples helps them to engage and understand

the world around them.

Figure 3 - Simple rep.of a Bobo doll


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4. Research by Prescott, Jones, & Kritchevsky (1967) cited in Dudek,Mark (1996) Kindergarten Architecture

• Prescott identified four empirical concerns: the division of space, theprovision for privacy, the softness of the environment, and facilitiesfor storage.

• Clear division of space has been reported to be more difficult toachieve in square rooms and square outdoor areas than in irregularor oblong shaped play areas due to the standard practice of organizinginterest areas along the perimeter of the room or play area boundary.

• Prescott suggested that group size may make a difference to thephysical setting, he observed that in centres with more than sixty

children, children rarely participated within the same spatial area inwide age-range groups.

Designing play or study areas maybe strongly challenging, but manyof the experiments and experiences can help us to identify how childrenmove around in their space how and where they feel safe, where theycan enjoy secret plays and how actively participating shapes theengagement with their environment.

5. Research by Reggio Emilia preschool teachers. Ceppi, Guilio and Zini,Michele (1998) Children, Spaces, Relations; Metaproject for anEnvironment for Young Children.Cultural differences effect the amount and characteristic need of light. “Light can bring another level of mood-richness to places”.

• The research reported what quality, brightness, window-design is

appropriate depends on age.• Minimally furnished rooms, softly shaped gentle plane-meetings and

light textures (such as hand-finished plaster) calms. Such faded, pale,un-strong as white, green, blue and life-filled pale greys also do.

• Children and colours: 0-6 children favour clear, warm colours (reds,yellows, oranges). Older children prefer blue surrounding calm theirmindless bodily activity, ‘waking-up’ their thinking concentration, etc.


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6. Karl Luscher (of Luscher Test fame)

• Found children had a colour preference scale, from red, yellow, orangeto purple-grey and dark colours.

• The validity of this test is questionable as it’s based on isolatedsamples, also on de-contextualized ‘preference’. Other research, suchas that in Reggio Emilia preschools, shows broader and more variablepreferences. Ceppi, Guilio and Zini, Michele (1998) ibid.

7. Waldorf school’s in-house experience with no measurable dataregarding colours [Waldorf School Van James]

• In the nursery, kindergarten, and early grades, a soft, warm, pinktone is usually selected for walls and curtains because of its gentlyactive and supportive quality.

• The Waldorf classroom colours evolve from these warm, reddish tonesin the early grades, through energetic orange/yellow around thirdgrade,

• Into the middle spectrum greens around fourth and fifth grade. It ishere at the half-way-point of childhood that a kind of balance is

achieved just before the onset of puberty. Green is the balancedcolour between light and darkness, and meets this age group in aharmonious way.

• From sixth grade on into the high school, various shades of bluedominate, and even lavender, lilac, and violet tones are indicated forthe more inwardly active, thoughtful work of the upper schooladolescent.

• Craft rooms are often appropriately painted with warm colours, andspaces for eating are aided by appetite sympathetic golden-orangecolours.

• Using transparent colours: The reason for this is that with a lazuredroom, one does not experience the boundary of the wall as abruptlyas with the flat painted surface. It is as though one can “breathe”

beyond the surface of the wall and not feel as contained or bound bythe room’s walls.


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The studies above can help us to identify what colours, shades,shapes, design principles to choose to classrooms/ centres depends onthe different age groups.

According to Waldorf Teacher and Colourist Liane

Anistas to move one step further the walls best paintedwith faux technique, which makes the walls ‘threedimensional’ and it gives the illusion as it ‘breaths’ and

‘moves’. She also tells the positive impacts of colours andthe technique has on children: helps in ‘healthybreathing’ , relaxing, eliminates the feeling of being inside.

Hanne Warming gives us more insight, how actively children can

participate in shaping their own environment. She claims that the newsociological - or rather interdisciplinary childhood research - ischaracterized by a move away from seeing children as passive recipientsof adult socialization. On the contrary, she says: “children are recognizedas social actors in their own lives as well as in other people’s lives, andin the societies in which they live.” (Hanne Warming 2003, p. 815)

What conclusion we can make? We can see there are many studieshas been done how Physical Environment effects and shapes Children’s

(and nor less Adults) well-being, mental health, creativity, emotions,character and academic performance. And not the last the other wayaround. Children does learn through shaping their own environment, bylearning how its working and what it is made of. The quality andpresentation of the environment is strongly connected with theiremotional, mental and physical characteristic.

In the next section I would like to go deeper in philosophies whichtakes one more step further. Ones are built their environment to enhance

and empower one more ‘need’ left of a children development: thespiritual side.

