© Jeremie Souteyrat

(Jeremie Souteyrat)

架构师提供的文本描述。Yutaka幼儿园建立在稳定的游戏教育理念之上，鼓励孩子们积极地发展他们的思维。要实行这种教育政策，就需要有空间，通过鼓励儿童探索和发展他们的思维来提供不同的经验。为了满足儿童的需要，我们将“幼儿园”一词追溯到其起源-“儿童花园”-并将该地点改为马赛克式花园，供儿童开展各种活动。

Text description provided by the architects. Yutaka Kindergarten is built on a steady philosophy of play-based education, encouraging children to develop their thinking actively. Space that offer diversity of experiences by stimulating children to explore and develop their thinking was required to practice such education policy. In order to respond to its needs, we traced the word “kindergarten” to its origin - “children’s garden” - and converted the site into mosaic-like collection of gardens for diverse activities of children.

 © Jeremie Souteyrat

(Jeremie Souteyrat)

通过三种途径实现“玩学园”。第一种方法是密度的设计。家具、墙壁和游乐场设备分布在室内和室外，精心设计成三个不同密度的花园-“运动花园”、“静谧花园”和“屋顶花园”。这三个花园是在网站上无缝开发的，允许不同年龄和身体能力的儿童共存、互动或分离。其次是山墙。上半部有开口的结构墙像层一样被放置，创造出不同的光，颜色，空间和松散分开的教室之间的关系。这些层次的目的是通过控制儿童的观点来诱导儿童的运动，在一些地方，他们被封锁，而在一些地方，他们是开放的。虽然儿童的意见范围根据其坐标，在墙壁上的开口有一定的规模，允许成年人的意见开放在任何时候作为一个管理问题。

Three approaches were adopted to realize the ‘gardens of learning through play’. First approach is the design of density. The furniture, walls, and playground equipment are distributed inside and outside, carefully designed to create three different gardens with different densities – ‘Garden of Motion’, ‘Garden of Stillness’, and ‘Garden with a Roof’. The three gardens are developed seamlessly on the site, which allows children of different age and body capabilities to coexist, interact, or be separated. Secondly are the mountain-like walls. The structural walls with openings on the upper half are placed like layers, creating diverse light, colors, spaciousness and relationships between the loosely separated classrooms. The layers are aimed to induce children’s motion by controlling children’s views, where in some places they are blocked, and in some places they are open. Although children’s views range according to its coordinates, the openings on the walls with a certain scale allow the adults’ views to be open at all times as a matter of management.

 © Jeremie Souteyrat

(Jeremie Souteyrat)

 Floor Plan

 © Jeremie Souteyrat

(Jeremie Souteyrat)

最后是光彩夺目的天花板。外部环境计划成为一片生物多样性森林，为教育项目做出贡献，当它们每一季和白天改变它们的表达方式时，天花板会将它们反射并吸收到内部。当婴儿产生和扩大他们的知觉时，感知自然环境的转变是至关重要的。此外，通过观察其他人对天花板的反应，孩子们被鼓励去理解人与人之间的距离感，建立他们在社会中的行为。

The last is the gloss finished ceiling. The exterior environment are planned to become a forest of biodiversity to contribute to the education program, and as they change their expression every season and also during the day, the ceiling reflects and absorbs them to the interior. It is essential to perceive the transitions of natural environment as infants generate and expand their perception. Moreover, by observing the motion of others that reflect on the ceiling, children are encouraged to understand the sense of distance between people, establishing their behavior in society.

各种各样的花园在室内和室外扩展，激发人类寻找适当环境的本能，培养婴儿的感知和经验。儿童被动提供的游戏和儿童主动发现的游戏的混合，正是通过经验和创造教育婴儿的环境。

Variety of gardens expanded indoors and outdoors, stimulates human instincts to search for adequate environment, developing infant perceptions and experiences. The mixture of play that children are provided passively and play that children discover actively, is the very environment to educate infants through experience and creation.

 © Jeremie Souteyrat

(Jeremie Souteyrat)

Architects SUGAWARADAISUKE

Location Saitama, Saitama Prefecture, Japan

Category Kindergarten

Design Team Daisuke Sugawara, Masayuki Harada, Noriyuki Ueakasaka, Hiroshi Narahara

Area 812.0 sqm

Project Year 2014