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40053991NAPIER UNIVERSITY

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Shaping Kindergarten through Timber ConstructionRuchita Dasgupta(40053991)

M.Sc. Architectural Technology and Building Performance

School of Engineering and the Built Environment

Timber Form and Construction

BSV11118 Coursework 2

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Abstract

Kindergartens are the first stepping stone for shaping the personality and principals

of a human being. Changing demands of sustainability and growing challenges of

reducing carbon emissions throughout the world should act as an encouragement for

the kindergartens to analyse suitability of timber construction in the educational

framework.

Keywords:Kindergarten pedagogies, timber, aesthetics and sustainability.

Table of Contents

Page

1.0 Introduction .. 3

2.0 Kindergarten philosophy and architecture .. 33.0 Sustainability of timber in kindergartens .. 6

4.0 Timber construction systems . 8

5.0 Conclusion .....15

References

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1 Introduction

The early years, between 3-6 years of age, of the lives of any individual is governedby two environments the home base and the kindergarten. The impressionscreated in the minds of children during this age group may become a reflection of

their personalities in the future (Dudek, 2000). The home environment may havepositive as well as negative impact on a child. It therefore, becomes extremelyessential to cultivate the life experience of a child through the environment of thekindergarten.

(Scoditti, Clavica and Caroli, 2011)Combining two applied disciplines, pedagogyand design, can contribute to the improvement of the quality of life. It is importantdevelop a learning environment that arouses curiosity amongst the children to learnand seek a healthier life-style. Through the design, the architect must achieve aconscious balance between the concepts of pedagogical framework of thekindergarten and the hierarchy and forms of the spaces and architectural details.

The learning environment of a kindergarten must correspond to the sustainabledevelopment of children within a society. With the growing environmental impactsdue to carbon emissions, the educational paradigm must integrate examples withinthe built form of the kindergarten. The kindergarten should the educate childrenabout the importance and mitigations related to these environmental impacts. Thesustainable properties of timber give a designer the liberty of rationally integratingeducational philosophy with building form. It is however, essential to analysedifferent factors of both paradigms for concluding the feasibility of the constructionsystem for a sustainable kindergarten.

2 Kindergarten philosophy and architecture

By the age of three, the innocent free spirit inspires the children to explore their

potentials through the different activities of the kindergarten. They start analysing

objects and experiencing their surroundings through their sensory skills.

Educationalist and children psychologist have attempted to understand and analyse

the psyche of children, thereby developing a suitable education paradigms for them

since early 18th century (Dudek, 2000).

The philosophy of kindergartens varies with the approach of teaching andcurriculum. While some kindergartens maintain a higher level of discipline through

strictness in curriculum, others believe in knowledge transfer through freedom and

interaction.

(Dudek, 2000) Most of the educationalists concluded in their research that strict

curriculum reduce the realm of learning and often induce in the children the tendency

to imitate their teachers. On the other hand, flexible and relaxed curriculums allow

children the freedom of expressing their activities in their own way and encourage

them to naturally exploit their imagination and innovation. It is then, the responsibility

of the teachers to provide appropriate guidance to the children and help them

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explore their potentials through different mediums of the curriculum such as art, craft,

dance, drama, etc.

2.1 Pedagogies and Spatial Planning

The pedagogies of education require a suitable learning environment for practical

implementation in a kindergarten. The design of the learning environment stimulates

the social and sensory skills of the children and builds up their confidence to face the

outside world. It is thus, the role of the architect to analyse the educational

pedagogies and formulate its relationship with an appropriate architectural language

(Dudek, 2008).

According to Dudek (2008), the planning of contemporary kindergartens may follow

one of the three pedagogical concepts:

2.1.1 Purely functional arrangement of spaceswith clear zoning and pre-determined

rules and regulations and a strict curriculum.

2.1.2 Organic nature of spacesevolving inside and around the building with no pre-

planned form within the campus. There is an integration of different spaces

through open plan forms that allow the areas to be developed and used

according to the educational needs of the activities held in them.

2.1.3 Architects child oriented approach to design through his personal experience

and understanding of educational pedagogies. The building then, forms an

integral part of the learning process. Different levels of adventure and

exploration is created, stimulation the senses of sight, touch, smell and

hearing.

