Natural geometry in kindergarten design

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dc.contributor.authorMamedova, Dinaen
dc.contributor.committeechairJones, James R.en
dc.contributor.committeememberGreen, William R.en
dc.contributor.committeememberWhitney, Brad Alanen
dc.contributor.departmentArchitectureen
dc.date.accessioned2025-01-11T09:00:46Zen
dc.date.available2025-01-11T09:00:46Zen
dc.date.issued2025-01-10en
dc.description.abstractThis thesis explores how architectural design can shape future generations by creating kindergarten environments that foster a profound connection with nature, promote self-directed learning, and instill social responsibility. The study draws on historical perspectives, examining the origins of kindergartens inspired by Friedrich Froebel, which emphasized nature and community-oriented spaces. It contrasts these with contemporary approaches shaped by evolving pedagogies and societal needs, highlighting the demand for adaptable, multifunctional learning spaces. The proposed design introduces a new architectural vision, integrating sustainable elements to create "a building that teaches." Inspired by the natural geometry, the design emphasizes flexibility and adaptability to support children's holistic development. This approach seeks to nurture environmentally conscious individuals by fostering a mindset of harmonious coexistence with nature. Through architectural strategies, the project addresses the developmental needs of children while unlocking their potential to contribute positively to global challenges. By reimagining kindergarten architecture, this study underscores the role of design in shaping a sustainable and socially responsible future, aiming to inspire generations to live as integral, caring members of Earth's ecosystem.en
dc.description.abstractgeneralThis project examines how the design of kindergartens can influence future generations by creating spaces that encourage a strong bond with nature, foster independent learning, and promote a sense of social responsibility. It looks at the origins of kindergartens, inspired by educational pioneer Friedrich Froebel, who emphasized natural settings and community-focused learning. These ideas are compared to modern approaches that address evolving educational needs and emphasize flexible, multifunctional spaces. The proposed design introduces a forward-thinking approach to kindergarten architecture. By incorporating natural elements and sustainable materials, the design creates "a building that teaches," encouraging children to learn through interaction with their environment. Inspired by natural geometry (geometry from nature), the design is meant to be adaptable and grow with the needs of its users, supporting children's overall development while nurturing environmental awareness. This vision goes beyond creating a building—it aims to help children develop into thoughtful, eco-conscious individuals who live in harmony with nature. By rethinking how kindergartens are built, this project highlights how architecture can play a key role in preparing future generations to face global challenges responsibly.en
dc.description.degreeMaster of Architectureen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:42385en
dc.identifier.urihttps://hdl.handle.net/10919/124155en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectkindergarten environmenten
dc.subjectholistic growthen
dc.subjectbiophilia principlesen
dc.subjectenvironmental awarenessen
dc.subjectfuture generationsen
dc.subjectnatural geometryen
dc.titleNatural geometry in kindergarten designen
dc.typeThesisen
thesis.degree.disciplineArchitectureen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Architectureen

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