Rethinking Learning Spaces for Child-Development: Government Primary

Schools in Bangladesh

Matluba Khan

PhD Candidate, The University of Edinburgh, UK and

Assistant Professor, Department of Architecture, BUET

Mahmudul Anwar Riyaad

Assistant Professor, Department of Architecture, BUET

Mohammad Nazmul Haq

Professor, IER, The University of Dhaka

CLASS ROOM16'-11" X 19'-6"

CLASS ROOM17'-4" X 19'-6"

CLASS ROOM16'-11" X 19'-6"

TEACHERS'ROOM8'-3" X 19'-6"

VERANDAH

RAMP

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A

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When we design school We are still dwelling in the CELL AND BELL CONCEPT

Play field

classrooms

classrooms

Play field

classroomsclassroom

s

The School Attractiveness Programme

Motivating Students to go to school regularly

Making the Schools Student-Friendly

To provide poor students particularly girls, with educational materials, school uniforms, sports equipments and occasionally nutritive food

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Objectives of the research

• To formulate criteria for effective learning environment in schools by the studies of child development, education and environment behaviour

• To propose alternative design solution for physical environment of primary school focusing on child-development

Research Plan: Case-study approach

How children develop

How children learn

Interpretation in terms of space

Analysis of spaces of primary schools

Review of cases

General findings about spaces

Feedback from children, parents and

teachers

Formulation of design guidelines

Formulation of program

Implementation in design

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How a child develops

Cognitive development

Socio- emotional development

Physical development

Space for cognitive development

being active agents not passive learners.

Development of social brain

through co-operation

Space for large & and small group activities

Active spaces / Space for exploration

Naturalistic intelligence

Being observant and sensitive to nature

operational thinking. think in an organized logical fashion

Spaces having connection with nature

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+

+

interpretationobservation

implementation

Space for socio-emotional development

- peer relations- social community relations

interaction + Interactive space

- self esteem- intra personal intelligence

+self reflection or passive thinking.

- the need to express their self-identity.

+Personalization, growth of sense of belonging

Passive space

Personalized space

- Understanding of children’s culture and tradition

Familiarity , cultural background and ethnicity

+ Building as an image of culture and tradition

interpretationobservation

implementation

Space for physical development

The development of - healthy bodies- motor development

play+ Space for playing

interpretationobservation

implementation

Active SpaceGeneral findings

Criteria of Space

Limited scope for exploration and experiment

Classroom size inadequate for working actively

Space for Group workGeneral findings

Criteria of Space

- Field for large group activities- sports, cultural program, picnic, play etc-no space for small group activities- no space for any group activities in ‘char’ areas.

Space having connection with nature

General findingsCriteria of Space

- open field-classroom through window- corridor : the linkage between indoor and outdoor

Interactive SpaceGeneral findings

Criteria of Space

- open space/ field (under a shading tree)-Corridor- near tube well

Passive SpaceGeneral findings

Criteria of Space

-no designed passive space

- interface of two activity spaces work as passive space

class

room

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eld

Inte

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Interactive SpaceGeneral findings

Criteria of Space

There is no scope for personalization of students’ own space

display area play shed

locker for individual student

individual working table

Building as an Image of Culture and Tradition

General findingsCriteria of Space

-The building does not stand for local culture and tradition- the home scale is missing in most of the schools.- the previously built structures are made of local materials with pitched roof of C.I. sheet

Space for Play

General findingsCriteria of Space

-play field ( one total space- no separate space for different age and sex)- No indoor space for play except classroom-shaded corridor during scorching sun and rain (insufficient)

hierarchy of open spaces

play spaces at different levels

Rich and Stimulating Environment

Variety of places – provide a variety of places of different shapes, color, light, nooks & crannies

As a whole the environment of the school must be rich and stimulating

Color- The best way is to engage the children to paint their school, it will create sense of belonging in them.

Changing displays – changing the environment, interacting with the environment stimulates brain development.

Proposed Program

existing condition proposed condition

A proto-type design in a rectangular site

A proto-type design in a rectangular site

A proto-type design in a rectangular site

A proto-type design in a square shaped site

THANK YOU