TRANSFORMATION OF BUILDING PRACTICES FOR NURSERIES …

JOURNAL OF ENGINEERING AND APPLIED SCIENCE, VOL. 67, NO. 1, FEB. 2020, PP. 31-53

FACULTY OF ENGINEERING, CAIRO UNIVERSITY

TRANSFORMATION OF BUILDING PRACTICES FOR

NURSERIES THROUGH BIOPHILIC DESIGN

M. M. AGGOUR1

ABSTRACT

This research intends to introduce an appropriate list of the biophilic design

attributes to enhance the design of nursery buildings. Biophilic design is the deliberate

attempt to translate and understand the inherent human affinity to affiliate with natural

systems and processes - known as biophilia- into the design of the built environment.

The research seeks to prove that applying the biophilic design patterns to children

spaces will improve the level of environmental quality, and accordingly a positive

impact on the health, creativity and skills of the children. It is therefore important that

architects and interior designers learn how to best utilize biophilic design principles in

order to reintroduce nature into nurseries design. The method: the attribute list is based

on Stephen Kellert‟s biophilic design model and selecting what is top appropriate for

childhood environment. Using comparative analysis, the research studied 2 groups of

nursery buildings: the first is the international nurseries and the second is the local

nurseries through photo documentation. Observation and interviews will determine the

final list of biophilic design attributes. In addition, providing a classification for the

design cases of nurseries and highlighting some ideas for alternate approaches.

KEYWORDS: Biophilia, Biophilic Design, Biophilic Attributes, Early Childhood

Spaces, Development of Early Childhood, Nursery.

1. INTRODUCTION

1.1. Statement of the Problem

Even though there is a general assumption that nurseries buildings are essential

to satisfy children needs in this specific stage, nurseries in Egypt do not provide

empirical evidence to support or disprove this assumption. Moreover, the lack of designers and landlord‟s awareness about the importance of linking the indoor/

outdoor spaces with nature‟s elements to fulfill the needs of children in this specific

1 Associate Professor, Department of Architecture, Faculty of Engineering, Mattaria, Helwan University.

[email protected]

mailto:[email protected]

M. M. AGGOUR

32

age. The problem of this study posed a question of how the biophilic design introduces

solution to integrate the children needs and the efficiency of nurseries‟ spaces. How to

deal with deficiencies in building practices, as shown in Fig. 1., for the nursery‟s

spaces through the biophilic design?

Fig. 1. Some aspects of the problem.

1.2. Objectives of the Study

The main objective of this study is a call for transforming building practices for

nursery‟s spaces by achieving list of biophilic attributes for nurseries design and put

them into a clear, sensible, organized format so developers, designers, and architects

can learn about the importance of the connection to the natural environment, so they

can improve their designs as well as provide a list of biophilic design attributes within

nurseries buildings to evaluate the performance of its spaces. In addition, to provide

alternative ideas and solutions that can be used in different cases like renovation or

reuse for residential buildings using a list of biophilic design attributes.

1.3. Approach and Methodology

In order to achieve the main objectives of this research, the following steps will

be carried out: analyze the design fundamentals that can be fostered in childhood

educational spaces that are stated in literature review and summarize their merits and

limitations, investigate biophilic design principles and their attributes in the built

environment. Distinguishing between important biophilic aspects and the design

fundamentals of childhood educational spaces and providing a relevant representation

of the integration processes for potential relationships in nursery buildings. Analyzing

TRANSFORMATION OF BUILDING PRACTICES FOR …

33

and explaining all relevant biophilic design attributes in selected case studies by using

comparison, observation and interviews. Providing a selective list for distinguished

features to be considered in the design aspects and determine a classification for the

nursery‟s cases. Fig. 2 is a diagram that illustrates the approach of transforming the

building practices for nurseries through biophilic design.

Fig. 2. The approach of transforming the building practices

for nurseries through biophilic design.

