CUN PANDA designs a daycare center with the education method of Van Kuyk in mind.

This project is located in Yunxiao, a county-level city of southern Fujian in China. With the development of the society, the younger generation often seeks employment opportunities outside the city. As a result, their children left behind have become the bridge connecting them with their parents. Parents would like to provide their children with better education and let them win at the starting line. However, they were beaten back to the reality by the stress and helpless of life.
CUN PANDA designs a daycare center with the education method of Van Kuyk in mind.
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Project analyzes

Homogeneity of kid’s education methods is a commonplace hassle that most of the non-first-tier towns in China are dealing with, because of the lack of recreational centers and venues and the shortage of younger educators. In order to adapt to the youngsters’ educational environment in China, we’ve carried out systematic studies and analysis.
Our design is based on the pyramid technique proposed by Dutch educator Harry van Kuyk, which mixes conventional holistic and sequential strategies with the aim of naturally developing and promoting self-control in children and encouraging learning through teachers as an alternative. the teachers play the role of steering and challenges on this technique to essentially trade the traditional teaching version wherein the teachers are managers.

Geographical Analysis Of The Project

The project is placed in a commercial store of the living area of the county, with convenient transportation. The single-story location is small and cramped. Consequently, we have to conduct systematic evaluation and positioning of the project to layout and plan for the target user.

The goal of this project is to create a multi-functional space where children and teachers can discover, play, stay and learn together. firstly, we analyzed the original 3-layer lines of the architecture and reconstructed the ground floor of the commercial store by means of developing areas with multi-correlation.

We placed ten distinctive sizes of cylinders just like the strewn mushrooms inside the woodland in the areas. This design no longer best improves the compound character of the space but also enables children to develop their ability to explore the impulsive and cultivate and construct spatial cognitive.
Current studies of children have found that spatial cognition is proving to be as critical as verbal and mathematical abilities and that increased difficulty in space exploration can assist children growth the size of the hippo-campus and the number of nerve cells.

Through the cylinders, we plan the vertical and horizontal dynamic strains of the space so that children can discover and play freely inside the space. at the same time, we also include unique useful attributes into the gap to fulfill the needs. For instance, via the connection of a transparent round acrylic glass cylinder, children can observe the space from different angles while walking through various areas, which increases the physical capabilities of children and enriches their spatial experience.

Arc is the best explanation of how we protect our children. We make use of the tension of arc to induce imagination of the children while taking into account of safety protection.
We place shelves at a walk-in place to facilitate the communication between teachers and children. Slide and ocean ball pool had always been the children’s favorite.

The adult scale’s planning is to hope that instructors can freely play with the children. The huge apple glass ground is the touchstone to hone the little warriors. Despite the fact that the playground is small, it is still the best place for children to speak with each other.
The stairs leading to the second and third floors are covered with thick soft skin to make sure the regular passage of children and successfully reduce the harm caused by accidents.

The classrooms are separated by massive arc-shaped glass lighting fixtures areas to increase the transparency of the space and enlarge the slim space numerous times. We also designed a flexible two-way classroom which is separated with the aid of a hidden crane rail door in order to provide children and teachers with flexible teaching areas for diverse courses. This additionally enables us to break traditional kindergarten “lecture room teach-ing” as we recognize for children to provide more interesting areas to explore and provide teachers greater interactive teaching for equal participation in the process to build knowledge. We believe that this kind of institution of children still exists in lots of towns in China. We are hoping to do more for chinese children by bringing the concept of better schooling and cooperative creation into the design to serve our little successor in the future.

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