TITLE

THE DREAM WEAVER: REIMAGINING A STIMULATING

ENVIRONMENT FOR THE CHILDREN
(SUNNYDALE SCHOOL AT BASHUNDHARA R/A, DHAKA )

NAME: AHNAF AMEER ASHRAF

STUDENT ID: 14104005

A thesis submitted in partial fulfillment of the requirement for the degree of

BACHELOR OF ARCHITECTURE

Spring – 2020

Department of Architecture

University of Asia Pacific

74/A, Green Road, Dhaka, Bangladesh.

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 TABLE OF CONTENTS

Contents Page

Title………………………………………………………………………………………………………………..1
I. Certificate of Originality……………………………………………………………………………………….3
II.. Dedication……………………………………………………………………………………………………. 3
III. Acknowledgement……………………………………………………………………………………..........3
IV. Abstract……………………………………………………………………………………………………....4
V. Discussion with Client……………………………………………………………………………………….5
1. RESEARCH BACKGROUND…………………………………………………………………
1.1. Historical Context ……………………………………………………………………………………….....6
1.2. Geographic Context …………………………………………………………………………………....6--9
1.3. Social Context………………………………………………………………………………………........10
1.4. Demographic Context ………………………………………………………………………………..11-14

2. CONTEXUAL ANALYSIS & PROGRAMMATIC UNDERSTANDING ……………...

2.1. Site & Context ……………………………………………………………………………………….…...16
2.2. Site Analysis ……………………………………………………………………………….………….17-27
2.3. Program Analysis ………………………………………………………………………………….....28-37

3. RESEARCH & REVIEWS………………………………………………………………...

3.1. Literature Reviews …………………………………………………………………………………...40-42
3.2. Standard Analysis ………………………………………………………………………………………..43
3.2.1. Indoor Class Room Layouts ……………………………………………………………………...44-45
3.2.2. Indoor Outdoor Studio Layouts ……………………………………………………………………...46
3.2.3. Break Out Spaces ……………………………………………………………………………… …47-48
3.2.4. Outdoor Spaces ………………………………………………………………………………………. 49
3.2.5. Analyzing Child Friendly Environment …………………………………………………………..50-52
3.2.6. Research about the Children ……………………………………………………………………. 53-54
3.2.7. Infographics Analysis ……………………………………………………………………...…………..55
3.2.8. Analysis about Existing Sunnydale School…………………………………………………… …56-59
3.3. Precedence Analysis………………………………………………………………………………………..
3.3.1. (Local)………………………………………………………………………………………….…. ..60-81
3.3.2. (Global) …………………………………………………………………………………………….82-102
3.4. Summary of Research …………………………………………………………………………………103
4. CONCEPT FORMULATION……………………………………………………………....................
4.1. Concept Formulation (Understanding with Schematic Diagrams, Sketches & 3D)…………105-111
5. DESIGN PROPOSAL……………………………………………………………..............................
5.1. Design Proposal …………………………………………………………………………………..113-135
5.2. Conclusion ………………………………………………………………………………………………136
Index & Bibliography……………………………………………………………………………………137-140

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I. CERTIFICATE OF ORIGINALITY:

This is to certify that I am responsible for the work submitted in this thesis and that this is an
original work of my own except as specified in acknowledgements or notes, and that neither the
thesis nor the original work contained therein has been submi tted to this or any other institution for
degree.

II. DEDICATION:

To my parents. AKM Ashraful Islam & Nawsheba Sabih Kabita

All my family-friends, relatives, well - wishers.

III. ACKNOWLEDGEMENT

At first, I am grateful to Almighty for blessing me with the opportunity to complete this research
work. I am thankful to my studio mentor Abu Sayeed Mostaque Ahmed, Dean & Professor and also
supervisor Muhtadin Iqbal, Department of architecture, UNIVERSITY OF ASIA PACIFIC (UAP) for his
immense support and guidance throughout the process, which gave me the triggered power to work
hard in every step. My endless gratitude goes towards sir Ziaul Islam, Associate Professor & Proctor,
Mehrab iftekhar, Assistant Professor for always believing in mind provoking me to go further and
beyond.

