Abstract
Early childhood education schools (PAUD) are considered very vulnerable during the face-to-face learning period during the COVID-19 pandemic. Therefore, nature-based educational applications in collaboration with architectural elements are expected to reduce the risk of being exposed to viruses. This study aimed to describe the relationship between nature-based educational activities and architectural elements. The application of architectural elements appears on the exterior (building form and building facade) to the interior (spatial layout and furniture arrangement). The concept of nature-based education (educational goals) is slightly similar to the concept of nature-assisted therapies (rehabilitation goals). The research design is qualitative, while the research strategy is phenomenology. The data collection method uses research studies on similar themes and research studies on similar topics. This research uses content analysis and inductive analysis. There are at least five architectural elements related to nature-based educational activities from this research, namely: (1) building form; (2) building facade and material; (3) spatial layout, (4) layout of furniture and (5) landscape design.
Highlights
This research seeks to collaborate in the field of education, and the architectural field during the COVID-19 pandemic
Based on the results of the literature review, the main categories were found in the form of five architectural embodiments (Febrianto, 2019), namely: (1) building forms suitable for Nature-assisted Education (NAE); (2) facades and building materials suitable for Nature-assisted Education (NAE); (3) appropriate spatial layout for Nature-assisted Education (NAE); (4) suitable furniture layout for Nature-assisted Education (NAE) and (5) suitable landscape layout for Nature-assisted Education (NAE)
The difference between Nature-assisted Therapy (NAT) and NAE is that NAT focuses on a three-way, living therapeutic/healing relationship between the therapist, child, and the natural world (Courtney, 2017), while NAE focuses on the educational linkages between students, teachers, and the elements of nature
Summary
This research seeks to collaborate in the field of education (nature-based education), and the architectural field (architectural embodiment) during the COVID-19 pandemic. During this pandemic period, Early childhood education (PAUD) students—who are identical to having low immunity—are prone to being exposed to the COVID-19 virus, especially during face-to-face sessions. Childhood education level (PAUD)—during the COVID-19 pandemic—requires learning that has the following characteristics: maintain social distance, reduce the duration of face-to-face meetings with many people, stay away from crowds (Firmanto, Sumarsono, & Nur, 2020); full of games and inherent supervision of teachers and parents (Firmanto, Sumarsono, & Nur, 2020).
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