Figure 4 - Fauxtechnique


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5.0 CHILDREN CENTRED PHILOSOPHIES

5.1 CHILDHOOD JOURNEY BY RUDOLF STEINER

Rudolf Steiner (1861-1925) was a highly trained scientist andrespected philosopher. Long before many of his contemporaries, Steinercame to the conclusion that western civilization would increasingly bringdestruction to itself and the earth if it did not begin to incorporate anobjective understanding of the spiritual world and its interrelationship with the physical world. Steiner's spiritual scientific methods and insightshave given birth to practical holistic innovations in many fields including

Waldorf/ Steiner education, banking, medicine, psychology, the arts and,and biodynamic agriculture.

Rudolf Steiner says there are 4 aspects of us humans:• The ‘Physical-self’,

• The ‘Etheric self’

• The ‘Emotional- or Ego-self’

• The ‘Higher-self’

Steiner states in children development scheme we cannot just pickone- or two from the list to focus on. We have to create an educationsystem which would help children to develop in all these levels.

Steiner specifies what actions develop and enhance which ‘-self’ anddescribes the following examples: creative work empowers the ‘Idea-self’, the intellectual studies enhance the ‘Emotional-self’.

He also states this ‘-selves’ BORN in different stages. The mostimportant aspect of these births are the protection and perfect timing.

His analogy comes from the protective environment of the un-born babyby the Mother’s physical body. We all know that no baby should beexposed to the physical world too soon.

The same analogy goes to Children physical, emotional andintellectual development which should be protected by the PhysicalEnvironment.

Anthropometrical: relates to the proportional measurements of thehuman form, and applying or uncovering these qualities in the man-made

environment.


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Colour theory: Goethe’s experiential colour theory (*) inspired Steinerto explore the spiritual nature of colour. “The darkness can weaken thelight in its working power. Conversely, the light can limit the energy ofthe darkness. In both cases colour arises.” - Rudolf Steiner, 1897

“When the eye sees a colour it is immediately excited and it is its nature,spontaneously and of necessity, at once to produce another, which withthe original colour, comprehends the whole chromatic scale.” - Goethe,Theory of Colours (Wikipedia 2013)

(*)- It is difficult to explain Goethe’s theory as Goethe himself refrains fromsetting up a straight forward theory. He characterized, experimented andstudied light-and-darkness, colours, effects of turbid media and most of all the

psychology of colours

1. YEAR 0

Most active period: Year 0-7Birth of the physical body, the ‘Physical-self’Key words: Imitation and Physical Role-modelIn this stage of life children seeking for their physical role model andsenses towards the physical world. They touch and ‘consume’ the

physical world and by imitating it their physical being/ body develops.

Design ‘2 cents’: Colours, shapes, materials, elements should not bepassively presented with no room for development (ready-made toys,ready-made design and layout). We must leave the space un-finished tocreate opportunity to improvement.

As a very simplified example shows: If the environment has the rightproportion of ratios, colours, light, tools for development of activeimagination children eyes, mind and body adjust to the normal or evenabove normal operation on the other hand if they would be kept in a dark,

short distant, unventilated, empty space their eyes, mind and bodyfunction may suffer serious irreversible malfunction.

As Prof Gerald Hüther (German Neuroscientist) says: “…First of all,

we all learn from the experience through our own bodies… by

scientific studies it’s been demonstrate it happens through activeinvolvement not passive presence… Those brain regions where structural

changes brought about by the experience and are activated during theevaluation process as a basis, the neuroscientists are able to locate very


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well: they are the youngest and most complex region of the brain, theprefrontal cortex (frontal lobe) can be found”.

2. ≈YEAR 7 – start with tooting

Most active period: Year 7- 14Birth of the ‘Idea or Life-self’ Key words: Following and Respect, Tales and Inner valuesThe period when children develop their habits, conscience, character,memory, temper and they seeking and ready to look for an ‘inner’, moralrole model.

Design ‘2 cents’: Use specific symbols, characters, shapes, colours togive a room for imagination but this time add meaningful, expressive and

illustrative value to it. Not by presenting or pushing abstract conceptsbut clear and familiar understandable concepts (connected to the physicalexperiences in their first 7 years).

3. ≈YEAR 12(14) – start with sexual maturation

Period of 14 onwardsBirth of ‘Emotional-self’ “The intellect is a spiritual power born at the time of sexual maturation” -Rudolf Steiner

Design ‘2 cents’: We can start to present more abstract forms andconcepts, we can shift to more strong and cool colours (blues, violin).

Regarding the colours Steiner himself recommended differ fordifferent schools. He emphasized that colouring shouldn’t be by dogmatic

formula but should respond to the particular situation: light quality anddirection, geographical and cultural location, as well as children’s ages.

5.2 MONTESSORI SCHOOLS

Dr Maria Montessori, the first woman to graduate as a doctor in Italy,focused on how children learn. An anthropologist and physician, sheobserved that children have different developmental stages that can bedefined by age. She was not alone with this theory—Steiner had a similarseries of developmental stages and so did the biologist Jean Piaget (*).