I am also grateful to the Dept. of Architecture, University of Asia Pacific, for technical support.
Thanks to my honorable all teachers at the Department of Architecture, UNIVERSITY OF A SIA PACIFIC
(UAP) for providing a stimulating academic environment, inspiration, and guidance

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IV. Abstract

It is undoubtedly said that the children are our future of the nation. Now-a-days children are seen
engaged in watching online based movies – cartoons etc. playing online games, watching YouTube
and browsing in online websites. For these reasons though the children can learn a lot of things from
the virtual media they are getting mechanized and losing to nurture their inherent creativity that
means spontaneous quality. This is a concerning issue for the children as well as the parents. So it is
high time for making our future children to be more creative simultaneously to be more advanced in
science & technology. We want to provide an inclusive environment that fulfills each child’s social,
emotional, physical and intellectual needs. Our focus is on their environment, because children are
the principal influence in a creative development, so that children, parents and teachers can work
together as a team. We are committed to the community, bringing families, teachers and community
members together to teach our children the value of cooperation, respect, responsibility, creativity &
potentiality. It is an opportunity to locate those problems of this important sector and come out with an
architectural solution. In this thesis, an innovative and effective architectural program which is based
on rational explanation is to create a suitable child-friendly stimulating environment in a school. So by
designing Sunnydale School imaginably can play important role in this aspect.

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1. RESEARCH BACKGROUND

1.1. Historical Context

Bashundhara is situated in a residential area of Vatara Thana in Dhaka, Bangladesh. This area
is developed by Bashundhara Group. It is recognized as one of the most significant planned
housing areas in Bangladesh.

In the 1980s, the project was started. In 2011 segments of the housing project was declared
unauthorized as they were in considerable flood flow zone areas. In 2014 a cabinet committee
held a meeting to rechange the Dhaka Detailed Area Plan (DAP) map to make the project
legalized. The project was established on the area filled up low-lying marshland areas. The
project has been sold over 10,000 as of 2005 for the residential purpose with all other
amenities.

Bashundhara is located just opposite to Baridhara and a few minutes short drive from the
Gulshan 2 area. For the Dhaka dwellers, they have to access Bashundhara by the Kuril
Bisshow Road. Actually there is a 300 ft high way just beside the neighborhood (which goes by
the name ‘300 ft’ itself) is for the people who live outside Dhaka. Though the area is a little bit
far from the current commercial hubs like Motijheel and Gulshan areas, people still find it
suitable due to the peace, serenity, and security of the area.

1.2. Geographic Context

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2003 2006

2008 2009

2010 2011

2012 2013

2014 2015

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 2016 2017

2018 2019

2020

Figure: Geographical transformation of Bashundhara Residential Areas from Satellite Images ,

Source: Google Earth Pro 2020 (compiled by author) G.M.

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 1.3. Social Context

Societal Facilities in Bashundhara

Residential Area:
GP Headquarter, Different banks,
Bangladesh Protidin Office, Walton
& Bashundhara Group Head Office

etc .

Educational:

 American International University Bangladesh (AIUB)

 Independent University, Bangladesh (IUB)
 North South University (NSU)
 International School Dhaka
 Playpen (school)
 Hurdco International School
 Viqarunnisa Noon School
and College

Health Facilities:

 Evercare Hospital Dhaka

 Bashundhara Eye Hospital

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1.4. Demographic Context

Green Areas

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/ Hospital

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 2. CONTEXTUAL ANALYSIS & PROGRAMMATIC UNDERSTANDING
2.1. Site & Context

Site Area : 3 Acres

Site Location: Bashundhara Residential Area, Block – G, Plot – 19A, Road - 7

Google Map View

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LAND USE PATTERN

SITE

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2.2. SITE ANALYSIS

ZOOM IN VIEW

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AIR FUNNELING

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CONTEXT LAYOUT PLAN WITH FOCAL POINTS

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TREE MAPPING

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2.3. PROGRAM ANALYSIS:

I. GIVEN PROGRAM

Administration
 Reception Area With Entry lobby
 Principal Room
 Secretary Room
 Meeting Room
 Visitors Waiting Lounge
 Accounts Room
 Commercial Room
 Students Counselor Room
Library
 Librarian Room
 Cloak Room (Lockers)
 Stack Area
 Visitors Waiting Lounge
 Book Stacks
 Reading Space
Canteen
 Dining Area
 Kitchen
 Storage (Food, Utensils & Crockeries)
 Washroom Facilities
 Counter
 Loading-Unloading Bay
Multipurpose Hall
 Reception Area
 Entry Lobby
 Seating Area
 Back Stage
 Washroom Facilities
 Green Room
 Lockers in Changing Room