2. DESIGN FUNDAMENTALES OF NURSERY BUILDINGS

Early childhood involves children of ages from 3-6 years old. Children have a

natural desire to learn from each other, older children, adults and from physical

environment; learn best through doing activities and its manipulating. The learning is

continuous and informal [1, 2]. This part of the study tends to analyze the domains of

development that can be fostered in nursery‟s spaces and the areas of concern for

designers in the literature and summarize their merits and limitations as shown in Fig.

3. Then differentiate the key childhood spaces, also, their types and relationships.

The key can be categorized into two main environments (learning and play);

children must have spaces (both inside and outside) that satisfy their needs; the nature

of spaces and equipment should facilitate collaboration and social learning. This

includes classrooms where sizes should allow more programmatic flexibility. Outdoor

space should allow for both free and structured play. It can be considered as an

extension of the indoor environment, with a garden, a quiet area, and a dramatic play

area [2]. Common spaces are flexible in their arrangement and are directly connected

to the main garden and the playground, acting as a covered space that can take any

M. M. AGGOUR

34

character [9]. Design of each space depends on its function, pattern of movement,

organization types of spaces, space requirements like space shape, ceiling heights, wall

and floors finishes, windows, doors, colors, texture, furniture, scale and the time that

children stay in the space. Every child should have a minimum of 3.25m2 of

unencumbered indoor space while a minimum of 7.0m2 of unencumbered outdoor

space [7-11]. Figure 4 illustrates the relationship between nursery‟s spaces.

Fig. 3. The development domains that can be fostered in nursery‟s spaces and the

concern areas for designers [2-8].


35

Fig. 4. Bubble diagram of a key nursery‟s spaces arrangement and the relationship

between spaces [2, 3, 7-11].

3. THE APPROACH TO UNDERSTAND BIOPHILIC DESIGN

Biophilic design is the deliberate attempt to translate and understand the

inherent human affinity to affiliate with natural systems and processes - known as

biophilia- into the design of the built environment [12]. The biophilic design elements

can help in creating spaces which are inspirational and restorative yet functional. The

biophilic design incorporates organic design and vernacular design principles to the

interior and exterior architecture [13].

Kellert and Calabrese have identified fundamental conditions for the effective

practice of biophilic design, comprising: it focuses on human adaptations to the natural

world that over evolutionary time have advanced people‟s health, fitness and

wellbeing; it encourages an emotional attachment to particular settings and places; it

promotes positive interactions between people and nature that encourage an expanded

sense of relationship and responsibility for the human and natural communities; and, it

encourages mutual reinforcing, interconnected, and integrated architectural

solutions [14].

M. M. AGGOUR

36

Biophilic design is characterized by six basic elements: (i) environmental

features based upon the characteristics of the natural world which can also be present

in the build environment; (ii) natural shapes and forms include representations and

simulations the natural world; (iii) natural patterns and processes emphasize the

incorporation of natural properties into the built environment; (iv) light and space

mean light qualities and space relationships.; (v) place-based relationships combine

culture and ecology in a specific geographical context; and (vi) evolved human-nature

relationships include fundamental aspects of the human-nature relationship. [1, 4, 15].

Closer examination of Kellert‟s 2008 features list shows a number of 72 nature-based

design attributes that fall under the previous six elements. These attributes can be used

as a tool for improving the quality of nursery‟s spaces [1].

4. INTEGRATION BETWEEN BIOPHILIC DESIGN AND SPACES

DESIGN OF NURSERIES FACILITIES

Due to urbanization, the amount of green spaces within educational settings is

increasingly reducing. Studies have demonstrated that biophilic educational spaces can

improve performance and the well-being of both staff members and children [16]. A

biophilic designed environment of children space, coupled with outdoor play and

environmental education, impacts a child‟s personal and social skills (i.e. self-esteem,

cooperation and teamwork) [17]. The aspects of biophilic design attributes include

increasing views onto nature; increasing natural light; indoor plantation and living

walls; natural elements and references to nature [16].

