Designing kindergartens : between design intention and everyday use
| dc.contributor.advisor | Ebert, Carola | |
| dc.contributor.advisor | Larsen, Sigurd | |
| dc.contributor.author | Rosales, Geraldine | |
| dc.contributor.department | bachelor thesis in Interior Design | |
| dc.date.accessioned | 2021-01-11 | |
| dc.date.accessioned | 2025-11-28T13:26:32Z | |
| dc.date.available | 2025-11-28T13:26:32Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | "It is certain that children are the first building block of society's structure and helping them achieve their potential is crucial for the future. The first place where a child has social contact with others apart from his immediate family is generally kindergarten. Away from home, kindergarten becomes the place where the child spends most of their time. Now more than ever, there is a growing awareness of the importance of kindergarten, the impact it has on the child, and how the environment within must be optimized and designed with purpose and deliberateness. Alongside the quality of the educators and the educational program, the physical surroundings are then seen as the third educator. [...] [D]espite the fact that education professionals already recognize the importance that physical spaces, be they interior or exterior, have upon the development of the child, we know relatively little about the experiences and opinions of architects in combination with the educators. Designing kindergartens aims to determine how design concepts can be applied to interior spaces in such a way that they may optimize the development and learning process of the child as much as possible. [...] Keeping in mind the impact that interior design might have on the child's learning experience, and taking into account the quality of the physical infrastructure of the three kindergarten examples, I will attempt to answer the following questions: 1. How does design relate to education? 2. How can a kindergarten be designed or constructed in a way that it motivates self-initiated activities? 3. What is particular about the interior design of each of these kindergartens?" | en |
| dc.description.degree | BA | |
| dc.description.tableofcontents | Acknowledgements 3 1.Introduction 5 1.1 Relevance 5 1.2 Research Questions 6 1.3 Methodology 6 2. History of Kindergarten Education and Design 8 2.1 The Beginnings of the first Kindergarten 8 2.2 Influence of Education and Design 12 3. Kindergarten Design 15 3.1 Object-oriented Kindergartens and regulations 15 4. Analysis of three Kindergartens in Berlin 19 4.1 Introduction to the Kindergarten 19 4.2 Spreesprotten Kindergarten 20 4.3 Drachenhöhle Kindergarten 25 4.4 BIP Kreativitätskita 30 4.5 Discussion 34 5.Conclusion 35 6. Bibliography 37 7. List of figures 40 | en |
| dc.identifier.uri | https://repository.berlin-international.de/handle/123456789/621 | |
| dc.language.iso | eng | |
| dc.subject | Countries, regions | |
| dc.subject | Schools | |
| dc.subject | Children | |
| dc.subject | Cities | |
| dc.title | Designing kindergartens : between design intention and everyday use | |
| dc.type | Thesis |
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