Gymnasium
 Lockers

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  Gym Area
Assembly Area
 Assembly Space
Class Rooms
Teachers Room
Labs
 Physics Lab
 Chemistry Lab
 Biology Lab
 Computer Lab
Car Parking Facilities
& Other Supporting Services

II. PROPOSED PROGRAM

Administration
 Guardians Waiting Lounge
 Elevator Facilities for The Differently Abled Persons
Library
 Green Lounge
Canteen
 Green Lounge For Dining Purpose
Multipurpose Hall
 Used As Exhibition Space
 Connected With Outdoor Space
 Used As Examination Hall
Gymnasium
 Pool Table
 Table Tennis Table
 Carom Board
 Lockers
Assembly Area
 Plaza Like Situation
 Outdoor Learning Space
 Dias

Class Room
 Modular Class Rooms in 2 Modules

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  Connected with Open Terrace
 Music & Dance Room
 Art, Craft & Sculpture Room
 Gaming Class Room (Common Room)
 Open Terrace Connected Workshop Room
 Outdoor Studio
Stimulating Environment
 Informal Learning Space
 Break Out Space
 Breathing Space
 Interactive Space (Plaza Like Situation)
 Green Bridge Connection
 Bridge Connected Open Stairs
Teachers Room
 Teachers Open Lounge
 Coffee Corner
 Lockers
 Guest Teachers Open Lounge
Child Specialists Rom
 Parents Waiting Lounge
 Visiting Counter
 Child Counselors Room
 Child Researchers Room
 Medical Facilities
 Prayer Room
 Storage
Physics Lab
 Dark Room
 Lockers
Computer Lab
 Photocopier & Printer Zone
 Lockers
 Teachers Room
 Shoe Rack
Play Field
 Football Field
 Cricket Field
 Outdoor Seating Area For The Spectators

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  Gallery Space
Play Court
 Basketball Court
 Handball Court
 Outdoor Seating Area For The Spectators (Under The Banyan Tree)
 Gallery Space
Parking Facilities
 Bus Parking
Drop Off Area
 Canopy Like Drop off Area
Other Supporting Services
 Ayas Waiting & Resting Zone
 Guards Waiting Zone
 Washroom Facilities (Male & Female)
 Lockers / Shelves in Changing Room (Male & Female)
 Storage
 Emergency Exits (Fire Stairs)
 Janitors
 Duct Room
 Rooftop Gardening

III. TOTAL DETAIL PROGRAM

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 PROGRAMS SPACE INFORMATIONS Total With
No. of
Sections Functions Number Users SFT/Person Net Circulation
ADMIN Admin Block Person SFT SFT SFT
Principal 1 1 150 150
Attached Rest Room 1 1 60 60
Attached Wash Room 1 1 40 40
Secretary 1 1 250 250
Meeting Room 1 15 35 500
Students Counselor Room 1 1 160 160
Visitors Waiting Lounge 1 12 25 300
Accounts Department 1 2 80 160
Commercial Department 1 2 75 150
Guardians Waiting Lounge 1 30 10 300
Sub Total 2071 2071
TEACHERS Teachers Room 1 60 35 2000
Teachers Open Lounge 1 20 30 600
Guest Teachers Open Lounge 1 16 32 500
Coffee Corner 2 84 2 100
Sub Total 3200 3200
CHILD SPECIALISTS Specialists
Child Counselor Room 1 4 40 160
Child Researcher Room 1 4 40 160
Medical Facilities 1 4 40 160
Parents Waiting Lounge 1 12 16 200
Visiting Counter 1 1 50 50
Prayer Room 1 10 10 100
Storage 1 50

Sub Total 880 880

JUNIOR CLASS Junior Section
Section - 01
(Play Group) 3 96 32 3072
(Nursery) 3 96 34 3328
Section - 2
(KG 01) 2 64 32 2048
(KG 02) 2 64 32 2048
Sub Total 10496 10496
MIDDLE CLASS Middle Section
Section - 01
(Class 1) 2 66 31 2048
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 (Class 2) 2 66 31 2048
(Class 3) 2 66 31 2048
(Class 4) 2 66 31 2048
Section - 02
(Class 5) 2 66 31 2048
(Class 6) 2 66 31 2048
(Class 7) 2 66 34 2300
Sub Total 14588 14588