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(*)- Piaget Theory and Experiment- Piaget (1896–1980) describes fourdevelopment stages of children. 1. The sensorimotor (0-2): experiencesthrough movement and the 5 senses. Extremely egocentric stage, meaning they perceive the worlds from only their own view. 2. Preoperational (2-7): magicalthinking and motor skills, egocentrism weakens towards the end of this stage.No logical thinking yet. 3. Concrete operational (7-11): start of a very concretebased logical thinking, no longer ego centric. 4. Formal operational (11-16 andonwards): development of abstract thoughts, easy logical thinking. Piaget alsoobserved children not only assimilating objects to fit their needs, but alsomodifying some of their mental structures to meet the demands of theenvironment

The Montessori approach posits that there are four developmentalstages:

• Ages 0-6 the absorbent mind; absorbing from the environment,culture and language

• Ages 6-12 the reasoning mind; abstract thought and imagination

• Ages 12-18 the humanist mind; enquiring about society and the whole

• Ages 18-24 the specialist mind; concerned with their role within thewhole

Montessori education is designed to help children with the task of ‘inner construction’, and is based on the belief that the child is self -directing, and knows their own needs best. In keeping with thedevelopmental stages, the environment is carefully controlled. Some ofthe principles that are adhered to are:

• Working at the child’s level. As this is generally on the floor, there are

often few chairs and the ground plane becomes quite important.

• Breaking down the school’s scale to provide small, child-sized

environments (microcosms) in which each child feels fully competent.• Designing built environments with simplicity in mind. A natural order

is desired, and the aim is a space that is uncluttered and peaceful

• Allowing visible and physical access to the natural environment.

• Valuing art more for its process than for the product. Art can be takenhome or stored away but for the most part it is not displayed, as thisdistracts and inhibits further development.


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5.3 REGGIO SCHOOLS

Reggio Education is child-centred and, in particular, held the beliefthat children have a voice to be heard. Children are seen as activeparticipants in their own education. Every year they have 16–20 studygroups with anything between 80 and 400 delegates, from all over theworld to examine and study their education environment.

Reggio is values-based education. To listen gives meaning to theother person and children are particularly sensitive to this: ‘I cannot existwithout your listening’.

Architecturally, the environment is an important part of the wholeReggio pedagogy. While acknowledging the influence of Froebel andSteiner (a child’s environment should be beautiful and the child should

be autonomous and open to lots of enriching experiences), ReggioChildren have developed the theme.

The resultant architecture is clearly defined by these concepts:

• A child should be free to think for themselves (and move freely

around) The centre should operate as a cohesive community with opendialogue

• The interpretation of play as a form of work - a science that needs alaboratory, an art that needs a workroom - the playroom should fulfilthese criteria

Based on Sarah Scott’s experience while visiting many Reggio centres inItaly (writer of Architecture for Children):

Within one playroom is found: a single- and double-storey space with

loft; a designated art area; a music area; a science area; eating andsleeping areas; a winter garden or bay window; stairs and perhaps aramp with play area underneath; a series of amphitheatre steps; andrecently, technology has been incorporated with a projection screen andcomputer area.


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6.0 ARCHITECTURAL AND DESIGN CONCEPTS

As a sub-conclusion from the four approaches in the previous

Chapter I would like to introduce Architectural, Design Concepts (inrelation to the main subject) which would all harmonize with thephilosophies, strategies and researches were explicate so far.• Sustainability, Ecological Design

• Consensus Design

• Modularity

• Modularity of Cradle to Cradle

• Feng Shui and Sustainability

6.1 WHAT ‘ECOLOGICAL’ MEANS? DO WE NEED OURSCHOOLS TO BE AND CHILDREN TO THINK ECOLOGICAL?

First and foremost we’ve to specify what ‘Ecological’ means:

‘Ecological’ is the scientific study of interactions among organismsand their environment, such as the interactions organisms have witheach other and with their abiotic environment. It is include topics asdiversity, distribution, amount (biomass), number (population) oforganisms, as well as competition between them within and amongecosystems. Ecosystems are composed of dynamically interacting partsincluding organisms, the communities they make up, and the non-livingcomponents of their environment. [Wikipedia, 2013]

In the previous chapters we learned Mark Dudek’s and Cristopher

Day’s approach towards the need of conscious representation andintegration of ‘Environmental’ design and thinking into the educationsector. According to them introducing an ecological concept in early agecan enhance an active and healthy relationship between the future adultand the greater environment.


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6.2 CONCENSUS DESIGN

Consensus Design has a great potential to create a possible ‘bridgesolution’ to the fundamental differences between Children and Adultsapproach described in the Different thinking, different needs section.

What Consensus Design is?

