This architectural thesis, entitled Re-thinking Schools: A Proposed Child Development Center, was prepared by Kim Monica V. Mora in partial fulfillment of the requirements for the degree of Bachelor of Science in Architecture at De La Salle University–Dasmariñas. Conducted under the guidance of Ar. Rosauro Jamandri, uap, and formally defended in 2023, the study investigates how architecture can contribute to the redefinition of early childhood learning environments in response to contemporary educational, social, and developmental challenges in the Philippines.
Early childhood represents the most formative stage of human development, during which cognitive, emotional, social, and physical growth occurs at an accelerated pace. The environments children inhabit during these years have a lasting impact on their capacity to learn, interact, and thrive. Despite this, early childhood education in the Philippines remains an under-prioritized sector. Even before the COVID-19 pandemic, the country struggled with significant learning deficits, consistently ranking among the lowest worldwide in reading comprehension, mathematics, and science. The pandemic further intensified these challenges through prolonged school closures, learning loss, declining enrollment, and increased risks to children’s long-term well-being. These conditions exposed systemic weaknesses in the education sector, particularly in early childhood care and development, emphasizing the need to rethink not only educational methods but also the physical environments in which learning takes place.
Most educational facilities in the Philippines continue to follow a traditional factory-model typology characterized by rigid classrooms, linear circulation, and teacher-centered instruction. While efficient in organization, these environments often limit opportunities for exploration, movement, and play—activities that are essential to early childhood learning. Contemporary pedagogical research across education, environmental psychology, and child development highlights that young children learn best through sensory engagement, social interaction, and experiential play. However, many existing child development centers and preschools fail to reflect these principles spatially, resulting in environments that constrain curiosity rather than nurture holistic development. In this context, architecture has the potential to act as a transformative tool by shaping spaces that support child-centered learning and overall well-being.
This thesis proposes a Child Development Center that reimagines early learning environments through a play-based and exploratory architectural framework integrating both structured and unstructured learning strategies. Instead of isolating learning within conventional classrooms, the proposed center treats education as a continuous spatial experience. Learning occurs across interconnected flexible classrooms, communal areas, breakout spaces, indoor and outdoor play zones, immersive gardens, and specialized learning centers for science, art, and mathematics. Designed for children aged 18 months to six years old, the proposal responds to developmental needs while addressing contemporary challenges intensified by the pandemic.
The study is anchored in an examination of early childhood education in the Philippine context, tracing its historical development, policy structures, and current limitations. The establishment of the National Early Childhood Care and Development (ECCD) System reflects the country’s recognition of early learning as a shared responsibility among families, communities, and institutions. Despite this framework, access to quality pre-primary education remains uneven, investment in early childhood infrastructure is insufficient, and enrollment rates remain inconsistent. The increasing privatization of preschool education further shapes this landscape. While private institutions are often more capable of adopting progressive teaching approaches, they remain constrained by conventional spatial models and economic considerations. These realities highlight the need for innovative architectural solutions that elevate the quality and inclusivity of child development centers.
Central to the thesis is the question of how the physical environment of child development centers can extend beyond academic instruction to actively support children’s holistic well-being. To address this, the study examines various learning approaches and evaluates their architectural implications, identifying spatial strategies that promote exploration, autonomy, and social interaction. The objective is not simply to design a functional educational facility but to establish a design model that embodies progressive educational values and can serve as a reference for future child development centers in the Philippines. Architecture is positioned as an active participant in the learning process—one that shapes behavior, influences emotional states, and supports positive developmental outcomes.
The theoretical framework of the study draws from environmental psychology, pedagogical theory, and architectural design principles. Literature emphasizes how spatial qualities such as scale, light, color, acoustics, air quality, and connection to nature influence children’s learning, comfort, and behavior. Educational concepts such as play-based learning, learner-centered environments, and inclusive design are translated into architectural strategies that encourage movement, collaboration, independence, and sensory engagement. Precedent studies of local and international child development centers further inform the design approach, illustrating how flexible layouts, varied spatial scales, and strong indoor–outdoor connections enhance learning experiences.
Methodologically, the thesis adopts a qualitative and design-oriented approach that integrates literature review, policy analysis, case studies, site analysis, and architectural programming. A systematic site selection process identified an appropriate urban location based on demographic demand, accessibility, infrastructure, and environmental considerations. The selected site in Angeles City, Pampanga reflects the conditions faced by rapidly developing Philippine cities, including population growth, land-use pressures, and the need for resilient educational infrastructure. Macro- and micro-site analyses address climatic conditions, natural hazards, surrounding land uses, and community context to ensure that the proposed design is context-responsive and sustainable.
Architectural translation focuses on aligning spatial organization with user needs and educational objectives. Spaces are programmed to support diverse learning activities, administrative functions, and support services while maintaining flexibility for future adaptation. Interior design strategies emphasize child-scaled environments, adaptable furniture, varied ceiling heights, and the thoughtful use of color and light to enhance learning and emotional comfort. Exterior planning prioritizes safety, accessibility, and engagement with nature through landscaped play areas, sensory gardens, and transitional spaces that blur the boundary between indoor and outdoor learning. Sustainable design principles—including daylighting, energy-efficient systems, water management strategies, and environmentally responsive materials—are integrated to reinforce the center’s role as a healthy and nurturing environment.
The thesis culminates in a comprehensive architectural proposal that demonstrates how carefully designed learning environments can enhance early childhood development while responding to contemporary educational challenges. The proposed Child Development Center is envisioned not merely as a school but as a supportive ecosystem that fosters exploration, social interaction, and lifelong learning habits. By embedding play-based learning and environmental psychology into its architectural language, the design illustrates how spaces can actively contribute to children’s well-being rather than simply accommodating educational functions.
Ultimately, the significance of this study lies in its interdisciplinary contribution to architecture, education, and child development. While much existing research focuses on curriculum and policy, fewer studies address how architectural design can respond to the specific developmental needs of young children. This thesis addresses that gap by translating educational and psychological principles into a cohesive architectural solution. In doing so, it advocates for a shift in how schools are designed—recognizing architecture as a powerful medium for shaping educational experiences and nurturing the well-being of future generations.
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