SENIOR CLASS Senior Section

(Class 8) 2 66 31 2048
(Class 9) 2 66 31 2048
(Class 10) 2 102 22 2300
Music & Dance Room 1 54 35 1800
Art, Craft & Sculpture Room 1 46 44 2000
Gaming Class Room 1 15 32 480
Workshop Room 1 32 40 1280
Outdoor Studio 2 350 26 91000
Sub Total 11956 11956
STIMULATING Break Out Space 4 75 33 2500
ENVIRONMENT Breathing Space 2 24 62 1500
Plaza Like Interactive Space 2 130 12 1600
Green Bridge Connection 6 5600
Bridge Connected Open Stairs 2 4000
Sub Total 15200 15200
LAB Lab Facilities
Physics Lab 1 80 25 2000
Dark Room 1 20 30 600
Chemistry Lab 1 100 30 3000
Biology Lab 1 100 20 2000
b) Aquarium
c) Staffing display Zone 800
e) Storage
Computer Lab 1 45 40 1800
a) Teachers Room 1 2 50 100
b) Photocopier & Printer Zone 1 1 40 40

Sub Total 10800 10800

COMMON
FACILITIES Common Facilities
Exhibition Hall / Display Zone 1 300 8 2400
Multipurpose Hall (Audio - Visual) 1 300 8
Examination Hall 1 200 12
Sub Total 2400 2400
Library

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 a) Librarian Room 1 1 144 144
b) Cloak Room 1 144
c) Stack Area 1 1 144 144
d) Visitors Waiting Lounge 1 16 22 350
e) Book Stacks 14 105
f) Reading Space 11 50 40 2000
Sub Total 2887 2887
Canteen
a) Dining Area 2 50 40 2000
b) Kitchen 600
c) Crockery & Utensils Storage 1 70
d) Food Storage 1 120
e) Washroom Facilities 2 100
f) Counter 1 300
g) Loading-Unloading Bay 1 200
Sub Total 3390 3390

Gymnasium 1 25 80 2000
Sub Total 2000 2000

Assembly Area 1 450 12 5400

Dias 1 0
Sub Total 5000 5000
Play Field & Play Court
Football Field 1
Cricket Field 1
Basketball Court 1 2880
Handball Court 1 3000
Sub Total 5880 5880
SUPPORTING Supporting
SERVICES Generator & Sub Station Room 1 800
BMS Room 1 80
Electro Mechanical Room 1 80
Lift Machine Room 2 300
Storage 1 60
Duct Room 10 500
Washroom Facilities 8 900 5000
Back Stage 1 864
Green Room 1 130
Storage 1 130
Changing Room 1 80
Washrooms 2 140
Ayas Waiting Zone 1 120
Ayas Resting Zone 1 120
Guards Waiting Zone 1 120

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 Washrooms 2 144
Changing Room 2 150
Storage 1 150
Sub Total 8968 8968
GRAND TOTAL 78990

Sl. NO.
A. Main Programs Sft SFT
Admin Block 2071
Teachers s Block 3200
Chi l d Speci a l ist 880
Junior Class 10340
Middle Class 14588
Senior Class 11956
Lab Facilities 10800
Multipurpose Hall 2400
Library 2887
Canteen 3390
Gymnasium 2000
Supporting Services 8968
Sub Total 78990 78990

B. Circulation
Lobby & Circulation Area 2000
Parking (13 Cars) & Busing (5 school
buses) 5000
Canopy Like Drop Off Area 1300
Entry Lobby in Multipurpose Hall 1000
Others Transport Movement 8700
Sub Total 19010 19010

C. Green Area
Football Field 7000
Informal Learning Space (Green
Surface) 3000
Outdoor Seating Area for the
Spectators 7000
Green in Bus parking Area 3000
Green Lounge in Library Area 224
Green Lounge in canteen Area 800
Set Back green 2500
Canopial Green in Car Parking Area 4000
Green Area ( Back Side Assembly Area) 2000
Play field Set Back Area 1400
Miscellaneous 2000
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 Sub Total 32670 32670

Total Built Area 98000

SUMMARY SUMMARY % Area SFT

1 % 0f Built Area 48 78990
2 % 0f Green Area 27 32670
3 % 0f Circulation Area 25 19010
Total Land Area 100 130670

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 3.1. LITERATURE REVIEWS

To design stimulating environment different types of seminar papers, literatures, articles,

case study papers, case studies, books. pdfs etc are reviewed.

