Oswego Early Childhood Center

Narratives

Educator Narrative

The district’s goal was for the architect to envision our children and families in each of the design elements. Being that most students have either physical or learning disabilities, we wanted the Early Learning Center to be a place that responds well to their needs, and makes them feel comfortable.

Designers performed a Design Charette with our administrative team, and allowed us to create a building based upon the space and special program instructional needs of small children aged 3-5 years old. I remember a huge “a-ha” moment in the design process when the conversation focused on what a preschool child would experience on a daily basis within the center’s building. The concept of a pinwheel design with family living rooms as the focal point of the building emerged. The living room space allows the adults to move fluidly about the building without traditional long corridors, and acts as an extension of learning and the hub of the instructional program. They are now called villages, and the Early Learning Center staff has designated them into colors so the children will identify with the village they are assigned.

Another concept that came out in the Charette process was how to design the building around the fact that all student learning would occur from the floor to the height of three feet. Open dialogue led to some creative ideas on how to make that ground level space more inviting with colors and materials and more functional through elements such as low portal windows. This age group typically does all of their learning on the floor, so adding in floor and ceiling radiant heating proved to be very beneficial to the learning process.

Something special about this building is that learning is visible everywhere. There are observation windows in the interior walls of the classrooms so any child or adult walking through the living rooms can view learning taking place. These windows, along with the gable roofs and large exterior windows provide tons of natural light and is the quiet constant presence in all the rooms. It unifies all spaces and makes invisible connections.

We were given a building that is a symbol of our district’s mission: “a unique partnership that ensured each student thrives in a safe, caring and responsive learning environment.”

What exemplary ideas do the designs contain that enhance learning?

The design solution resulted in a pinwheel layout, having four small houses around a central core of shared facilities, such as a multipurpose gymnasium. Each house consists of five classrooms, surrounding an open area called a “living room.” In the student’s perspective, this reduces the scale of their school to just five classrooms and a living room. These intimate, home-like multi-functional spaces are flexible areas used for group learning and activities, and take the place of traditional hallways for maximum usable educational space which totals more than 80% of the entire building area. The living room is the programmatic heart and social nerve center with visual connection to the environment, and the high ceilings and gable roofs provide a bright, cheery atmosphere for the children.

In response to the children’s daily activities, each classroom has in-floor and ceiling radiant heating for improved comfort. This feature also creates a warm, cozy environment. There are both adult and child scale windows throughout the room, including portal windows raised just off the floor for children. Both sets of windows begin only 16” off the ground so students of all abilities can connect with the outdoors. Gable roofs, high ceilings, and tall windows collectively draw light into 100% of all classrooms and 85% of the building.

Interior and exterior design elements taper off at a 9 foot elevation, making the large scale building appear small to children. Examples of these elements are drywall reglets traveling around inside spaces at 9 feet, entry canopies at 9 feet, and brick on the exterior of the building up to 9 feet with a different material above. This helps reduce the feeling of high volume spaces.

Soft pastels and earth tone colors offer inviting spaces that do not overwhelm, over stimulate, or distract students. Patterns and changes on the exterior of the school make visual and tactile connections for students arriving and leaving school.

Another important factor impacting teaching and learning is sound control. The district and designers met the ANSI Standard S12.60 as a response to the unique needs of the children and their sensitivity to sound. Electrical boxes are staggered and partition walls made of metal studs, acoustical insulation and three layers of gypsum board are full height to keep sound from bleeding over the top of the ceiling.

What innovations in the planning, programming and design process supported the realization of those exemplary ideas?

Designers kicked off the planning process by hosting an interactive design charette with teachers, administrators and maintenance personnel. This focus group was invited to assist with the brainstorming session to develop design ideas that fit the program. The architect spent three days with the group, collaborating with end users to comply with the design goals established by the district, and to make the facility functional and conducive to early learning. This partnering approach allowed for stronger user input. Dedicating three consecutive days to the process presented a consistent group the opportunity to provide input and offer immediate feedback as concept sketches were created from dialogue.

The architect made a commitment for the new Center to not only be programmed and designed within 8 months, but also constructed and occupied. To help facilitate such an aggressive schedule, initial design services were provided “at risk”.

After a successful bond referendum, designers issued an initial Core & Shell bid package allowing the District to commence construction, reduce the cost of construction inflation, and occupy the facility for the beginning of the 2007-08 school year. Multiple bid packages helped expedite construction deadlines.