In the past 30 years, from the popularization of the Internet to the rise of social media and mobile Internet, to the rapid expansion of the Internet of Everything and AI, there has been no greater change than the way knowledge and information flow. With the fragmentation of knowledge and the dematerialization of vision, our education is also in urgent need of updating. We hope that in addition to the configuration of facilities that are more in line with the educational needs of the times, we also hope to create more interesting and orderly sharing and social spaces during the children's stage. We actually adopted the concept of urban public space to imagine the children's communication space: we hope that they can understand the etiquette and measure in public spaces when they are children; build friendships through sharing and respect; and cultivate a sense of scale and aesthetic perception from an early age through physical measurement.
Yunduo Kindergarten is located next to Yunduo Park in Luhu Eco-City, adjacent to Luhu Lake and Yunduo Park, like a huge spaceship landing here, with a sense of technology and futuristic. The kindergarten design has very specific requirements for space and is highly functional. Under the requirements of various specifications and usage requirements, the division of space is a test of skill.
We hope to leave a strong memory point for people when they enter the kindergarten: we use a huge dome to build a "space station", emphasizing the spatial hierarchy of the dome, atrium, two-story baking warehouse, and roof windows in three-dimensional space. The white dome contrasts with the surrounding warm auxiliary space, building a series of warm cabins. The infinite mirror and astronauts transformed from the structural columns of the hall enhance the picture sense of the entire space. Vientiane is the name of the kindergarten education group, and it also means all-encompassing. "Vientiane Space Station" is the starting point of Yunduo Kindergarten. It begins to build a small world in which the teaching space constructed in the indoor space and the real world are projected on each other. It is also an event generator, allowing children to complete the experience of the real space without knowing it.
In addition to the classrooms, the kindergarten has an open traffic space. We hope to break the traditional kindergarten corridor-classroom-activity area layout, so that the corridor is not only a physical channel connecting classrooms and classrooms, classrooms and activity areas, but also like a city street, with the division of public space fields that can be retracted and opened; including the use attributes of passage, rest, corner parks, squares, etc.; can be used spontaneously and given the power of "triggering". We focus on associative space and associative thinking, explore the application of STEAM interdisciplinary experience in space, and attach importance to children's scale and perspective. We use the layering of the building to organize different stories and scenes. These stories are picture books that children are familiar with, and they are childhood dream houses. The first-floor library uses "Going for a Drive" as the story line, and the space revolves around "Car Track", "Underwater World", "Tidal Zone Adventure" and "Archaeological Site". Each space is a picture impression in the children's picture books. At the same time, according to the age of the children, the space is used to organize the movement lines and space usage of the children's activities.
On the second and third floors, based on the regular architectural space, according to the different age groups of children, the lower grades (second floor) use the "baking cabin" connected from the hall to make associations between gourmet food and science/nature in the five senses, with "Space Farm" as the story line. Children can build roads in the "creative" wheat field composed of magnetic rubber rods, shuttle through the wheat field, observe specimens in the "Wheat Field Watch Station", and carry out large-scale sports activities, socialize and learn about plants in the "Space Farm". The third floor is aimed at the characteristics of older children, with "Busy Construction Site" as the story line, and activities are carried out around "Constructible Construction Site", "Material Reserve Station" and "Vertical Forest". We deliberately blur the spatial division between play and learning in the space, so that children can discover, extend and learn independently in the experience, and hope that such blank space will leave space for future teaching activities.
In the design of classrooms, we have been "de-designing": designers only physically regularize the space, and try to find the most common and homey feeling in the "blank" space: bread bricks, warm-colored bathrooms, cabinets with lines, and activity areas that are freely combined with soft furnishings, etc. Children and teachers can arrange the space of their own class and have their own personality. Each classroom can be seen through the large glass windows in the public area. In this way of seeing and being seen, children's sense of place and belonging are gradually established.
The Cloud Theater and Daytime Training Institute located in B01 follow the spatial integration configuration method. It is imagined as a "Vientiane Station" centered around a central operating table, with different teaching functions planned at each hatch.