2.2 Kindergarten as a Building Form

The pedagogies of kindergarten education not only gives rise to spatial planning of

the spaces and the emergence of the curriculum, but also leads to the development

of the kindergarten as a building form. The architecture of a contemporary

kindergarten is a reflection of its form and details. Dudek (2000) mentions fourapproaches that can be used to design the form of a kindergarten.

2.2.1 Metaphor

The building of the kindergarten is designed as a symbolic representation or

abstraction of an object in the real world. This gives a scope to the children to

interpret the learning environment according to his imagination and fantasy.

2.2.2 Organic

An organic kindergarten building aims at producing a realistic and expressivebuilding form using landscaping, low energy materials, integrated spaces, etc. as

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tools of designing. The result of the design should be a learning environment

imparting an earthy warmth and homely atmosphere.

2.2.3 Late modern

The design of the building, in this case, is not narrative or symbolic. The form is

created as a simple arrangement of forms with an attempt to formulate a series of

spaces with different spatial qualities or detailing. This can be achieved by careful

detailing of the building elements such roof, window sills, staircase, etc., integration

of internal and external spaces, formation of indoor courtyards, etc. The spaces can

be achieved by proper exploitation of the technologies available in the market. This

not only gives a flexibility of spaces to the children, but also exposes them to the

rhythm of the changing market technologies.

2.2.4 ModularThe modular kindergarten architecture developed as a reason of economic and

speedy construction. After the Second World War, it developed as functional units

with clear zones dedicated to different functions. With the emergence of market,

prefabricated built forms are becoming more efficient, portraying a symbol of highly

engineered construction to the children.

Fig 1: Approaches of building form: (top left) metaphor, (top right) organic, (bottom left) late modern,

(bottom right) modular; Source: Dudek, 2000

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(Scoditti, Clavica and Caroli, 2011) Children have a special way of looking at spaces

and objects. They might seek inspiration from the form of the building, small niches,

details on roof, texture of wall, shadow patterns formed on the floor, etc. It is

however, essential for them to first understand the elementary forms of nature.

Rousseau propagated that the initial knowledge of children is gained through the

natural surroundings (Dudek, 2000). It brings them closer to the reality and helps

them understand the primitive forms of nature. Nevertheless, minor forms of

abstraction boosts up their creativity.

It is essential to maintain the playful character of the spaces through interconnection

and openness (Dudek, 2008). Though the spaces of a kindergarten should offer high

levels of flexibility, it should also provide versatile spaces that can be used for

individual or small group activities. This will give scope to the children to analyse

their surroundings and choose spaces according to their needs and moods.

Fig 2: Flexible spaces stimulating moods of children; Source: (left) Galindo, 2011; (right) Dudek, 2000

3 Sustainability of timber in kindergartens

The benefits of timber with respect to environmental, social and economic criteria of

sustainability have increased its suitability as a construction material. The scope of

benefits is widened through the progressive use of off-site and modern methods of

timber construction (MMC) in the industry.

3.1 Environmental benefitsWood is hygroscopic, that is it continually exchanges moisture with the surrounding

atmosphere(Hairstans, 2010). This property of timber improves the indoor air

quality of a space. The exploitation of the asset by exposing the timber as internal

and external finishes will increase the performance of children in the kindergarten.

Timber is a lightweight, environmental friendly material with a low embodied energy

of 10MJ/kg (Greenspec). The embodied energy of the construction system used in

the building is comparatively lesser than other construction systems (Table 1). In

addition, the off-site manufactured timber panel systems possess high thermal

performance values and increase the energy efficiency of the building.

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Element Description MJ/m2

Floors

(including flooring, framing,

footings, reinforcement,

DPC, membranes, etc.)

Timber suspended, timber sub-floor

enclosure

740

Timber suspended, brick subfloor wall 1050

Concrete slab-on-ground 1235

Walls

(including as appropriate,

framing, internal lining, insulation)

Weatherboard, timber frame 410

Brick veneer, timber frame 1060

Double brick 1975

Windows

(including 3mm glass)

Timber frame 880

Aluminium frame 1595

Roofs(including plasterboard ceiling,R2.5 insulation, gutters,eaves)

Concrete tile, timber frame 755

Concrete tile, steel frame 870

Metal cladding, timber frame 1080

Clay tile, timber frame 1465

Table 1: Embodied energy of different construction systems; Source: Forest & Wood Products, 2003

The better the thermal conductivity of a material, the better is the thermal

performance of the building. However, the embodied energy of insulation

possessing high thermal conductivity should also be considered to assess the life

cycle environmental impact of the building. The careful analysis of the environmental

impacts of the building materials must therefore, be done by taking into consideration

their embodied energy, embodied carbon and thermal properties of the materials

(Table 3).