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Pag
e

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3.2. STANDARD ANALYSIS (FINDINGS & RESEARCH)

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3.2.1. STANDARD ANALYSIS (INDOOR CLASS ROOM LAYOUTS)

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3.2.2. STANDARD ANALYSIS (INDOOR-OUTDOOR STUDIO LAYOUTS)

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 3.2.3. STANDARD ANALYSIS (BREAK OUT SPACES)

BREAK OUT SPACE:

A break out means any space which is open to the end users that is different from their usual
working area. It can be a place for the users to relax, eat their lunch and even hold informal meetings.
Basically schools, institutions, office areas etc. there are seen this type of space.

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3.2.4. STANDARD ANALYSIS (OUTDOOR SPACES)

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3.2.5. ANALYZING CHILD-FRIENDLY ENVIRONMENT

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3.2.6. RESEARCH ABOUT THE CHILDREN

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3.2.7. INFOGRAPHICS ANALYSIS

THE DREAM WEAVER: REIMAGINING A STIMULATING ENVIRONMENT FOR THE CHILDREN

(SUNNYDALE SCHOOL AT BASHUNDHARA R/A, DHAKA)

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 3.2.8. ANALYSIS ABOUT EXISTING SUNNYDALE SCHOOL

Sunnydale was established in 1985 by its founding members spearheaded by its late Chairman Abdul
Mannan Khan. Based on the syllabus published by the UK Education Board this institution is aimed at
providing quality education to the society. Dr. Tanvir Ahmed Khan is the Chairman of this school .
Tazeen Ahmed is the principal of this school. At present, Sunnydale is housed in different locations
with classes ranging from Playgroup to Grade Twelve. The future plans include the construction of
school facilities on its own land at Bashundhara. The students are obligated to help those who are

less fortunate. The school believes in the motto ‘Each one for everyone’.

Existing images of this Sunnydale School

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CLASS ROOM LAYOUTS

Actually there are 6 types of class room layouts which

depict the individuality of class room approach in this
school to govern the students in many different ideologies
to excel. That’s why the students get belonged to the
school very playfully and educated in very exceptional
manners.

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3.3. PRECEDENCE ANALYSIS

3.3.1. (LOCAL)

Basically there is research about 6 types of school

1. Traditional English Medium Type

2. SOS Type
3. Aptitude Based
4. Vocational Learning Type
5. Montessori Education Type
6. Mixed Type (Montessori & English Medium)

1. Traditional English Medium Type:

An English medium educational system is one that uses English as the primary medium of
instruction --- particularly where English isn’t the mother tongue of the students. As a result of
this, in many states throughout the world where English isn’t the predominant language.
There are many English medium schools.

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A) SUNBEAMS SCHOOL AT UTTARA

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B) SCHOLASTICA SCHOOL AT UTTARA

Th e p r o j e c t w a s o n e o f t h e m o s t l e a d i n g E n g l i s h m e d i u m s c h o o l s a t D h a k a . Th e
s c hool func t i on ed in s c at t ered res ident ial hous es unt il 1999. Th e newl y
c o n s t r u c t e d b u i l d i n g c o m p l e x a t U t t a r a s i t e d 1 a c r e h o u s e s c l a s s f i ve t o A l e ve l
c l as s es wi t h am pl e open s pac e for t he s t udent t o i nt erac t and c i rc ul at e out s i de
t h e c l a s s r o o m s . Th e b u i l d i n g d e s i g n e d b y A r c h i t e c t J a l a l A h m e d a n d h i s
a s s o c i a t e s c o m p r i s i n g i n d o u b l e h e i g h t e d m a i n e n t r a n c e w i t h e l e va t e d g r o u n d
l e ve l , s t a i r c a s e s a n d c o r r i d o r s o f d i f f e r e n t s i z e a n d s h a p e s , i n t e r c o n n e c t i n g
di fferent l e ve l s around t he c ent ral c ourt wi t h c hangi ng panoramic vi e w s .
B e a u t i f u l g r e e n p l a n t s a n d b a r e b r i c k s a t d i f f e r e n t f l o o r l e ve l s a s s u m e t h e
c o u r t y a r d s i d e c o r r i d o r s . P l a y o f e ve r c h a n g i n g s u n r a y s t h r o u g h w i d e a n d
p e r f o r a t e d o ve r h a n g i n g p a r a s o l s .