Figure 5 - Christopher Day, Consensus Design p.14

Why Consensus Design?

Consensus technique depends upon listening to everybody’scontribution who is involved in the project (architect, owner, user,developer, consultants, engineers, specialists, etc.). With ChristopherDay’s words: “When we are fully heard, we are accorded value. Many,

who formerly felt they had nothing important to say, no right to speak,discover through the consensus process that they have knowledge andinsights of value. I’ve seen this happen time and time again. This is aprocess for all those concerned, which transforms the spirit.” (Cristopher

Day, 2003)

Consensus with Children

The important factor when considering consensus design approachis a collaborative design process between designers and educatorsinvolving a shared vision of child development and creative inquiry thatdrives the identification and production of appropriate learning spaces.


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It maybe unconventional to invite children psychologist, childrendevelopment specialists, children or parents into the design process rightat the beginning but to properly integrate the philosophy, science,ideology to create the right and most meaningful environment possible

for Children it seems the best approach possible.

6.3 MODULARITY - IN CHILDREN SPACE

A child's development is directly linked to their ability to interact withtheir environment. Children develop and understand themselves throughtheir interactions with events and materials outside themselves.

The motivation to interact with the environment is in all children asan intrinsic property of life, but the quality of the interactions isdependent upon the possibilities for engagement that the environmentprovides. [Olds 1979 and Piaget 1951]

According to Feng Shui, the Chinese technique for design andarrangement, rooms that have good energy, or “chi”, create happier,

well-adjusted children. Natural light conditions and activity requirementsmay vary in a room over the year. The design of space has to be flexibleenough to adjust the layout, arrangement of the space over the year.

Modular design would not just favour economical needs but giveChildren the opportunity to interact, learn their environment by activelyobserve how it can be shaped, well taken care of, recycled.

6.4 WHAT CRADLE TO CRADLE IS?

Figure 6 - Cradle to Cradle concepts of circular economy


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Cradle to Cradle is a concept of ‘circular economy’ which can trulyunderstand the perspective of “people, planet and profit".

The Cradle to Cradle framework moves beyond the traditional goal

of reducing the negative impacts of commerce (‘eco-efficiency’), to a newparadigm of increasing its positive impacts (‘eco-effectiveness’).

At its core, Cradle to Cradle design perceives the safe and productiveprocesses of nature’s ‘biological metabolism’ as a model for developing a

‘technical metabolism’ flow of industrial materials. Product components

can be designed for continuous recovery and reutilization as biologicaland technical nutrients within these metabolisms.

UPCYCLING

The practice of recycling a material in such a way that it retains itsoriginal high-quality in a closed-loop industrial cycle. This requires thatmaterials can be fully separated and recovered at a product’s end oflife. According to the Modular Building Institute, Cradle to Cradle isderived from nature’s principles - eliminate the concept of waste, rely onrenewable energy, and celebrate diversity.

The Cradle to Cradle concept can perfectly fit to the design approachof Healthy and Ecological Educational Environment with its modularity,

respect for nature, carefully regulated material choice and the philosophyof positive impact rather than reducing negative impact.

6.5 MODULARITY OF CRADLE TO CRADLE- ‘MODULARITY’OF CHINLDREN NEEDS

An example, if a school building can be built using modular parts

such as walls, frames, doors, ceilings, and windows. The school interiorcan then be partitioned (or divided). If the school needs to be expandedor re-divided to accommodate new needs, modular components such aswall panels can be added or relocated to make the necessary changeswithout altering the whole building. Later on, this same (class)room canbe disassembled and rearranged.

"Design products so that biological and technical nutrients can beeasily disassembled and separated for recycling or composting... carpet


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tiles that are separable into component materials for carpet to carpetrecycling…" (William McDonough and Michael Braungart 2012)

Paralleling this, Children could be invited to participate in such a “disassemble” as they’ d be able to learn environmentalism through a

concrete experience rather than abstract reasoning. They’ d gain theirown, hands on experience of shaping their environment as well asrecycling.

6.6 FENG SHUI AND SUTAINABILITY

Bring the five elements into the space: Fire, Water, Earth, Wood,

and Metal. “Classical Feng Shui teaches that heaven, earth and humanityenergies need to be balanced to attain health and prosperity,” saysDuneier. “These energies are called the three gifts of prosperity.” Bybringing in each of the above elements can help balance the living space.