Figure 5 shows the integration between biophilic design elements and their

attributes with the design fundamentals of nursery‟s spaces.

5. BIOPHILIC DESIGN ATTRIBUTES: IMPLENTATION IN NURSERY

BUILDINGS – METHOD AND ANALYSIS

As mentioned in the literature review, the sensitive time period for children 3-6

years of age was identified as significant in child development regardless of culture or

social differences; it develops their concentration, memory, imagination, and

operational thinking. Thus, the nurseries selected for this study include this age range


37

due to its importance. In addition, it was expected that if natural elements were

incorporated into the design of learning and play environment, it will have a great

influence on child development in this sensitive age stage [15].

The biophilic design attributes have been used as a measuring tool to assess the

performance efficiency of nursery‟ spaces for development domains of early childhood

based on Kellert‟s 2008 list of attributes [1] excluding attributes that haven‟t a direct

effect needs of children's spaces as shown in Fig. 5.

The study comprises three phases: 1) Comparative analysis for case studies

depend on visual analysis for nurseries‟ spaces photos that indicate the degree of

biophilic elements and their corresponding attributes. A selection of case studies for

international nurseries has been chosen based on contemporary examples, award-

winning, diversity in environments, design ideas, floors numbers and rehabilitation.

This in comparison to local nurseries in Egypt that have been chosen based on

construction concept in new communities, floors numbers, private or under the

supervision of social affairs - governmental authority, part of residential building as it

widely known in Egypt as shown in Tables 1-5. 2) Direct observation for children

behavior in the case studies of local nurseries that demonstrate a positive and negative

to certain nursery‟ spaces. 3) Direct interviews with those involved in operating

nurseries specifically principals and teachers and record their comments about the

children‟s behavior and the level of their preferences within different spaces. The

following part of the study shows the analysis of the selected case studies classified

according to international nurseries as in Tables 1 and 2 and local nurseries in Tables

3-5.

M. M. AGGOUR

38

Fig. 5. Integration between biophilic design and their corresponding attributes

with the design fundamentals of nursery‟s spaces, [2-20].


39

Table 1. International case studies for nurseries- one floor, [21-24].

Basic info International Nurseries - Original Building

1- The Small Explorers

Kindergarten, Milan,

Italy.

-B² Architecture, the

first reward for Instant

House @ School

Competition, 2013.

-Area: 679 sqm.

-Age: 1-6 years old

2- Nursery-School /

Rocamora

Arquitectura, Alicante,

Spain.

- Completed 2012.

-Area: 1088.17 sqm.

-Age: 1-7 years old

[21].

3- Kindergarten 8

Units Velez-Rubio /

Losdel Desierto, Calle

de los Ángeles, Vélez-

Rubio, Spain.

- Completed 2009.

-Area: 874.1 sqm.

-Age: 0-4 years old

[22].

4- Fuji Kindergarten,

Tokyo.

- Tezuka Architects, the

2017 Moriyama RAIC

International Prize.

-Completed 2007.

-Area: 2000 sqm.

-Age: 2-6 years old

[23].

M. M. AGGOUR

40

Table 2. Case studies for international nurseries - more than one floor, [24-27].

Basic Info International Nurseries - Original Building

5- The Paradise of Color,

China.

-Atelier Alter, a

rehabilitation project for

Middle School by adding

kindergarten education in

their curriculum.

-Completed 2016.

-Area: 4200.0 sqm.

-Age: 3-6 years old [24].

6- The Tetrisception pre-

nursery school, India.

-Renesa Architecture, an

old dilapidated residential

structure has been

carefully transformed into

a pre-school.

-Completed 2017.

-Area 4550.0 ft2

-Age:3-5 [25]

7- Kindergarten

Vashavskoye Hwy 141,

Buromoscow, located in

the newly built prefab

housing area on the

outskirts of Moscow.

-Completed 2017.

-Area: 3780 sqm.