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2. SOS Type:
SOS type schools basically a commitment to child- centred care like a mother, a
house, siblings, a village. In the following decades, SOS Hermann Gmeiner’s
(Austrian) life was inseparably linked with his commitment to a family based care
concept with the four pillars of a mother, a house, brothers and sisters, and a village.

SOS HERMANN GMEINER SCHOOL AT MIRPUR:

This school is established in 1986, this beautiful campus stands on 2 acres of land in
Mirpur-13 The campus was designed by As Architect Team Member Architect Nahas
Ahmed Khalil and Architect Late Raziul Ahsan Khandaker.
It is one of the Education Projects of SOS Children’s Village International in
Bangladesh. It was established in 1986 in order to provide better education to the
children of SOS Children’s Village Dhaka as well as those of Mirpur and its adjoining
areas.. The institution has already gained a reputation as one of the best educational

institutions in the country both in terms of its achievement in different public

examinations as well as its performance in different extra-curricular competitions. To
protect also remains an integral part of our overall policy. The college is run by a
special Governing Body approved by the Board of Intermediate and Secondary
Education, Dhaka. The impressive college building is situated on 2 acres of land at
Mirpur Section-13.. At present over 1100 students, including about 120 children from
SOS Children’s Village Dhaka, are studying in this institution.

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 3. APTITUDE BASED

The Bangladesh curriculum in UAE follows the Dhaka Board Curriculum.

The English version school is a system of education in Bangladesh that follows the national
curriculum and based upon textbooks translated from the Bengali language into English. The
academic year is from January to December.

Key Features

The Education System is divided into:

1. Primary education - lasts 5 years (grades I to V - grades 1 to 5)

2. Secondary education - lasts 7 years (3+2+2).

Comprises three cycles:

 Junior secondary (grades VI-VIII – grades 6 - 8)

 Secondary (grades IX and X – grades 9 & 10)

Fulki Child Aptitude School At Chittagong:

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Fulki is a child’s paradise. It started its journey on 1st January, 1976 as an open type aptitude
institute. The objective was to unfold human qualities, to develop creative faculties and to nurture
intelligence-oriented merit among the children. Simultaneously, it is conducting the cultural activities
for students of other science 2001 that includes literature, music, fine-arts, biographies of great men,
history of civilization and science. Today almost 800 children as direct students of the two centres and
20,000 students of different districts through IECP are linked with Fulki. Fulki is one such private
institution that takes a cultural view of education in its most varied and comprehensive sense with
particular emphasis on cultural inputs essential for proper blos soming of a child’s mind, soul and
individuality. Based in Chittagong, the creators of Fulki thought of the school as “children's cultural
world,” where children are blessed with the right nutrients for mental and intellectual growth.

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 4. VOCATIONAL LEARNING TYPE:

Vocational education and training (VET), called Career & Technical Education (CTE),
prepares learners for job that are based in manual or practical activities, traditionally
non-academic and totally related to specific trade, occupation or vocation, hence the
term – vocational education is education that prepares a child to work as a technician
or to take up employment in a skilled craft or trade like tradesperson or artisan.
Vocational education is sometimes referred to as childlike career and technical
education. Vocational goals could include skills needed to find a job, maintain a job,
or perform specific tasks required for the job. The technical and vocational education
and training (VET) for the children is particularly important for promoting economic
development, expanding employment size and improving the quality of employment.

METI School At Dinajpur:

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3.3.2. PRECEDENCE ANALYSIS (GLOBAL)

5. Montessori Education Type:

Montessori education involves free activity within a `prepared environment’, meaning an educational
environment tailored to basic human characteristics, to the specific characteristics of the children at
different ages, and to the individual personalities of each child.

The Montessori Difference

“Education should no longer be mostly imparting of knowledge, but must take a new path,
seeking the release of human potentialities.” - Maria Montessori (An Italian child physician,
Founder of Montessori Conceptual Schooling System)

A) FUJI KINDERGATEN AT JAPAN

Fuji Kindergarten is a place where young children know how to learn, meet, and discover, but most of
all play their way toward personal development. The Philosophy The oval ring shaped timber roof
floating over interior spaces that mingle with the central atrium area in one unique entity. The concept
is very simple: Children are not forced to stay indoors rather than outdoor or semi-outdoor areas.