Examples of this include:Fire: The colours of fire are red and orange. To bring this energy in placecandles or a fireplace.Earth: Yellow represents earth. The earth is what grounds, supports and

nourishes us all. “Bring the outside in by having terracotta pots,” Duneieradvises. “Grow some herbs in organic soil in the window.” Wood: The wood energy is represented by the colour green. Woodenergy symbolizes rebirth and growth. We can achieve this by havingphotos or artwork with trees, or better yet, a live great size plant.Metal: The colour of the metal energy is white and all metallic shades(gold, silver, brass, chrome, and bronze). The metal energy symbolizeswealth and protection. This can be brought into the space with silvercandlesticks, or an area painted white, or a soft oval-shaped sculpture,

rather than something with sharp edges.Water: The colour of water energy is black. It is the element most closelytied to prosperity, comfort, welfare. Place a water feature, such as afountain or a miniature waterfall, in the southwest corner of the property,and watch greater water energy enter the space.

“Utilizing the five elements is the first step to mental well-being. Usingsustainable products can bring your space to an even higher level.” [Debra Duneier 2011, EcoChi, Designing the Human Experience]


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CASE STUDIES

Steiner School Design is not a Franchise, where we can choose from

a catalogue or a book and build the same look interior and constructionover and over again. When I visited the two Steiner schools andinvestigated many Waldorf centres all over the world (Germany, UK,Edinburgh, Australia, Netherlands etc.) I found very differentvisualizations and solutions to the same philosophical approach. How isit possible? Steiner schools have many different dynamic principles tofulfil, very few of them are carved in stone:• Reflect to the spirit of the place and time they have been built

• Apply materials, shapes, colours and concepts to help Children to

develop best way possible based on Anthroposophical principles• Design in cooperation with Children and the Community

• Clear, constructive and well applied outdoor spaces

Figure 7 - Noosa PengariSteiner School (AU)

Performance hall

Figure 8 - Chrysalis WaldorfSchool (AU)

Figure 9 - Lakota Steiner School(USA) Design Plans

VEJLE STEINER SCHOOL

Background Data: Sukkertoppen 4, 7100Vejle. 1st house’s been built in 1977 (woodenhouse), 6 other buildings have been builtyear-by-year from ’78- till ’83. They’ve been partly renovated since (roof, interiordecoration, windows).Interviewed: Clara Ussing (director of theschool) and Christian Milwertz (Chief

Caretaker)

Figure 10 - Vejle Waldorf School andKindergarten


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The concept of the buildings were based on Anthroposophicalphilosophy. The invited architect firm was familiar with AnthroposophicalDesign Principles. The school received the design and they built bythemselves along with the community.

Outdoors: The people who designed the school really wanted toconnect it to the nature, forest around. There are also trees (climbable)and designed playground embraced by the 6 buildings.

Development Stages: The school follows Steiner’s stages, and

prepared all classroom and the kindergarten according to the appropriatefaded colours, themes (ex.: fairy-tale theme on the ceiling for the 1st class), amount of natural and artificial light, view of nature, soft shapewindows and furniture.

Figure 11 – Fairy tale ceiling motive, Vejle Figure 12 – Round, soft shaped ‘Steiner’ chair

Indoor: There are plants in all classroom and even a fire place inthe Kindergarten. Most of the classrooms (except the oldest students’

classroom) are not square shape. The Kindergarten specifically focuseson creating ‘hidden’ areas where children can play more intimate.

Modular Design: In the Kindergarten there is a main focus on makefurniture movable, and the layout of the room flexible. At the momentthey solve it with furniture but there was a huge interest in changing thelayout in a bigger scale (walls). They keep experimenting and changingthe interior layout and position of furniture to keep in interesting.

Figure 13 -'Hideout' corner, Vejle Kindergarten Figure 14 -Cooking snug, Vejle Kindergarten


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Limitations: “Even if you follow the building regulation you can still buildwrong. The materials and limitation has to work with the room! Forexample we had to lower the room and building heights because of theregulation of the distance from the site boundary.” - Chief Caretaker

“Our aim is to awake the consciousness of the Child. Quality materials,beauty and colours slowly build up a moral in the child, and mostimportant slowly build up the feeling what quality is, which is so close tomoral quality. If you’ re surrounded by beauty your inner world isresponding to it…” - {School Director Clara Ussing}

“We don’t want to drag children out from the society, but we want strong

children with strong soul prepared to the outside world. So they can go

out and change things! If we show too early the bad side of the world,and they cannot do anything about it yet , their soul will cry…” - {SchoolDirector Clara Ussing}

AARHUS STEINER SCHOOL

Figure 15 - Aarhus Steiner School 2009 Figure 16 - Aarhus Steiner School site

Background Data: Strandvejen 102, Århus. Classes are spreads from preschool

to 12 classes. In addition, the school affiliated with a nursery, kindergarten,after-school, club and special school. Most recent building was designed bySchmidt/ Hammer/ Lassen Architects (2009). The building was semi-manufactured in Germany and assembled on site in 5 month. The Schoolincludes variety of building from variety of times (Villas from the 1850’s, 1950’s,

70’s, 90’s and the most recent one 2009). Interviewed: Jeppe Flummer (member of the Danish Free School Association)

The main focus of my investigation was the newest building from

2009.