In the past 30 years, from the popularization of the Internet to the rise of social media and mobile Internet, to the rapid expansion of the Internet of Everything and AI, there has been no greater change than the way knowledge and information flow. With the fragmentation of knowledge and the dematerialization of vision, our education is also in urgent need of updating. We hope that in addition to the configuration of facilities that are more in line with the educational needs of the times, we also hope to create more interesting and orderly sharing and social spaces during the children's stage. We actually adopted the concept of urban public space to imagine the children's communication space: we hope that they can understand the etiquette and measure in public spaces when they are children; build friendships through sharing and respect; and cultivate a sense of scale and aesthetic perception from an early age through physical measurement.
Yunduo Kindergarten is located next to Yunduo Park in Luhu Eco-City, adjacent to Luhu Lake and Yunduo Park, like a huge spaceship landing here, with a sense of technology and futuristic. The kindergarten design has very specific requirements for space and is highly functional. Under the requirements of various specifications and usage requirements, the division of space is a test of skill.
We hope to leave a strong memory point for people when they enter the kindergarten: we use a huge dome to build a "space station", emphasizing the spatial hierarchy of the dome, atrium, two-story baking warehouse, and roof windows in three-dimensional space. The white dome contrasts with the surrounding warm auxiliary space, building a series of warm cabins. The infinite mirror and astronauts transformed from the structural columns of the hall enhance the picture sense of the entire space. Vientiane is the name of the kindergarten education group, and it also means all-encompassing. "Vientiane Space Station" is the starting point of Yunduo Kindergarten. It begins to build a small world in which the teaching space constructed in the indoor space and the real world are projected on each other. It is also an event generator, allowing children to complete the experience of the real space without knowing it.
In addition to the classrooms, the kindergarten has an open traffic space. We hope to break the traditional kindergarten corridor-classroom-activity area layout, so that the corridor is not only a physical channel connecting classrooms and classrooms, classrooms and activity areas, but also like a city street, with the division of public space fields that can be retracted and opened; including the use attributes of passage, rest, corner parks, squares, etc.; can be used spontaneously and given the power of "triggering". We focus on associative space and associative thinking, explore the application of STEAM interdisciplinary experience in space, and attach importance to children's scale and perspective. We use the layering of the building to organize different stories and scenes. These stories are picture books that children are familiar with, and they are childhood dream houses. The first-floor library uses "Going for a Drive" as the story line, and the space revolves around "Car Track", "Underwater World", "Tidal Zone Adventure" and "Archaeological Site". Each space is a picture impression in the children's picture books. At the same time, according to the age of the children, the space is used to organize the movement lines and space usage of the children's activities.
On the second and third floors, based on the regular architectural space, according to the different age groups of children, the lower grades (second floor) use the "baking cabin" connected from the hall to make associations between gourmet food and science/nature in the five senses, with "Space Farm" as the story line. Children can build roads in the "creative" wheat field composed of magnetic rubber rods, shuttle through the wheat field, observe specimens in the "Wheat Field Watch Station", and carry out large-scale sports activities, socialize and learn about plants in the "Space Farm". The third floor is aimed at the characteristics of older children, with "Busy Construction Site" as the story line, and activities are carried out around "Constructible Construction Site", "Material Reserve Station" and "Vertical Forest". We deliberately blur the spatial division between play and learning in the space, so that children can discover, extend and learn independently in the experience, and hope that such blank space will leave space for future teaching activities.
In the design of classrooms, we have been "de-designing": designers only physically regularize the space, and try to find the most common and homey feeling in the "blank" space: bread bricks, warm-colored bathrooms, cabinets with lines, and activity areas that are freely combined with soft furnishings, etc. Children and teachers can arrange the space of their own class and have their own personality. Each classroom can be seen through the large glass windows in the public area. In this way of seeing and being seen, children's sense of place and belonging are gradually established.
The Cloud Theater and Daytime Training Institute located in B01 follow the spatial integration configuration method. It is imagined as a "Vientiane Station" centered around a central operating table, with different teaching functions planned at each hatch.