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B) MONTESSORI KINDERGARTEN AT CHINA

Montessori Kindergarten is located .

on the coastline of Xiamen Island Columns and beams

immediately become trees and bridges. Continuing staircases and slides spiral up around the "trees",
connecting and activating spaces. "Treehouses" provide private spaces for children to read and do
handwork. So Montessori Kindergarten art China is a iconic kindergarten for the children to have
better interactive and also creative environmental situations. The design of the kindergarten has been
drawing on the Montessori concepts and principles. The third floor provides a combination of indoor-
outdoor activity areas connected by a plastic track. The track is an extension of the centralized atrium
and detaches out various thematic activity areas. Children can move freely and safely.

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C) EDUARD BALCELLS, DANIEL TIGGES EL TIL·LER SCHOOL AT SPAIN

The school proposing a contemporary spatial expression of the Waldorf-Steiner pedagogy adapted to
a Mediterranean climate. Thus, there are no interior corridors, and access to the classroom follows a
gradual exterior spatial sequence: rambla – courtyard – porch - receiving hall – classroom. The
buildings have no closed hallways, encouraging students to explore the natural surroundings freely.

The volumetric compactness, the semi prefabrication of structure and facades, as well as the direct
expression of the materials, without coatings or claddings, have made it possible to build this school
for a cooperative of parents and teachers within a budget lower than to the average for a public
school with equivalent characteristics.

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6. Mixed Type (Montessori & English Medium):

The School has been great blessing for thousands of students as the education here focuses on
moulding the child-body mind and spirit. ... The teaching methodology implemented here is Child
Oriented, the discipline implanted is Nation Oriented and the morality imparted is God Oriented.
Montessori English Medium Primary School. Affiliated to CBSE. Award Winning School.

A) Hongling Experimental Primary School At China:

The school building, distributed into two halves with different heights on the east and west,. The

general plan is an inter-linking mirrored and E-shaped. The West Half uses the obligatory spacing

between classroom rows to create a “valley” courtyard with two curved boundaries. The courtyards

sinking to the underground level, combined with the greenery slope garden, strives for the

underground cultural/sport facilities and canteen space fully illuminated and naturally ventilated.

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B) Marlborough Primary School At UK:

Marlborough is a well established, inclusive and welcoming primary school with a full time nursery
with excellent facilities in a very new building. Marlborough is larger than the average-sized primary
school. The proportion of disabled pupils and those with special educational needs supported through
school action is slightly below the national average. The school serves a diverse community; far more
pupils come from minority ethnic backgrounds than is the case nationally. At least 12 different ethnic
groups are represented in varying proportions. Nearly two thirds of pupils speak English as an
additional language, which is far higher than the national average.

This is a good school. They make progress from low starting points to reach the national average in
reading, writing and mathematics by the end of Year 6. The training needs of staff are very well . The
development of their teaching skills assists pupils do well. Pupils in Years 1 and 2 develop a solid
understanding of phonics (the sounds letters make), which helps them become confident readers and
writers as they get older. Pupils are courteous and respectful and play and work well together.

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C) Summit Elementary School At USA:

Summit Elementary School in far north Austin serves more than 800 students who represent a diverse
population, with more than 20 languages spoken in students’ homes. Interacting with students
globally and learning about different cultures prepares students as world citizens and leaders.Summitt
is part of the Anderson family of schools, which focuses on world languages and cultures. First-
through fifth-graders are exposed to Spanish, German, French and Latin at each grade level as part
of the school’s focus on world cultures. In addition to a rich basic curriculum, the school offers
diversified enrichment activities, including a robotics program with National Instrument as mentors.

Meet and Greets are only for students starting the school year in the face-to-face and purple/gold
models. Students starting the school year in the Ocon Virtual Learning Community will receive
separate back to school information.

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3.4 SUMMARY OF RESEARCH:

End users: (Children – age up to 3 to 16 years

(Definition of Children in Bangladesh

14 years old
The Age of Consent in Bangladesh is 14 years old.

The United Nations (UN) Convention on the Rights of the Child (UNCRC) defines a child as an
individual less than 18 years old, where The Children Act of 1974 defines children as less than 16
years old individuals.)

