In 2008, I was completing my final year of Interior Architecture and with it, my final graduation project. I needed precedent studies of early childhood architecture, which I believed were visionary in their design, and spoke to the learning and education of children in early childhood. The Fuji Kindergarten in Tachikawa (near Tokyo Japan) was a perfect example. Completed in 2007, it was an innovative design by Tezuka Architects that has since won many awards.
When it came to my first blog post about early childhood architecture, I knew this design had to be first on my list. I still refer to this design as visionary, and I am truly inspired by the architecture and the detail of the design. From an early childhood perspective, this building speaks to how children can learn within the built environment as opposed to placing children in a repurposed building and ‘teaching’ them.
This design is a wonderful example of how important it is to think like a child before putting pen to paper. Instead of simply designing a building that looks good, works well with the location and sits nicely on the site, these architects have thought about what brings children joy and how they learn. By understanding that children love to run, climb, observe, hang off trees and gather in large groups, the architects have designed a building that children can connect to and learn from.
Designed by Professor Takaharu Tezuka and his wife Yui, they were inspired by their children’s interests and their desires. Those interest and desires inspired their child centered design thinking. Professor Tezuka’s was inspired by how children “love to keep making circles around an object”.
When I emailed Professor Tezuka’s office with a list of questions that related to early childhood pedagogy and architecture, I was pleasantly surprised when not only did he respond personally to my questions; he also stated that “we are honoured with your message and inquiry.” An obviously humble and respected architect Professor Tezuka’s design brief was a matter of conversations with the Principal and he has innately understood the need for children to be able to interact like children. His understanding of early childhood development has underpinned a considered and purposefully designed children’s learning space.
Children can learn far more from the built environment when it has been designed with their interests and capabilities in mind. Early childhood educator’s talk about the environment being their ‘third teacher’, well this is it. This building without any teacher involvement at all, has the ability to develop children’s skills by using their natural instincts. Children will always feel compelled to run and to chase after one another. The circular rooftop creates a space for just that, and by doing so develops large muscle skills. Children also have a need to connect with one another, so stopping at each of the trees, having a chat and climbing on some rope is a perfect way for them to socialize and form relationships, before they start running again.
A circle means that there is no end, no corner to go unnoticed and no dead end, children need to always come back. This gives the children the freedom they need to explore but also provides educators with the comfort that they will return. Every aspect of the design appears to have a reason behind it, which provokes a play based curriculum. The size and the shape encourage independence and exploration. Whilst design elements added such as, the dirt hill and water supply, promote creativity and individual learning.
The slide was originally not going to be included as the architect believed that whilst children love to slide, it is a tool that only has one use and doesn’t allow for children to think of their own games. But in the end kept the slide as a fire escape, which is an amazing thought process in itself, creating a fun way to exit a building in an emergency!
The building in itself is one large playground. Integrating trees, slippery slides, climbing ropes, and climbing platforms as well as child friendly staircases to the rooftop. It creates opportunities for children to interact with nature and the built environment at the same time. The three zelkova trees were all 25m in height and were on the site before the building was designed.
The most notable design aspect is the large play area on the circular rooftop which encloses an internal courtyard space, creating a wonderful feeling of being protected and safe. At the same time the size and the shapes provides freedom and independence. The slightly inclined rooftop encourages children to run and explore and also view the play spaces below through a series of skylights.
The rooftop space can accommodate 500 children during formal and family gatherings, as well as being a wonderful open ended play space during play sessions.
Circulation and Transition are recognised, by the shape and layout of the building. The circular building allows for easy movement and transition around the interior and outdoor spaces. Known as the building without walls, timber locker spaces delineate the play rooms and again allow for freedom of movement by the children. By creating a building without boundaries, the architect has also thought about how children feel more comfortable when they have the ability to make and hear noise.
Natural lighting and natural ventilation are also a well thought out design considerations, whilst incorporating a beautiful natural aesthetic at the same time. Timber glazed panels and large moveable doors create open and transparent spaces that allow the outside in throughout the entire building. The interiors allow educators to provide an emergent curriculum with a beautiful but natural backdrop to display children’s learning. Water play and playing with mud have been catered for in the design, as have climbing trees and exploring nature.
In Australia we have strict design guidelines and regulations that can impinge on the ability to present buildings that aid in children’s development, and ability to explore, take risks and think outside the box. When asked if Professor Tezuka’s had the same restrictions he responded that “We have very strict guidelines about safety. We have been struggling all the time, but always we find a way. It used be harder 10 years ago, because nobody believed us. Now everybody knows us. Our positioning in Japanese society made our design much easier”.
The most wonderful thing about this design is its connections to children’s desire to have fun and learn. It’s not about how they are taught; rather how they feel in the space and what they derive from doing. Learning through play is the most valuable lesson that we can “teach” children.
Details of Design
Architect Tezuka Architects
Construction Takenaka Corporation
Educational Type Kindergarten
Ages of Children 2-6 years
Total floor area 1,304.01m2
Capacity 500 children
Completion 2007
All of the images are from 2007 during its initially opening. I would encourage you to look at the following links to how it’s developed over the last eight years and hear from the architect that designed such a wonderful space for children.
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