Materials EmbodiedEnergy

EmbodiedCarbon

ThermalConductivity

1

MJ/kg kg CO2/kg W/mK

Frame Timber 10.00 0.72

Glue laminated timber 12.00 0.87Insulation Glass fibre insulation (glass wool) 28.00 1.35 0.037

Sawn hardwood 10.40 0.86 0.140

Cellular glass insulation 27.00 0.037

Cellulose insulation (loose fill) 0.94 3.3 0.030

Cork insulation 26.00 0.038 0.050

Flax insulation 39.50 1.700.038 0.040

Rockwool (slab) 16.80 1.05 0.037

Expanded Polystyrene insulation 88.60 2.55 0.035

Polyurethane insulation (rigid foam) 101.50 3.48 0.025

Woodwool board insulation 20.00 0.98 0.038

Sheathingand fabric

Hardboard 16.00 1.05 0.120

MDF 11.00 0.72 0.120

OSB 15.00 0.96 0.140

Plywood 15.00 1.07 0.140

Plasterboard 6.75 0.38 0.160

Table 3: Environmental impacts of different building materials; Source: Greenspec;1

Twist and

Lancashire, 2008

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3.2 Social benefits

Since most of the timber assembly units are pre-fabricated in factories, a clear and

systematic platform for working is obtained on site. This reduces the number of on-

site accidents and ensures health and safety of the construction workers. Pre-

fabrication puts a check on the quality of the product, thereby attaining the desired

levels of comfort in the enclosed spaces.

With the growing negative impacts of carbon emissions on the earths environment,

providing an energy efficient building for the kindergarten is not the only solution.

There must be proper steps towards the knowledge development of the society. The

learning environment of a kindergarten is the best platform as a step towards the

change. Timber gives the advantage to blend educational pedagogies with natural

and ecological environment. The use of timber as a sustainable material not only

widens the horizon of children towards the needs of sustainability, but also gives ascope of knowledge transfer through them to their family (Hairstans, 2010).

Froebels conceptualization of gift and occupationencourages children to use

timber blocks to create different shapes and assemblies (Dudek, 2000). A similar the

concept is used in MMC reflected through the capabilities of assembling units on

site. The only difference is that the units and pre-designed. However, the

resemblance of the concepts of the theories may be included as a knowledge base

for the students and integrated with their curriculum. This will help them relate their

works or creativity with reality.

3.3 Economic benefits

Though MMC increases the capital cost of the project, cost due to construction

wastage is reduced. Furthermore, the increase in energy efficiency of the building

reduces the operation cost of the kindergarten.

4 Timber construction systems

The sustainability of timber signifies that the building form and environment for a

kindergarten can be accurately created through the use of timber as a constructionmaterial. The building can be made attractive for the children through the use of light

and shadows patterns, colour, texture of the facade, small spaces for different

activities, etc. The principles of sustainability of a timber can be used to form a

homely learning environment and also a part of curriculum to spread the knowledge

of sustainability from the basic level of education. It then, becomes essential to

choose a construction system that adds to the sustainable development.

Gelfand and Freed conceptualize the whole body of a building as a metaphor. It is

constituted of three major components the structure or skeleton, the skin acting asa barrier or control layer for weather and the services responsible for the maintaining

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comfort within the building. The integration of the components with their aesthetics

creates the architectural expression for the building form. The flexibility of designing

these components is higher in case of kindergarten (Curtis, 2003) because of the

imaginative interpretation of spaces noted by children.

4.1 Methods of Construction

4.1.1 Balloon frame

In balloon frame construction, the wall studs continue through the roof. The frame

and the ground floor joist are fixed to anchored sill and the intermediate floors bear

on ribbon strips. Due to the inconvenience in the erection, the system is

inappropriate in terms of the health and safety of the construction workers (AFPA,

2001).