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Interior: The ten new class rooms (2009) are all different from eachother hence manifold colours, sizes and forms vary. The variety of anglesprovides views of the sea, woods and schoolyard through the windows.

The interior design of the building is polygonal thus the classrooms arepentagonal or hexagonal, creating spaces without square or sharp inwardcorners. Instead, the angles are open and embracing in order to providea warm atmosphere and a sense of belonging.

Figure 17 - Interior Aarhus Steiner building ’09 Figure 18 - Interior Aarhus Steiner building '09

Exterior of the building: The exterior expression of the buildingappears dynamically angled and covered with black wood and luminouswindows. The open and sharp angles of the facade facing the playground

accommodate social activities and playing. In this way, the facadecreates natural cosy nooks, and the gently sloping roof and rough woodenbeams reinforce the impression of privacy. (fig 15)The Great Outdoor: The landscape of the site follows and imitatesnatural topography (fig 20) and offers variety of challenges (fig 19).

Figure 19 - Climbing tree, Aarhus, Steiner School Figure 20 - Hilly outdoor, Arhus, Steiner Sch.


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CONCLUSION

“If you are not prepared to be wrong you never come up anything

original!” - Sir Ken Robinson

Children has a natural ability to go out try themselves, be creativeand make mistakes. Children are not frightened to be wrong. And by thetime they became adults most children lost this ability… Children whoenrols to school this year will retire by 2065. No one knows what futurethey will have and what exact ecological and environmental challengesthey may face. But we mean to educate and create educationalenvironment for it.

Today’s mainstream education believes in emphasising literacy andacademic knowledge and backing up this ideology with an environmentdominantly reinforcing these skills and abilities. The education system isbased on marking system and punishment of bad grades. Children beingstigmatized by making mistakes. What is the outcome?? People with fearmaking mistakes and pushed out from their creative capacity.

BUT ‘creative capacities’, dynamic intelligence and engagement withthe natural environment are the main abilities they MUST have in theirtool-kit to face the challenges and problems of humanity and the global

environment.Designers and Architectures have a HUGE responsibility of

balancing, improving and ameliorate Children ‘physically’ healthyenvironment and they MUST take it to the next level: Give them anenvironment where their emotional, mental, spiritual soul becomesstrong enough to face and solve problems creatively when they grow up.

Children imagination and passion is a gift to humanity. We must seeand save the creative capacity in the richness they are and see ourchildren for the hope that they are and give them a SPACE where theirWHOLE BEING develop and ready to face the Future.

I would like to finish with a quote by Jonas Salk, who said, “If all the

insects were to disappear from earth, within 50 years all life on Earthwould end. If all human beings disappeared from earth, within 50 yearsall forms of life would flourish.” - what is says to me that we must rethinkand reconstruct our mission and function on earth and the way to createEducation Environment to ‘produce’ responsible, solution-oriented,ecological thinking, creative, balanced Whole Beings.


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LIST OF REFERENCE

Books, Articles, Theses

Adams, David Organic Functionalism: An Important Principle of the VisualArts in Waldorf School Crafts and Architecture(http://www.waldorfresearchinstitute.org/pdf/BACraftsArchtRev.pdf )

Althouse, Rosemary, Margaret H. and Sharon T. Mitchell (2003) TheColors of Learning- INTEGRATING THE VISUAL ARTS INTO THE EARLYCHILDHOOD CURRICULUM (Foreword by Carol Seefeldt)

Anderson, E.N. (1996) Ecologies of the Heart- Emotions, Belief, and theEnvironment

Amons, Christie (2005) at The Integrity of the Child conference. Anthroposophy Worldwide, No. 3. (‘Lecture by a child psychologist’)

Bramble, Cate (2003) Architect’s guide to Feng Shui

Ceppi, Guilio and Zini, Michele (1998) Children, Spaces, Relations

Danish Building Regulation 2010

Day, Christopher (2007) Environment and ChildrenDay, Christopher with Rosie Parnell (2003) Consensus Design – sociallyinclusive process

Dudek, Mark (2000) Architecture of SchoolsDudek, Mark (2005) Children’s spaces

Down, Reg (2012) Eurythmy room design principles and criteria (Article)http://www.waldorflibrary.org/images/stories/articles/eroom.pdf

Fenoughty, Susan (1997) The Garden Classroom; Course booklet forCoordinators of Environmental Education Course, Alkmaar College ofEducation, The Netherlands

http://www.waldorfresearchinstitute.org/pdf/BACraftsArchtRev.pdfhttp://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://www.waldorfresearchinstitute.org/pdf/BACraftsArchtRev.pdf


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Gidley, J. (1998). "Prospective Youth Visions through ImaginativeEducation." Futures: The journal of policy, planning and futures studies30(5): 395–408.

