Our Winning proposal
“Every spot is a discovery and the learning process is about playing”
The main scope of our philosophy is to use four main aspects: “Learn, Play, Run, Discover”; the design revolves around provoking a child’s main motive; that is “curiosity”.
The depiction of such vision is by creating an “Entanglement” for the children to wander throughout the entire site where every spot is a discovery, and the learning process is about playing.
Entanglement is applied by staggering square units on-site and focusing on making their in-between spaces just as interesting. Such spaces are gathering areas for outdoor activities served by circulation paths where children are allowed to move freely with easy visual connectivity and protection against direct sun and heat.
Spatially, the staggered square units in the site provide outdoor spaces that were exploited in various learning and playing spots for infants such as planting areas, fishing lake, petting space, climbing game and pottery craft.
Environmentally; Shading is provided either by cast shadow from the staggered square units, the built sheds with local materials or planted mango trees serving landscape design which in turn provide a wider shadow range, better heat-comfort and thus a more pleasant experience. Also, rainwater collecting system is created through the whole site by spreading water drainage units to collect rainwater to reuse it after passing through a natural filtration system.
Structurally; CEB is mainly used in walls to allow spaces to be exposed to the outdoor; that granted by using adaptive shutters that made from local pine wood and are controlled manually to permit the needed heat, light, and accessibility to-and-from the in-between spaces.
Spaces covered with four layers ceiling; upper layer is corrugated iron sheet then traditional textiles fabrics were installed between wooden beams this beams beard on reinforced beam
The philosophy enhanced by dividing the school into two main zones, one for infants up to 18 months old and the other for older children up to five years old. Both zones are connected in the middle through the shared facilities presented in the main entrance, multi-purpose hall, administration, covered court and dining area; in addition to scattered control units on all corners of the school to ensure the children’s safety and supervision.
In conclusion, the wholistic effect of the maze is interacting with its elements in harmony, intriguing children to discover and comprehend their surrounding through the entertainment of both physical and mental activity.