Sustainable Model of Preschool Education Facilities

Abstract

In preschool design, at least three different groups are affected by the built environment: children, teachers, and parents. Despite the observation of children’s behavior and understanding of their needs, a joint effort is significant among architects and educators in preschool facilities; architects are trained to appraise and evaluate space that should be created, while preschool educators understand another dimension of the children's environment and its effects. This paper aims to provide a sustainable model of a preschool education facility that should be based on design principles on spatial and configurational requirements that are recognized by involved parties in preschool education under the architect’s coordination. Furthermore, this paper explores the existing design principles and recognized models in preschool education. Experiences and statistics from member countries of the Organization for Economic Cooperation and Development support this study. Qualitative research methodology is used, based on an in-depth analysis of published literature. It is expected to develop a list of involved parties that appear in the sustainable model of preschool. This paper will derive, as a conclusion, the basics of design guidelines within the advantages and disadvantages of existing models in preschool education, and develop a basis for a future sustainable model of preschool facilities.