4.1.2 Platform frameThe wall panels are fabricated from floor-to-ceiling, on top of which the floor deck is

fixed. This deck acts as the platform for erection of the upper floor (Twist and

Lancashire, 2008). Depending on the size and weight of the panels, the erection is

done manually or with the aid of cranes. However, since the ground for working is

always even and set, the safety on site is increased.

Fig 1: (left) balloon frame, (right) platform frame; Source: Twist and Lancashire, 2008

4.1.3 Independent frame

In independent frame construction, the wall panels are single storey height, that is,

from floor-to-floor. The intermediate floors rest on a beam running along the internal

periphery of the wall (Twist and Lancashire, 2008). Timber joists acting as beams

are used in case the span between the walls is large. Similar to platform frame, this

system also provides a clear base for working and thus, reduces the risks ofaccidents during construction.

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4.1.4 Post and beam

The system comprises a load bearing system of posts and beams with lightweight

timber or glazed infill panels(Twist and Lancashire, 2008). Since the load is

transferred through the beams and posts, these elements can be curved to increase

the architectural appeal through building form.

Fig 1: (left) independent frame, (right) post and beam; Source: Twist and Lancashire, 2008

4.2 Building Structure

4.2.1 Frame Construction

A timber frame construction is load bearing system primarily constituted of timber

stud and rail assembled to form a structural frame with sheathing boards on both

sides. The timber frame construction system can achieve high thermal performance

and increased levels of air tightness (Twist and Lancashire, 2008), thereby reducing

the carbon footprint of the building and complying with the building regulations.

The wall, floor and roof panels for a frame construction are generally manufactured

in factories and transported and assembled on site. Based on the degree of

fabrication, the two types of panel systems are open panel system and closed panel

system. In open panel system, the off-site fabrication includes the structural frame

with the sheathing board and breather membrane fixed on the outer face. Theinsulation and finishes are fitted once the frame is erected on site. On the other

hand, in a closed panel system, the off-site fabrication includes the complete wall,

floor or roof components with insulation in the cavity, sheathing on both sides and

ducts for service conduits (Twist and Lancashire, 2008).

Since the closed panels are pre-assembled building components, they are faster to

assemble on site and assure quality control (Fewins). The system ensures a clear

ground for working on site, thereby checking the health and safety of the workers.

Additional fire resistance may be achieved by an extra layer of sheathing on theinternal face and cavity barriers between the frames (Twist and Lancashire, 2008).

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4.2.2 Glued Laminated Timber (Glulam)

Obtained by bonding thin layers of timber laminates under pressure with structural

adhesive, Glulam can be used for columns and beams. The grains of the timber

running parallel to each other for each course of the Glulam enables the member to

act as a single timber block under high stresses, even if there are flaws in the timber

grains (Abbott and Whale, 1987). This property allows Glulam columns and beams

to span wider distances, which would otherwise require high graded and expensive

structural solid timber. This will increase the flexibility of the large spaces used for

group activities or performances. Moreover, playful use of the Glulam to derive

curved columns or beams can enhance the visual appearance of the indoor and

outdoor spaces.

The elasticity of structural timber allows its thin layers to be doubly-curved through

cold bending (Freeform Timber). Also termed as pre-engineered timber, Glulam canbe used to construct curved surfaces formulated through computer aided design

(CAD) models. The optimum length of the timber beam or column obtained from the

model make the production of members quicker and more economical.

Since the fabrication is done in factories, the possibilities of construction accidents

reduce. Moreover, these members exhibit light weight along with high strength and

durability. The ease of handling and assembling on site ensures the health and

safety of the workers. Glulam is fire resistant and do not require any extra fire

protection (Abbott and Whale, 1987). This establishes a safe learning environment

for the children.

Fig 1: Glulam in Kindergartens

(left) Bubbletecture, Japan; Source: Curtis, 2003

(right) Steiner school, Stavanger; Source: Galindo, 2011

4.2.3 Structural Insulated Panels (SIPs)

SIPs consist of expanded polystyrene insulation compressed between OSB

sheathing, providing both structural support and insulation (Hairstans, 2010). The

popularity of SIPs is a result of their high thermal performance and air tightness and

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low embodied energy. The low air permeability attained in a building that utilizes the

SIPs may cause adverse effects on the indoor air quality. This makes it essential to

control the contaminated indoor air with the help of mechanical ventilation.

