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This book is about design built environments for young children and what architecture can offer early learning. So much of the teaching of children in early learning settings revolves around the importance of a child's environment and its impact on their development. Children are unique individuals with heightened sensory needs and special scale considerations. They move through and perceive space in a totally different way than adults. How can architectural form respond to the unique needs of children, supporting and reinforcing the pedagogy of a children's center? Over the last 100 years, many divergent educational philosophies have evolved with a wide breadth and depth of thinking and with an equally wide range of architectural responses. The different educational programs and the consequent needs of the staff also impact the architectural outcome and how children's needs are managed. Author Sarah Scott has explored the architectural designs of exemplar early childhood centers around the world. Scott examined 50 centers in 10 countries with a wide range of educational philosophies that have influenced the designs. These included: Scandinavia with its free government-provided childcare and outdoor forest schools * Italy, home to the highly influential Reggio Emilia pedagogy * Germany and Switzerland, for Steiner, Froebel, and Environmentalism * Japan's adventurous architecture and Shinto roots * the UK with its comprehensive Sure Start program combining early learning and adult outreach. All of these countries place a high emphasis on the environment as educator and have produced some beautiful and award-winning architecture. This book will benefit anyone who is interested in the design of built environments for children. It is an exploration of numerous early learning experiences and of the innovative and inspirational building designs that have developed out of each pedagogy. It shows what architecture can offer to early learning and what early learning requires from architecture. How can architectural form respond to the unique needs of children and support and reinforce the pedagogy of a children's centre? So much of the teaching in Early Learning revolves around the importance of a child's environment on their development. Over the last 100 years, many divergent philosophies have evolved with a wide breadth and depth of thinking and with an equally wide range of architectural responses. Children are a unique client with heightened sensory needs, special scale considerations and a totally different way of moving through and perceiving space to adults. The different educational programs and the consequent needs of the staff also impact on the architectural outcome and on how children's needs are managed. This book is aimed at anyone who is interested in the design of built environments for children. It is an exploration of the many different kinds of early learning experiences that are available and the innovative and inspirational building designs that have developed out of each pedagogy. This visual book is about what architecture can offer early learning and also, what early learning requires from architecture Copyright......Page 5 Contents......Page 8 Introduction......Page 9 Philosophy of early years education......Page 12 The children's centre environment......Page 34 Japan......Page 102 UK......Page 110 Italy......Page 130 France......Page 140 Liechtenstein......Page 144 Switzerland......Page 148 Germany......Page 154 Sweden......Page 162 Finland......Page 174 USA......Page 186 References......Page 193