-Age: 5-7 years old [26].

8- Guan Governmental

Kindergarten, China. - Xu Feng, Nikolaus

Wabnitz, Yuchen Zhu, Yan

Menxia, Men Yinxiang, Fu

Haoran, Cao Xueyi.

-Completed 2013.

-Area: 4200 sqm.

-Age: 3-6 [27].

Original

Building

Façade

Design


41

Table 3. Case studies for local nurseries - more than one floor, [28].

Basic Info Local Nurseries - Original Building

9- Kids Camp, 5th

Settlement, New Cairo,

Cairo, Egypt.

- Private nursery

-Completed 2014.

-Area: 2300 sqm.

-Age: 3 months to 6

years old [28].

10- FBA Nursery, El

Obour City, Al

Qalyubiyah, Egypt.

-Private nursery.

-Completed 2015.

-Area: 1800 sqm.

- Age:1-5 years old.

11- Trampoline

Nursery, 5th

Settlement,

New Cairo, Cairo,

Egypt.

-Private Nursery.

-Completed 2013.

-Area: 3200 sqm.

-Age: from 3 months-6

12- Rabaa El Adaweya

Flowers Nursery, 3rd

Settlement, New Cairo,

Egypt.

-Private nursery.

-Completed 2008.

-Area: 1000 sqm.

-Age: from 1- 6 years

old.

M. M. AGGOUR

42

Table 4. Case studies for local nurseries - more than one floor.

Basic Info Local Nurseries – As a Part of Residential Building

13- Yellow Sparrow

Nursery, El Obour City,

Al Qalyubiyah, Egypt.

-Private nursery

-Completed 2011.

-Area: 900 sqm.

-Age: 3 months - 4

years old.

14- Bloom nursery, 6th

of October, Giza,

Egypt.

-Private nursery.

-Completed 2015.

-Area: 900 sqm.

-Age: 6 months - 6

years old.

Table 5. Case studies for local nurseries - one floor, [29].

Basic Info Local Nurseries - Original Building

15- Shorouk Child

Academy, El-Shrouk

City, Cairo, Egypt.

-Under the supervision

of social affairs.

-Completed 2012.

-Area: 2000 sqm.

-Age: 3 months - 5

years [29].

Happy Kid Nursery, 6th

October City, Giza,

Egypt.

-Under governmental

authority super vision.

Completed 2005.

-Area: 2000 sqm. -Age: 3 months to 5 years


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This step of the study shows comparative analysis between case studies based on

54 from 72 attributes of 6 biophilic elements originally proposed by Kellert 2008 as

shown in Table 6, 7. This range was concluded from Fig. 5 which illustrated the direct

integration between biophilic attributes and design fundamentals of nurseries.

Table 6. Analysis of case studies based on the first three elements of biophilic design

elements and their corresponding attributes.

Cas

e S

tudie

s

Environmental

features Natural shapes and forms Natural patterns and processes

Air

Colo

r

Wat

er

An

imal

s

Nat

ura

l m

ater

ials

Vie

ws

and v

ista

s, p

lants

Bo

tan

ical

mo

tifs

Tre

e an

d c

olu

mn

ar s

up

port

s

Bio

mim

icry

, an

imal

s

Sh

ells

an

d s

pir

als

Eg

g,

ov

al, an

d t

ub

ula

r fo

rms

Arc

hes

, v

ault

s an

d d

om

es

Sh

apes

res

isti

ng

str

aigh

t li

nes

Sim

ula

tio

n o

f n

atu

ral

feat

ure

s

Geo

mo

rph

olo

gy

Sen

sory

var

iab

ilit

y a

nd

info

rmat

ion

rich

nes

s A

ge,

ch

ang

e an

d t

he

pat

ina

of

tim

e

Cen

tral

fo

cal

po

int

Pat

tern

ed w

ho

les

Bo

un

ded

sp

aces

Tra

nsi

tio

nal

sp

aces

Lin

ked

ser

ies

and c

hai

ns

Inte

gra

tio

n o

f p

arts

to

wh

ole

s

Co

mp

lem

enta

ry c

on

tras

ts

Dy

nam

ic b

alan

ce a

nd

ten

sion

Fra

ctal

s

Hie

rarc

hic

ally

org

aniz

ed r

atio

s &

sca

les

scal

es

Inte

rnat

ion

al N

urs

erie

s

On

e fl

oor 1

2

3

4

More

than

1

5

6

7

8

Lo

cal

Nurs

erie

s

L.