Gray, Fiona (2011) Between theory and practice: Rudolf Steiner as aPhilosopher and Architect, Association of Architecture Schools ofAustralasia (AASA) Deakin University

Hjort, Bobo Research, cited in Lundahl, Gunilla, ed. (1995)

Jolley, Christopher (2010) Master Thesis on Waldorf Architecture: APedagogy’s Relation to Design, Architecture, University of Cincinnati

Lillard, Paula Polk (1972) Montessori – a Modern Approach. Schocken

Books, quoted in Olds, Anita Rui (2001) ibid.

McDonough, William and Braungart, Michael (2012) DESIGN FOR ACRADLE TO CRADLE FUTURE

Olds, A.R. (1979) Designing Developmentally Optimal Classrooms forChildrenOlds, Anita Rui (2001) Child Care Design Guide. McGraw Hill

Piaget (1951) Play, Dreams and Imagination in Childhood

Riscke, Elke-Maria (1985) Pedagogical aspects of kindergartenarchitecture. In Flinspach, Jürgen (1985) Waldorfkindergärten Bauen.Unpublished translation by Luborsky, Peter (1988)

Said, Ismail Mohd Sarofil and Abu Bakar - Phenomenological Approach inDetermining Responses of Hospitalised Children Experiencing a Garden,Department of Landscape Architecture, Faculty of Built Environment

Scott, Sarah (2010) Architecture for Children

Skantze, Ann, Doctoral thesis, Stockholm University. Cited in Lundahl,Gunilla, ed. (1995)

Staley, Betty (2013) What are the Physiological, Soul, and SpiritualChanges in Youth Today? (Article)

Steiner, Rudolf (1916) The sense organs and aesthetic experience. In

Davy and Bittleston, eds, (1975) The Golden Blade. Rudolf Steiner Press.


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Steiner, Rudolf (1921) A gyermek nevelése szellemtudományosszempontból (Child Education from Spiritual Science point of view)

Uijlings-Schuurmans, M. Environmental Education in Primary Schools.Alkmaar College of Education, The Netherlands, quoted in Fenoughty,

Susan (1997) ibid.

Warming, H 2003, ‘The quality of life from a child’s perspective’,International Journal of Public Administration, vol. 26, no. 7, pp. 815–829.

Wright, Susan (2010) Understanding Creativity in Early Childhood

Website info, Interviews, Studies

Case studies- Waldorf Education

• http://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdf 25.09.13

• http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/ 15.09.2013

• http://inhabitat.com/marecollege-beautiful-waldorf-school-built-

with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/ 01.10.2013

• http://www.waldorflibrary.org/images/stories/articles/eroom.pdf 13.10.13

• http://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-school 01.10.2013

EPA and CDC• http://www.epa.gov/iaq/schooldesign/ 15.10.2013

• http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13 13.10.2013

LIVING BUILDING CHALLENGES-A Visionary Path to a Restorative Future• http://living-

future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdf 29.09.2013

WHO The Physical School Environment

http://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.epa.gov/iaq/schooldesign/http://www.epa.gov/iaq/schooldesign/http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://living-future.org/sites/default/files/LBC/LBC_Documents/LBC%202_1%2012-0501.pdfhttp://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://www.cdc.gov/healthyplaces/healthtopics/children.htm05.10.13http://www.epa.gov/iaq/schooldesign/http://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/articles/911-light-filled-color-translucent-colors-and-their-use-in-the-waldorf-schoolhttp://www.waldorflibrary.org/images/stories/articles/eroom.pdfhttp://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://inhabitat.com/marecollege-beautiful-waldorf-school-built-with-natural-materials-rises-in-leiden/marecollege-by-24h-architecture-06/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdfhttp://www.lakotawaldorfschool.org/assets/en/docs/Master%20Plan/Master%20Planning%20Doc.pdf


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• http://www.who.int/school_youth_health/media/en/physical_sch_environment.pdf 15.10.2013

Health Effects of School Environment (HESE) Final Scientific Report

Siena, January 2006• http://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_

2002_frep_04.pdf 17.10.2013

Cradle to Cradle Framework and Concept• http://www.c2cproducts.com/detail.aspx?linkid=1&sublink=26

02.10.13

Wikipedia

• http://en.Wikipediapedia.org/Wikipedia/Modular_design 10.10.2013• http://en.wikipedia.org/wiki/Jean_Piaget 01.10.2013