In the past 30 years, from the popularization of the Internet to the rise of social media and mobile Internet, to the rapid expansion of the Internet of Everything and AI, there has been no greater change than the way knowledge and information flow. With the fragmentation of knowledge and the dematerialization of vision, our education is also in urgent need of updating. We hope that in addition to the configuration of facilities that are more in line with the educational needs of the times, we also hope to create more interesting and orderly sharing and social spaces during the children's stage. We actually adopted the concept of urban public space to imagine the children's communication space: we hope that they can understand the etiquette and measure in public spaces when they are children; build friendships through sharing and respect; and cultivate a sense of scale and aesthetic perception from an early age through physical measurement.
Yunduo Kindergarten is located next to Yunduo Park in Luhu Eco-City, adjacent to Luhu Lake and Yunduo Park, like a huge spaceship landing here, with a sense of technology and futuristic. The kindergarten design has very specific requirements for space and is highly functional. Under the requirements of various specifications and usage requirements, the division of space is a test of skill.
We hope to leave a strong memory point for people when they enter the kindergarten: we use a huge dome to build a "space station", emphasizing the spatial hierarchy of the dome, atrium, two-story baking warehouse, and roof windows in three-dimensional space. The white dome contrasts with the surrounding warm auxiliary space, building a series of warm cabins. The infinite mirror and astronauts transformed from the structural columns of the hall enhance the picture sense of the entire space. Vientiane is the name of the kindergarten education group, and it also means all-encompassing. "Vientiane Space Station" is the starting point of Yunduo Kindergarten. It begins to build a small world in which the teaching space constructed in the indoor space and the real world are projected on each other. It is also an event generator, allowing children to complete the experience of the real space without knowing it.
In addition to the classrooms, the kindergarten has an open traffic space. We hope to break the traditional kindergarten corridor-classroom-activity area layout, so that the corridor is not only a physical channel connecting classrooms and classrooms, classrooms and activity areas, but also like a city street, with the division of public space fields that can be retracted and opened; including the use attributes of passage, rest, corner parks, squares, etc.; can be used spontaneously and given the power of "triggering". We focus on associative space and associative thinking, explore the application of STEAM interdisciplinary experience in space, and attach importance to children's scale and perspective. We use the layering of the building to organize different stories and scenes. These stories are picture books that children are familiar with, and they are childhood dream houses. The first-floor library uses "Going for a Drive" as the story line, and the space revolves around "Car Track", "Underwater World", "Tidal Zone Adventure" and "Archaeological Site". Each space is a picture impression in the children's picture books. At the same time, according to the age of the children, the space is used to organize the movement lines and space usage of the children's activities.
On the second and third floors, based on the regular architectural space, according to the different age groups of children, the lower grades (second floor) use the "baking cabin" connected from the hall to make associations between gourmet food and science/nature in the five senses, with "Space Farm" as the story line. Children can build roads in the "creative" wheat field composed of magnetic rubber rods, shuttle through the wheat field, observe specimens in the "Wheat Field Watch Station", and carry out large-scale sports activities, socialize and learn about plants in the "Space Farm". The third floor is aimed at the characteristics of older children, with "Busy Construction Site" as the story line, and activities are carried out around "Constructible Construction Site", "Material Reserve Station" and "Vertical Forest". We deliberately blur the spatial division between play and learning in the space, so that children can discover, extend and learn independently in the experience, and hope that such blank space will leave space for future teaching activities.
In the design of classrooms, we have been "de-designing": designers only physically regularize the space, and try to find the most common and homey feeling in the "blank" space: bread bricks, warm-colored bathrooms, cabinets with lines, and activity areas that are freely combined with soft furnishings, etc. Children and teachers can arrange the space of their own class and have their own personality. Each classroom can be seen through the large glass windows in the public area. In this way of seeing and being seen, children's sense of place and belonging are gradually established.
The Cloud Theater and Daytime Training Institute located in B01 follow the spatial integration configuration method. It is imagined as a "Vientiane Station" centered around a central operating table, with different teaching functions planned at each hatch.
Hong Kong SAR
Australia
Indonesia
Malaysia
New Zealand
Philippines
Singapore