-C2

L.-

C1

More

than

one 9

10

11

12

13

14

1 F

l.

15

16

Un present Rare present Average present

present

ppresentPpresen

ce

Present Strong

presentpresent

M. M. AGGOUR

44

Table 7. Analysis of case studies based on the second three elements of biophilic

design elements and their corresponding attributes. C

ase

Stu

die

s

Light and space Place - based

relationships

Evolved human - nature

relationships N

atu

ral

light

Fil

tere

d a

nd d

iffu

sed l

ight

Lig

ht

and s

had

ow

Ref

lect

ed l

ight

Lig

ht

pools

War

m l

ight

Lig

ht

as s

hap

e an

d f

orm

Sp

acio

usn

ess

Sp

atia

l var

iab

ilit

y

Sp

ace

as s

hap

e an

d f

orm

Sp

atia

l har

mo

ny

Insi

de–

outs

ide

spac

es

Geo

gra

ph

ic c

onnec

tion t

o p

lace

His

tori

c co

nnec

tion t

o p

lace

Eco

log

ical

co

nn

ecti

on

to

pla

ce

Cult

ura

l co

nnec

tion t

o p

lace

ric

hnes

s

Ind

igen

ou

s m

ater

ials

Lan

dsc

ape

ori

enta

tion a

nd l

andsc

ape

Pro

spec

t an

d r

efu

ge

Ord

er a

nd c

om

ple

xit

y

Curi

osi

ty a

nd

en

tice

men

t

Chan

ge

and m

etam

orp

hosi

s

m

etam

orp

hosi

s S

ecuri

ty a

nd p

rote

ctio

n

Aff

ecti

on

an

d a

ttac

hm

ent

Att

ract

ion

an

d b

eau

ty

Ex

plo

rati

on

an

d d

isco

ver

y

an

d d

isco

ver

y

Info

rmat

ion

an

d c

og

nit

ion

Inte

rnat

ion

al N

urs

erie

s

On

e fl

oor

1

2

3

4

Mo

re t

han

1 5

6

7

8

Lo

cal

Nu

rser

ies

L. -C

2

L.-

C1 M

ore

th

an o

ne

9

10

11

12

13

14

1 F

l. 15

16

Figure 6 shows the frequency of biophilic design elements and their

corresponding attributes‟ ratios for the case studies.

Un-present Rare present Average present

present

ppresentPpresen

ce

Present Strong

presentpresent


45

Fig. 6. The frequency of biophilic design elements and the corresponding

attributes‟ ratios for case studies

Un present Rare present Average present

present

ppresentPpresen

ce

Present Strong

presentpresent

Environmental

Features

Natural shapes

and forms

Natural

Patterns and

Processes

Light and

Space

Place - Based

Relationships

Evolved

Human - nature

relationships

Bio

philic D

esign E

lemen

ts & T

heir C

orresp

on

din

g attrib

utes

M. M. AGGOUR

46

6. RESULTS AND DISCUSSION

According to phase 1) comparative analysis, most of the selected biophilic

attributes were present in relative manners except for a few of them like actual

animals, biomimicry, light as shape and form, light pools and indigenous material.