• http://en.wikipedia.org/wiki/Developmental_stage_theories

• http://en.wikipedia.org/wiki/Studies_of_Waldorf_education 18.10.2013

Youtube

• http://www.youtube.com/watch?v=xwI4aLTzkXc 19.10.2013

• http://www.youtube.com/watch?v=ZCKGpcLs4ys 03.10.2013

TED Talks

• http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html 21.10.2013

Interviews

• Interview with Prof. Gerald Huether and Herbert Renz (German

neurobiologists): As children grow today as a natural developmentspace. A new look at the child's learning, thinking and feeling.GEOkompakt Nr. 17 "Kinder", November 2008

http://www.gerald-huether.de/populaer/veroeffentlichungen-von-gerald-huether/zeitschriften/geo-kompakt-interview-gerald-huether/

• ‘Lederer + Ragnarsdóttir + Oei kick-starts kids imaginations at aSteiner-Waldorf school in Freiburg, Germany’ Interview by: Ma iriBeautyman, Interior Design, 03/01/2010

http://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://www.c2cproducts.com/detail.aspx?linkid=1&sublink=26http://en.wikipediapedia.org/Wikipedia/Modular_designhttp://en.wikipedia.org/wiki/Jean_Piagethttp://en.wikipedia.org/wiki/Jean_Piagethttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Studies_of_Waldorf_educationhttp://en.wikipedia.org/wiki/Studies_of_Waldorf_educationhttp://www.youtube.com/watch?v=xwI4aLTzkXchttp://www.youtube.com/watch?v=ZCKGpcLs4yshttp://www.youtube.com/watch?v=ZCKGpcLs4yshttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.gerald-huether.de/populaer/veroeffentlichungen-von-gerald-huether/zeitschriften/geo-kompakt-interview-gerald-huether/http://www.gerald-huether.de/populaer/veroeffentlichungen-von-gerald-huether/zeitschriften/geo-kompakt-interview-gerald-huether/http://www.gerald-huether.de/populaer/veroeffentlichungen-von-gerald-huether/zeitschriften/geo-kompakt-interview-gerald-huether/http://www.gerald-huether.de/populaer/veroeffentlichungen-von-gerald-huether/zeitschriften/geo-kompakt-interview-gerald-huether/http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.youtube.com/watch?v=ZCKGpcLs4yshttp://www.youtube.com/watch?v=xwI4aLTzkXchttp://en.wikipedia.org/wiki/Studies_of_Waldorf_educationhttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Jean_Piagethttp://en.wikipediapedia.org/Wikipedia/Modular_designhttp://www.c2cproducts.com/detail.aspx?linkid=1&sublink=26http://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://ec.europa.eu/health/ph_projects/2002/pollution/fp_pollution_2002_frep_04.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdfhttp://www.who.int/school_youth_health/media/en/physical_sch_environment.pdf


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http://www.interiordesign.net/article/485916-School_of_Thought.php 01.10.2013

Researches

Research by Hjort, Bobo, cited in Lundahl, Gunilla (1995) Houses andRooms for Young Children (original title: Hus och Rum för Små Barn)

Research by Prescott and Jones (1967) cited in Dudek, Mark (1996)Kindergarten Architecture

Research by Reggio Emilia preschool teachers. Ceppi, Guilio and Zini,Michele (1998) Children, Spaces, Relations; Metaproject for an

Environment for Young Children. Reggio Children, Italy

Karl Luscher (of Luscher Test fame) Description of the Test procedureand explanation: http://www.dandebat.dk/eng-person7.htm

Research by Tulley, Mark (2006) Something Understood. BBC Radio 4,11 June 2006 Research in Austria, cited in Today Programme, BBC Radio4, 29 May 2002

Research by Fanny Jiminez (2012) "Namen tanzen, fit in Mathe - Waldorfim Vorteil"http://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.html

Gardner, Howard (1983) Frames of Mind – The Theory of MultipleIntelligences

Research by Jennifer Gidley (1998). Investigated the Steiner-educatedstudents’ views and visions of the future, replicating a major study witha large cross-section of mainstream and other private school studentsundertaken a few years prior. (in the 3 largest Steiner schools in AU)

Research by Prescott, Jones, & Kritchevsky (1967) cited in Dudek, Mark(1996) Kindergarten Architecture

Colour Research: http://www.waldorftoday.com/2010/12/color-in-the-

waldorf-school-van-james/

http://www.interiordesign.net/article/485916-School_of_Thought.phphttp://www.interiordesign.net/article/485916-School_of_Thought.phphttp://www.dandebat.dk/eng-person7.htmhttp://www.dandebat.dk/eng-person7.htmhttp://www.dandebat.dk/eng-person7.htmhttp://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.htmlhttp://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.htmlhttp://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.htmlhttp://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.waldorftoday.com/2010/12/color-in-the-waldorf-school-van-james/http://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.htmlhttp://www.welt.de/wissenschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.htmlhttp://www.dandebat.dk/eng-person7.htmhttp://www.interiordesign.net/article/485916-School_of_Thought.phphttp://www.interiordesign.net/article/485916-School_of_Thought.php


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