5:15 PM - 6:45 PM
[HTT15-P08] Comparison of Educational and Architectural Characteristics and Geographical Factors of Wooden Childcare and Early Childhood Education
★Invited Papers
Keywords: Preschool Education, Woodification, Environment for Children
1. Introduction
In Japan, the 2010 “Act on the Promotion of Wood in Public Buildings” and the 2015 “Leading Project for Creating Wooden Schools” by the Ministry of Education aimed to increase wood usage. Rising dual-income households fueled demand for childcare facilities, emphasizing the importance of enhancing childcare quality for preschoolers’ development.
Bamba (2013) noted cypress wood scent and flooring impact impressions. Hanták (2022) found wood enhances preschoolers’ well-being and focus. Despite positive findings, Japanese childcare lags in wood promotion.
The purpose of this study is to identify characteristics and geographic trends of wooden childcare and early childhood education facilities*1.
2. Methodology
The research subjects of this study were Kids Design Award winner cases*2 in Japan, selected to their cross-industry network and focus on improving children's environments. First, examples of wooden preschools facilities were categorized by educational content, architectural features, and location. Next, ArcGIS Pro was utilized to compare educational content and architectural features with population, land use, and other geographic factors to show the distribution of wooden preschools facilities.
3. Results
3.1. Characteristics of wooden childcare and early childhood education
Of the 3,439 Kids Design Award cases, there were 171 wooden preschools. Wooden structures were the most common type of preschool buildings. The reasons for construction of steel frame interior wood conversion and RC interior wood conversion, which were the next most common, were newly organized, followed by renovation. The educational content of each preschool was divided into Natural education, Environmental education, Dietary education, and Regional collaboration.
3.2. Distribution of Wooden Childcare and Early Childhood Education and Geographical Trends
(1) Wooden preschools were found in 45 prefectures, and were distributed in areas with large DID populations nationwide. This trend was particularly noticeable in the Kanto region (Fig1). Many of the parks located in the Kanto region's populated areas had steel-framed and RC wood-framed interiors. On the other hand, most of the parks located outside of the population centers were wooden.
(2) The data of the estimated future population of boys and girls aged 0-4 years (infants) in 2020 estimated by the National Bureau of Statistics in 2008 from the estimated future population data by 1 km mesh in the Kanto region were used to show the results (Fig2). The lumbering preschools in the Kanto region were distributed in areas with large populations. On the other hand, most of the preschools located in areas with small populations of 0-4 year old boys and girls were wooden.
(3) Wooden preschools were mostly located in urban areas. The preschools that cooperated with people in the surrounding area to conduct educational activities were also often located in urban areas.
(4) Nature education" that makes use of nature, including trees and plants, is often located outside of forested areas.
4. Conclusion
Geographic analysis shows wooden preschools cluster in Kanto, especially in populous urban zones like Tokyo, often featuring steel or RC interior structures. "Nature education" focus aligns with non-forested areas. While this study highlights benefits, gaps remain in understanding rural preschool collaboration and nature education specifics. Future research aims to address these, exploring regional cooperation and nature education in non-forested settings.
Comment
*1 After this,“Wooden preschools” means Wooden childcare and early childhood education.
*2 To collect Kids Design Award-winning cases, the Kids Design Award-winning works search (https://kidsdesignaward.jp/search/) was used.
In Japan, the 2010 “Act on the Promotion of Wood in Public Buildings” and the 2015 “Leading Project for Creating Wooden Schools” by the Ministry of Education aimed to increase wood usage. Rising dual-income households fueled demand for childcare facilities, emphasizing the importance of enhancing childcare quality for preschoolers’ development.
Bamba (2013) noted cypress wood scent and flooring impact impressions. Hanták (2022) found wood enhances preschoolers’ well-being and focus. Despite positive findings, Japanese childcare lags in wood promotion.
The purpose of this study is to identify characteristics and geographic trends of wooden childcare and early childhood education facilities*1.
2. Methodology
The research subjects of this study were Kids Design Award winner cases*2 in Japan, selected to their cross-industry network and focus on improving children's environments. First, examples of wooden preschools facilities were categorized by educational content, architectural features, and location. Next, ArcGIS Pro was utilized to compare educational content and architectural features with population, land use, and other geographic factors to show the distribution of wooden preschools facilities.
3. Results
3.1. Characteristics of wooden childcare and early childhood education
Of the 3,439 Kids Design Award cases, there were 171 wooden preschools. Wooden structures were the most common type of preschool buildings. The reasons for construction of steel frame interior wood conversion and RC interior wood conversion, which were the next most common, were newly organized, followed by renovation. The educational content of each preschool was divided into Natural education, Environmental education, Dietary education, and Regional collaboration.
3.2. Distribution of Wooden Childcare and Early Childhood Education and Geographical Trends
(1) Wooden preschools were found in 45 prefectures, and were distributed in areas with large DID populations nationwide. This trend was particularly noticeable in the Kanto region (Fig1). Many of the parks located in the Kanto region's populated areas had steel-framed and RC wood-framed interiors. On the other hand, most of the parks located outside of the population centers were wooden.
(2) The data of the estimated future population of boys and girls aged 0-4 years (infants) in 2020 estimated by the National Bureau of Statistics in 2008 from the estimated future population data by 1 km mesh in the Kanto region were used to show the results (Fig2). The lumbering preschools in the Kanto region were distributed in areas with large populations. On the other hand, most of the preschools located in areas with small populations of 0-4 year old boys and girls were wooden.
(3) Wooden preschools were mostly located in urban areas. The preschools that cooperated with people in the surrounding area to conduct educational activities were also often located in urban areas.
(4) Nature education" that makes use of nature, including trees and plants, is often located outside of forested areas.
4. Conclusion
Geographic analysis shows wooden preschools cluster in Kanto, especially in populous urban zones like Tokyo, often featuring steel or RC interior structures. "Nature education" focus aligns with non-forested areas. While this study highlights benefits, gaps remain in understanding rural preschool collaboration and nature education specifics. Future research aims to address these, exploring regional cooperation and nature education in non-forested settings.
Comment
*1 After this,“Wooden preschools” means Wooden childcare and early childhood education.
*2 To collect Kids Design Award-winning cases, the Kids Design Award-winning works search (https://kidsdesignaward.jp/search/) was used.