Generally, natural patterns and processes and evolved human-nature relationships were

the most elements‟ ratios achieved in the case studies due to their significant role in

direct integration with fundamentals and development of children's needs. The

following element is light and space as its importance reflected in achieving the

purpose of space and the efficiency of practicing activities. The most significant ratios

for highest international case studies are #1, #4, #8; that is because of using natural

shapes and forms while least building in achieving biophilic attributes is #6. Despite of

case study #6 being least it has been distinguished in achieving place-based

relationships; this is highly linked to local culture. On the contrary, the local case

studies ratios were ranged between average to none for most of the biophilic elements.

The highest local building in achieving moderate range is #10 because of integrating

some environmental features like actual animals and natural material in the outdoor

spaces while the least local building is #16 however there are some features not well-

exploited. Local case studies show a little involvement of biophilic features in

nurseries‟ design.

The results of phase 2) behavioral observation for local case studies that has

been conducted by observing children in daily activities, their actions and their

interactions with each other. For the outdoor spaces features like water, plants, vistas,

animals, interest in a space, large open spaces with sheltered areas and spaces that

elicit exploration, children were more active, they stayed more time without being

bored # 9, #10, #12. Children prefer outdoor space than indoor even it is not matched

with recognized features #16. For the indoor spaces, also it has been observed that

some misbehaviors like laziness and violence in class rooms with inappropriate light,

limited area. In addition, they are poor in arrangement of furniture patterns, colors, and

finishing materials #16 while, larger spaces that are well ventilated and appropriately

lit, painted designs and murals add color and distinctiveness; differentiated walls and


47

floors provide patterns. Children observed enjoying, more involved in activities # 11,

#13, #14.

The results of phase 3) the most comments from nurseries principals and

teachers that child perception and curiously increased in the outdoor spaces. children‟s

interest in outdoor activities and enjoy play with the sand tiers #14, swimming pools #

9, #10, #14, #15, free forms, refuge, spaciousness which provide gathering area,

natural sunlight, sitting under trees, fishing simulation and watching animals #10. In

addition, they prefer indoor spaces for child fitness improvement, event setting and

plays # 10, #11, #14, #15, #16. Also, their attention span enhanced when using

furniture with special design in specific in shapes and ability to informally organized #

10, #11, #13.

The second and third phases contributed to identify the range of attributes

relevant to nurseries design. In specific attributes with strong presence, for example

the final attributes selected in elements 1, 3, 4 and 6.

Based on the previous phases of the study, the final development of the

biophilic attributes list for childhood spaces began with focusing on trying to identify

features that support the childhood environments. Figure 7 illustrates a suggestion that

33 attributes of biophilic design elements can be selected from the previous 54

attributes according to the influence of them in the case studies that directly affected

the development domains of early childhood. Eliminated attributes were not included

due to their low frequency according to the study. In addition, some elements can be

embedded in other elements or grouped under a one generalized attribute, for example

attributes of biophilic element no.4 filter and diffused light, light and shadow, reflected

light, warm light can be merged in one attribute named varied light pattern. The case

studies reveal that biophilic attributes have provided the means of measuring how

nature present [or the lack of nature present] in the learning and playing environments

influenced children behavior patterns.

M. M. AGGOUR

48

The final findings identify four types of nursery design cases and some of the

corresponding solutions through biophilic design attributes as shown in Figure.7.

Case 1) new building planning, case 2) single or part of residential building with

outdoor space, case 3) part of residential building with outdoor, case 4) reuse for old

residential building. All the cases can share important biophilic features specifically:

optimize views onto nature by enlarging windows and ensuring they are placed at

appropriate heights for children.

Greenery is in the periphery vision can strengthen a children connection with

nature and serve as a protective environment. Make use of windows, skylights and

reflective surfaces in order to optimize exposure of natural daylight. This creates an

energizing environment, helping to increase children‟s concentration, learning speed

and performance levels. Indoor plants and living walls create visual interest and

improve air quality and oxygen levels. Incorporate natural elements stimulate the

senses, which help to energize children.

Refuge spaces create “safe” zones within the building for children. By including

features such as low lighting, muted colors and tones, soft furniture and pleasant

views.

