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Tag: School Design

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Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). 18 (2)

This research project investigated, in two stages, the ways in which playground equipment and the addition of loose parts to a playground contribute to preschool children’s dramatic and constructive play behaviors. The second study confirmed findings from the first study that young children like to act out dramatic play themes in small, enclosed spaces. In the second study, children were able to construct their own spaces, which not only encouraged dramatic play but also communication and negotiation skills.

Maxwell_Effects of Play Equipment and Loose Parts

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LaVigne, N. G. (2007). (50)

School-related traffic congestion is defined as "the overcrowding and blocking of streets on or near school property that is typically associated with car transportation of children to and from school." Although routes to and from school are examined as part of this problem, most of the guide focuses on traffic problems that occur in the immediate vicinity of the school. School traffic congestion is included as one of the "Problem-Oriented Guides for Police" because it poses a threat to the safety of the students, teachers, parents, residents, and motorists in and around school sites. The identification and discussion of factors that contribute to school-related traffic congestion address population trends and changes in transportation modes; physical design; and new schools, residential divisions, and changes in school assignment. One section of the guide identifies the various categories of stakeholders in the problem and discusses their roles in addressing it. These stakeholders include police, parents, students, teachers and school administrators, local residents, other commuters, the transportation and planning department, school bus companies, Parent Teachers Associations and school boards, school architects and landscapers, and neighboring businesses. Questions pertinent to problem analysis are then discussed, followed by a description of how to measure the effectiveness of responses to the problem. Some guidelines for responses to school traffic congestion focus on general considerations for an effective response strategy, specific responses (changing transportation modes and implementing drop-off, pick-up, and physical design measures), and responses proven to have limited effectiveness. 29 references and appended summary of responses to traffic congestion around schools

LaVigne_N_G_Traffic Congestion Around Schools

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Sussman, C., & Gillman, A. (2007).

Building Early Childhood Facilities: What States Can Do to Create Supply and Promote Quality, published by the National Institute for Early Education Research (NIEER) and LISC’s Community Investment Collaborative for Kids (CICK). To help state policymakers address the need for new facilities to house a growing number of preschool programs for 3- and 4-year-olds, LISC’s Community Investment Collaborative for Kids partnered with Rutgers University’s National Institute for Early Education and Research to produce this policy brief. The brief outlines strategies for successfully financing, designing and developing high quality preschool facilities.

BuildingEarlyChildhoodFacilities

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American Architectural Foundation (2006).

As a follow-up to the recent National Summit on School Design, the American Architectural Foundation (AAF) brought together more than 30 architects, educators, design experts, and students for a two-and-a-half-day Design for Learning Forum. This Forum sought to look at the future of school design, with a particular focus on improving the link between school design and achievement. The forum participants made 10 key findings.

American Architectural Foundation_Design For Learning Forum

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Sussman, C., Gillman, A., & Larsen, C. (2006).

Resource Guide Volume 1: Developing Early Childhood Facilities, published by LISC’s Community Investment Collaborative for Kids (CICK). This guide identifies all of the steps in the real estate development and financing process, and helps early childhood providers and their partners carry out early feasibility and planning activities, assemble an appropriate project development team, select and acquire a site, raise money, and implement best practices in design.

DevelpingEarlyChildhoodFacilities

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Arthur, D.W., Larson, C., Gillman, A., & Sussman, C. (2006).

Resource Guide Volume 2: Designing Early Childhood Facilities, published by LISC’s Community Investment Collaborative for Kids (CICK). This volume highlights the connection between well-designed space and high quality programming, and helps early childhood providers, community developers and architects plan effective spaces for young children. The guide includes an overview of design principles, a tour through a center’s functional areas, and information on materials, lighting, security, urban settings and accessibility.

DesigningEarlyChildhoodFacilities

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Johnson, K. (2006).

As the current K-12 generation approaches societal maturity they will encounter issues that are changing almost as fast as they are identified. Fast on the heels of the elementary population are the pre-kindergarten children who will be facing an ever-changing global society. Business and educational leaders have called for universal preschool education that will meet the developmental needs of pre-K children. These developmental needs are identified through research that supports the advantages of early childhood education and intervention. The primary goal is to close achievement gaps as they invest in the future. As world competitors in the global marketplace make investments in early education, and domestic social and economical conditions dictate the need for childcare, the call for implementing pre-K universal programs is being heard. State funded preschool programs have expanded over the last decade. By the 2001-2002 school year, 40 states had preschool programs. The social benefits of high-quality early learning programs and the long-term effects of early intervention on achievement are continually supported by research. Preschool has been shown to increases early reading and math skills in kindergarten and studies found that children who attended quality preschools demonstrated lower incidents of social problems. A national survey of American families revealed 82% of three and four year olds with employed mothers are in non-parental care, and 43% use child care centers for this care. With so many children already enrolled in environments outside of home, attention must be given to the merits of pre-K education. It is important to note that the research explaining the benefits of early education, qualifies the findings with the descriptive phrase "high quality." As states come on-line with pre-K programs they are requiring certified, degreed teachers and standard approved curricula. These requirements are elevating the importance and professionalism of the early childhood learning environment.

Johnson_Learning to Learn_Pre-Kindergarten_Kindergarten Design Implications

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