宇合光年 | ICS 爱越幼儿园“玩趣教学的瞭望塔”

孩子非常善于发现和利用各种各样的空间。高的、低的、宽的、窄的、亮的、暗的，他们在不同的空间就能玩不一样的游戏。一旦给孩子创造一定的活动空间，他们就能找到在这个空间里活动的最舒适的方式。

而我们的设计目的就在于为孩子创造更多的活动空间和更多的活动方式，把空间和想象力都交还于孩子。

Children are very good at finding and using all kinds of space. Tall, low, wide, narrow, light, dark, they can play different games in different Spaces. Once we create a certain amount of space for children, they can find the most comfortable way to move in that space. The purpose of our design is to create more space and more ways for children to use,Return space and imagination to the child.

ICS 幼儿园的课程理念来源于 IB 课程教育体系，IB 课程推行师生的创造性理念，无独有偶，本次设计理念结合园方的教学特色也以“玩中学”及“探索”为核心主旨，进而在每一层空间中衍生出不同的创意。

ICS’s kindergarten curriculum is fundamentally based upon the IB education system, which implements the creative concept of teachers and students within it’s core values. The design concept combined with the teaching characteristics of the kindergarten also takes "playing to learn" and "exploring" as the core theme, so as to generate different creative ideas in each floor space.

儿童喜欢通过身体来丈量和感知空间。因此，创造符合儿童生理尺度的空间能够激发更多的行为方式。儿童也常喜欢待在自己可触摸到的小空间中。

Children like to measure and perceive spaces through their bodies. Therefore, creating a space that accords to the physiological scale of children can arouse more behaviors, and children often like to stay in small spaces that they can touch.

设计创造出的空间价值可以赋予使用者特殊的魔力，在丰富多样的教娱空间中，每一个孩子都是不受束缚的梦想家。

The space value created by the design can give users special magic power. In the rich and diverse educational space, every child is an unrestrained dreamer.

儿童喜欢大动作游戏，如追逐和比赛。并且还会与同伴制定各种各样的游戏规则。只要给儿童足够的场地，他们就会玩这种游戏。

Children love big action games such as chasing and playing. And will make various rules of the games with their companions. As long as there is enough space for children, they will play this kind of game.

用简洁明亮的色彩把控，勾勒出空间内不失童趣的高级质感，培养孩子的基础美学与审美素养，正是空间带来的启蒙。

Use simple and bright colors to control, outline the high-level texture in the space without losing childishness, and cultivate the children's basic aesthetics and aesthetic qualities.

将玩乐与空间结合

Combine play with space

教室内景Classroom
空间氛围的包容性，不设年龄的区分，在这里你可以拥有怡然自得的放空，也可以拥有恰如其分的勇敢。做一个快乐主义者，没有方式的限定。
The inclusiveness of the room atmosphere gives a strong sense of contentment and bravery, where one can be a hedonist with no limit to their dreams.

通过连接，希望突破传统教学形态，以局部开放的灵动性，打造一种内与外独立而又互动的关系，教室内与走廊外的互联互现，人与人被这一磁场聚拢，孩子对于空间形式和内容的探究，空间与孩子的行为产生化学反应后瞬间的情绪递进，让孩子们成为空间与教学环境的探索者。

To break through the traditional teaching form, and create a kind of independent and interactive relationship between the inside and outside there will be an openness and flexibile perspective in the design. The interconnection between the classroom and the corridor outside will attract people to gather, and the design of the space will also encourage children to become explorers.

设计的意趣也在于，成为空间中人群交织的关系枢纽，为人与人，人与空间各种关系的发生提供契机。

The interest of the design is also to become a hub of intertwined relationships in the space, providing opportunities for various relationships between people and space.

回归教育的初衷，教育的本质在于生命的激发和助长，是心灵和精神的营养。因此，趣的触发还是空间思考的原点。同一空间里的聚合与分散，以不同功能为原型，将有趣的情绪体验植入其中。仿若进入一方微缩景观的小小王国，以孩童视角的观感，发酵出专属他们年龄段的求知欲。

Returning to the original intention of education, the essence of education is to stimulate and promote life, and to nourish the mind and spirit. Therefore, the trigger of interest is also the origin of spatial thinking. Aggregation and dispersal in the same space, with different functions as prototypes embed interesting emotional experiences into it.

孩子才是空间里的主角

Children are the protagonists of space.

平面展示

Floor plan

空间模组结构

Spatial module structure

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