These off-site manufactured lightweight panels provide high levels of safety during

the installation on site. However, SIPs can be used for constructing load bearing

building of only up to two storey high (Hairstans, 2010). A higher fire-resistance may

be achieved by using two layer of internal sheathing (Hairstans, 2010)

4.3 Building skin

The building skin of the kindergarten is an important aspect of stimulating the

learning environment. Timber cladding board can be used vertically, horizontally,

diagonally or in different widths, profiles and jointing to generate variations on the

facade (Twist and Lancashire, 2008). It can be designed carefully to provideinteresting indoor and outdoor spaces through the use of different levels of

transparency, colour, texture, light and shadow patterns, etc.

Fig 1: Use of timber cladding for different faade treatments

(top left) Racoon Club, St Louis; Source: Images, 2004

(top right) Rohrendorf Kindergarten, Austria; Source: Galindo, 2011

(bottom) Company school, Italy; Source: Galindo, 2011

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A variation of different timber textures and colours can be used as internal finishes

for walls, floor and false ceiling. However, due to the exposure of external building

fabric to weather, it is essential to understand the principle behind designing timber

cladding to assure the durability of the facade. Timber cladding is fixed to the wall

through timber battens, leaving a cavity between the wall and the building skin. To

avoid over saturation of timber cladding during monsoons, control ventilation through

the cavity should be provided through vents in the top and bottom of the wall

(Lecture notes, Wood).

Fig 1: Internal finishes

(left and middle) Tsukushi Daycare Centre, Japan; Source: Images, 2004

(right) Steiner school, Stavanger; Source: Galindo, 2011

Fig 1: Detailing of corner; Source: Twist and Lancashire, 2008

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The seasonal variation of moisture absorption in timber leads to deformation of

timber cladding. This can be mitigated by fixing the cladding boards with the

orientation of heart side of annular rings on the outside (Twist and Lancashire,

2008). In addition, a small gap should be provided between two overlapping boards

to account for differential movements or deformation (Lecture notes, Wood). A

careful design of board fixing at the wall corners and junctions through play of colour

and texture can generate interesting facades for the kindergarten.

Any timber rated less than Durability class 3 under BS EN 350-2 should be treated

with preservative(Twist and Lancashire, 2008). The use of different coloured

surface finishes in such cases will not only improves the life of the cladding, but will

also enhances the architectural appeal of the kindergarten facade.

4.4 Teaching and learning spacesThe spaces created in a kindergarten may be termed flexible, semi-flexible or

specific activity spaces. Different construction systems may be used according to the

flexibility of the activity pattern. A flexible space will require wide areas with open

character that can be achieved by using Glulam beams and columns. Smaller

spaces may be generated by using frame construction. A combination of these

systems may be used to form open, semi-open and enclosed area within the

kindergarten.

Fig 1: Teaching and learning spaces;

Source: (left) Baker Kavanagh Architects, (right) Images, 2004

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The learning and experiential quality of the kindergarten is enhanced through

detailing furniture, play areas, niche, sills, roof, floor, etc. that would stimulate the

interests of children. However, MMC can attain maximum benefit only if the

manufacture is done at a large scale. There must therefore, be an attempt to

implement prototype kindergarten design in different areas with similar climatic

conditions. A contextual study will ensure the accurate orientation and optimum

efficiency of the built form.

5 Conclusion

(Davey, 1991) The best contemporary kindergartens show how the principles of

modernism can be enriched by a deeper understanding of the real needs of the user,

and how a humane hierarchy of spaces can be evolved which encourages the

immenselysubtle and complex process of education. The concept leads to theformation of a sustainable learning environment.

The sustainability of timber makes it an appropriate material for kindergartens. Its

efficiency not only improves the energy efficiency of the building, but also acts as an

educational tool for children. The process of learning is enhanced by creating forms

and spaces, abstract or natural, offering flexibility to the children to express their

creativity and enhance their talents. Timber cladding offers a variation in the texture,

colour and profiles to suit the activities of different spaces.

The choice construction system is another key aspect for the sustainable growth of

the kindergarten. The spaces may be created through a combination of construction

system for designing innovative building form and construction, but must consider

proper integration of design decisions and supply chain in order to achieve maximum

safety during construction. Moreover, the design must comply with the standard set

in the Building Regulations.

The proper integration of all the aspects of sustainability through design and

construction will help forming a learning environment that will stimulate the holistic

development of children.

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CW2 - PART1