Figure 7 presents the suggested building practices transformation cases for

nurseries and the corresponding solutions through biophilic design and the final

proposal for the chosen list of biophilic attributes that should be used as a tool helping

in design or evaluation of nursery‟s spaces design.


49

Fig. 7. Transformation of building practices cases for nurseries and some of the

corresponding solutions based on the final list should be applied in nurseries.

M. M. AGGOUR

50

7. CONCLUSION/ RECOMMENDATIONS

Biophilic design harmonizes the childhood spaces with nature through

promoting positive interactions between children and the built environments. Biophilic

design attributes are meant to inform, guide and assist in the design process and should

be thought of as another tool in the designer‟s toolkit.

Despite modern nurseries in Egypt have developed their educational syllabus, the

same was not found in spaces design. Educational syllabus and spaces design should

be integrated together to synergize children benefits of being both used.

Most of nurseries in Egypt either original building or a part of

residential/commercial building where designs that can be enhanced to accommodate

biophilic features (proposed list) to enrich children experience in childhood

development, health and wellbeing. On contrary to international standards for outdoor

space (outdoor twice the area of indoor) local nurseries lack enough outdoor spaces

compared to indoor spaces. In Egypt, biophilic attributes can be integrated with the

four different categories for nurseries design.

The following are the research recommendations and guidelines:

The government should adopt extra measures in making sure that all nurseries

achieve the consideration of biophilic design. In the new urban communities (5th

settlement, 6th

of October, Shorouk City, Madinaty,…) there are lands dedicated for

building nurseries where biophilic design can be part of fulfilling construction license.

The qualities of the environment/ space must be clearly outlined in academic

syllabus/awareness campaigns to enable architects/interior designers/nurseries owners

to contemplate nursery biophilic design. It is important to add simulated outdoor space

for nurseries not having outdoor facilities.

Finally, in situations where no enough spaces to establish nurseries, it is

recommended to reuse old residential buildings with limited number of floors (2-3) by

considering biophilic design. The children‟ perspectives regarding their preference for

their spaces and features could be an additional focus of future researches to broaden

the current finding.


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DECLARATION OF CONFLICT OF INTERESTS

The author has declared no conflict of interests.

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البيهفيليمن خلال التصميم لمباني رياض الأطفالممارسات البناء تغيير لمدوادد البيوهييل لترميم ل والمهجيات الاسترشاديةييدف ىذا البحث إلى تطهير قائمة بالدمات

باسوتخدا ميوزات مبان رياض الأطفوا يراغاتالمرممين وغيرىم من المتخررين دلى تحدين ترميم لووو توو إير إيجووا دلووى اووحة الأطفووا ور ووداديم وميوواراتيم. ممووا سووي ه . موون الترووميم ىووذا العووه وسوومات

ولذلك من الميم أ الميعدسين المعماريين ومرمم الدي هر الداخل يتعلمه كيفية الاستفاد المثلوى مون دوووتعد تو ريووواض الأطفوووا .مبوووان يراغوووات يووو بإدووواد ادخوووا الطبيعوووة تحديووودا البيوووهييل مبوووادل التروووميم

واختيار ما ىه معاسب لبيئة الطفهلة وذلوك كليرت دتيفنل سمات الترميم البيهييل قائمة لمعيجية دلى ا الأولوى دالميوة مبان رياض الأطفا مجمهدتين مندراسة حيث يقه البحث باستخدا التحليل المقار

العيائيوة المختار القائمةلتحديد لذخريةا والمقابلات الملاحظةالرهر و ب التهإيقمن خلا والثانية محليةتحديووود الحوووالات إوووم مبوووان ريووواض الأطفوووا أىميوووة وملائموووة لتروووميمالبيوووهييل الأ ثووور دووومات التروووميم ل

المختلفة لترميم ىذه المبان والمداخل المختلفة للحل.

TRANSFORMATION OF BUILDING PRACTICES FOR NURSERIES …

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