Other Users: Guardians, Teachers & Mentors

From the above all precedent studies and standard analysis there has been learnt -

 Different types of schooling systems. Classroom layouts, circulatory connected spaces.

breathing spaces to play etc.
 Environment friendly spaces
 Impacts of breakout spaces, breathing space, connective space on child’s mental and
physical growth
 Types of stimulus or stimulating factors for the children

 Exterior and interior solutions in spaces through architectural translations

 Indoor – outdoor activities and relationship throughout the whole buildings and spaces
 Facades and fenestration in the architectural layout of creating effects to the children
upbringing
 Solid- void compositions in the spatial qualities throughout the horizontal and vertical
circulation in those projects
 Child Specialists. Researchers point of views about the children’s creative manners by going
through the literature reviews.

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4.1. CONCEPT FORMULATION (UNDERSTANDING WITH SCHEMATIC
DIAGRAMS.SKETCHES & 3D):

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112
5.1. Design Proposal:

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5.2. Conclusion:

It is undoubtedly meant that the universe acts as our teacher. We can learn a lot of things from the
universe as well as our surroundings. By birth a child should have attitude of exploring the universe in
many ways. Because when a child is born, he/she has a tendency of exploring anything by doing,
learning, understanding and involving in all senses. He /she can have a quest for knowledge and
generates many overwhelming questions. So a child can have access to have thirst for knowledge to
discover the whole universe.

In Bangladesh context, school is recognized as a second home that because when turning from the
greater social institution (Family) a child recognized school just like it. The school always also governs
the children just like a family and trains up them with proper manners in a homely environment.

So in thesis the issue of child friendly stimulating environment in the school has been attempted to
focus that because a good number schools lack that type of environment to nurture the children
properly. Different types of spaces are explored by designing much architectural point of views that
can be favorable to the children to be stimulated. But there is many more limitations to explore the
things physically because of Covid-19 issue. So the thesis is an exercise as an exploration. However
it remains open to the others with different types of aspects and many more new generated ideas.

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Index:

Abstract 4 Existing 6, 16-19, 56, 67 K

Air Funneling 19 Exterior 53-57

Analysis 16,28.50,55.60 Fenestration 118

Axonometric Findings 40-42

Background 6 Formulation 46-49, 105-108

Blow Up 19,20,21 Formation 146-149

Children 50 – 54 Form 48-49

Circulation 43 Functional 33-37

Clint 5 Generate 134

Class 53 – 61 Geographic 6-9

Cluster 43 Global 82-86

Concept 105 , 106 Google Earth 6, 7. 16 - 17

Conclusion 134 Google Image 10-14

Connection 51- 53, 108 – 110 Google Map 6-10

Contextual 6, 9 , 11 – 16 Historical 6-9

Covid 134 Homely 134

Diagram 106-110 Housing 6

Demographic 11 – 14 Idea 134

Design 113, 114, 113-137 Index 135

Development 109-112 Indoor 44-46

Discussion 5 Infographics 55

Elementary 101 – 107 Initiative 55-55

Elevation 106-107 Interactive 55-53, 107- 108

Elevator 109 111 Interior 53-55

Enclosure 56, 56 Intimate 50-52

Entrance 45-48 Janitor 33, 34

Environment 50-52 Joy 50-52

Essence 106 107 Junior 29-32

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Index:

Kid 56-58 Requirements 5 K

Kitchen 13 - 14 Research 40 – 42, 53 -
54, 103
Layout 107-110
Residential 6- 10

Learning 53 58 Scale 107 - 114

Literature 40-42 Scheme 105-107

Local 60-63 School 5- 7, 35 – 3, 56- 59

M edium 60 – 64 Site 16-20, 28 – 29, 113 - 114

METI 64-68 Sketch 108 - 111

Mixed 93 Solid 53 - 58

Model 122 – 127 Space 47 - 49

Module 109- 113 Standard 43 - 48

Montessori 60, 82 Summary 38, 103

Nature 6 -9. 50 - 52 SWOT 27

Nurture 50- 51, 134 T heme 53 – 54, 134

Observation 28 Tiny 44- 45

OLS 20 Toddler 43

Original 3, 10, 51 Understanding 16, 17, 105 - 107

Outcome 113- 118 Urban 6 - 8

Outdoor 53 - 59 Version 109 - 112

Plan 6 – 10, 60 -81, 113-116 View 6 - 10

Precedence 60- 62, 82 - 84 Vista 12 - 15

Proportion 53-60 Void 53 – 88, 117 - 120

Proposal 13 - 15 Volumetric 105 - 107

Quest 134 Window 53-57

Question 123, 134 Yard 60 - 65

Quiet 49 Zoom 6 - 11

Render 112 -123 Zone 6 - 9

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