By Sarah Scott
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2) There is widespread consensus with regard to child and family wellbeing (see ARACY 2009), that prevention is much more effective than cure or, more precisely, prevention is more effective than interventions made later on when the problems and issues are more entrenched and complex. So providing support within the normalised setting of the school and community centre—as a universal service rather than a targeted service—is desirable, creating a more natural and less stigmatising way for families to receive assistance.
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 to delineate quiet areas can make a significant improvement to the ambient quality of a centre. Musical features, if used judiciously, can provide hours of amusement such as the musical ‘soft metal’ stairs at the Maramotti Centre in Reggio Emilia (see p. 65). A dynamic and interesting ceiling plane: Because of their small stature and many ways of moving other than just walking, children are constantly looking up, so the features of the voids above take on particular significance.
Left to her own devices, nature provides tall trees, big open spaces and a variety of materials that can be used in play. But often the site has been swept clean before building, so these dramatic elements are lost and have to be reinstated over time. The most successful outdoor play areas manage to recreate the drama of nature and supplement it with child-scaled components. 48 3 THE CHILDREN’S CENTRE ENVIRONMENT 4 1 Kinderhaus Violetta, Ludwigsburg, Germany 2 Kindergarten Friedrich-EbertStrasse, Heilbronn, Germany 3 Ebenholz Centre, Vaduz, Liechtenstein 4 The Children’s School, New Canaan, NY, USA 49 ARCHITECTURE FOR CHILDREN 1 50 2 THE CHILDREN’S CENTRE ENVIRONMENT 3 4 5 1 Fuji Kindergarten, Tokyo, Japan 2 Kindergarten Friedrich-EbertStrasse, Heilbronn, Germany 3 Fuji Kindergarten, Tokyo, Japan 4 Kintori Way Children’s Centre, London, UK 5 Maibara Cho Preschool, Shiga, Japan 51 ARCHITECTURE FOR CHILDREN 1 2 3 1 Kinderhaus Violetta, Ludwigsburg, Germany 2–4 Cowgate Under 5’s Centre, Edinburgh, UK 52 4 THE CHILDREN’S CENTRE ENVIRONMENT 1 Fuji Kindergarten, Tokyo, Japan To allow for interactive, industrious play and to teach environmentalism, life cycles, recycling, making things from scratch, enjoying nature, 2 Villetta Centre, Reggio Emilia, Italy way of exposing children to the cycles of life and encouraging nurturing.