KIDS

BUILDERS
ACADEMY
Barrete, Julie Mar
Burnea, Jill
Comora, Lean
Eslawan, Winston
Lim, Sophia Kate
Ondayo, Shane
Racho, Marianne Joyce
Toquero, Eddie
 LOCATION

is located

at Emilio Jacinto Ext,

Barangay 10-A, Barangay,Doña Vicenta
Village, Davao City, 8000 Davao del Sur
SITE

MAP
SITE
CONSIDERATION
Near other schools (Davao city national highschool, Davao christian highschool, center for brighter beginnings)
Near hospitals (Sanpedro hospital of davao city)
A kilomiter away from water refilling station
Safe and secured area for preschool students

Near residences, near NBI

Accessible to medication and marketplace(mercury drug)

Near colonix clinic, Near storked pH, Near Deped region XI, Safe distance from road/highways
Walking distance from the entrance of the school. A drop off zone can also be provided where the parents can hand the children
over to the care of the teachers. This ensures that pre-school kids do not have to cross areas of heavy vehicular traffic. It can be
placed close to the office or the staff room, making it convenient for the parents to drop the kids in a safe zone, under the watch
of the teachers.
OBJECTIVES

It aims to provide a safe and functional building for users

This project aims to create a structure that supports sustainability and green
architecture
To create a High-Quality Visual Environment (including lighting, dayligjting, and visual

interest.)
PRE-SCHOOL
INTERIOR
CREATIVE AREA

SPACE
There are so many ways for children to explore and be creative.
The creative area in a preschool classroom is a place where
your little children can go creatively in drawing, expressing and playing.

FACILITIES

LIBRARY Outdoor playing area

Libraries for children are essential preschool facilities for information If you are a parent, you probably learned that your kids tend to pay

and development. Either a library room or a small space that the more attention to screen time than they do to outdoor play. The

children can use independently to browse books. In preschool, the outdoor playing area is always on the must-have facilities in the

library should be a kid-friendly place where children can go to read preschool list!
books, this facility helps to develop their READING HABITS since
young.
 Offices
The following are the office spaces needed
A place to store colorful paper and files
A desk for computer
NATURE CORNER a printer to print anything and everything
Nowadays, you can see there are some nature-based storage shelves and areas to store
preschools that provide nature-based early childhood a comfy chair
education (NbECE). This type of education program is where
learning occurs in the context of NATURE.

This learning program is aimed to increase children’s connection

with nature and utilize its benefits for educational development.

A nature corner helps foster children’s curiosity, exploration, and

patience.
it of body text
CLASSROOM
It is highly recommended to install a NATURE CORNER in the
kindergarten as one of the facilities in preschool. Teachers Is an educational establishment or learning space
can involve children by starting caring for the garden and teach offering early childhood education to children before
them how to safely take care of and grow the plants. they begin compulsory education at primary school.
It’s important to teach the next generation as they are the
guardians of the world’s natural resources.
 CAFETERIA
STORAGE OR DISPLAY AREA
There is a cafeteria for toddlers, children, and adults.
A classroom must have a storage or display area where
Tables are organized according to their sizes and ages.
Toys,extra changing clothes, diapers, and mats for children
It will serve as their lunch area, where children can
can be kept.
eat and be accompanied by a parent

TOILET ROOM
LUNCH AREA
The toilet for adults is separate but with multiple uses,
Since most toddlers are now allowed to go
where children can also use the toilet if they want
out without the supervision of their teacher
someone to accommodate them to the restroom with
or parents, a lunch table is provided in the classroom.
an adult, and an adult restroom also includes a diaper
changing area for toddlers aged 3 and below.
DESIGN INSPIRATION
The proposed preschool building is
inspired by the building blocks toy.
The design shows the ability of a game
to develop preschool-age children in
different aspects and overcome
different challenges and explore
around the environment.
 SYMBOLISM

The roots of a tree are the best symbol

of the proposed preschool building because
of how it strengthens the tree. Like a tree, the
stronger the roots, the longer the tree can
withstand different calamities. In connection,
the stronger the knowledge, the stronger the
foundation.


"PLAY-BASED EARLY CHILDHOOD CLASSROOMS

AND THE EFFECT ON PRE-KINDERGARTEN

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BY: AMY MCGINN

REVIEW Putting into consideration that the main users of the

preschool project are children from the age 3-5 years old

RELATED
that are in the developing stage and are much more
interested in playing than academics/studies, the design, and
concepts of the Preschool project will be anchored to the

LITERATURE study conducted by Amy McGinn entitled “Play-based early

Childhood classrooms and the effect on pre-kindergarten
social and academic achievement” in which she argues and
explains the effects as well as the importance of a play-based
early childhood curriculum
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 What is this play-based childhood curriculum? In a play-based or child-
centered preschool program, children are able to choose activities based on
their current interests. Learning activities such as creative arts, literacy,
numeracy, social studies, science, etc. are presented to children through
play. Educators encourage children to play, facilitating both social and
emotional skills along the way. It often looks like children are “just playing”,
but in fact, they are learning important educational, social, emotional, and
life skills through the process of play.
 According to McGinn, Play is an essential part of the development stage of preschoolers
as it aids them in their social and academic development. She further explains that as children
play, they are engaging in an environment where they can socialize and work together with their
peers and this may result in the development of a strong connection and relationship with other
children and enhances their ability to comprehend and solve social problems that are vital as
they grow and could positively benefit the community as a whole.

McGinn also explains the importance of play in the academic growth of children, in
her study, she stated a theory by Vygotsky which opposes the idea that as the educators of the
preschooler scaffolds this enables the children to deepen their existing knowledge about
something as well as extends the skills of the children, and claims that children can scaffold for
themselves through pretend play. Pretend Play can cause a change in representational abilities
by creating a context in which a word represents a thing. And the new language skill that the
children developed helps them to understand that words represent experiences and that is
referred to as Play-Literacy Nexus. This nexus is the point where play, language, and literacy
meet and create a learning space in the classroom. This Play-Literacy nexus is noticeable in the
dramatic play areas because of the focus on pretend play when children are acting out stories,
using objects to stand for other objects, and building on what they already know to deepen their
knowledge and pull their thinking forward (Roskos and Christie, 2011).

 The idea and information from the study are being applied
by providing areas and environments where children can play,
learn, and develop at the same time. In our plan, we include spaces
such as an outdoor playing area, a creative area as well as a nature
corner that supports the play-based preschool program, and where
children can engage in their environment through playing and
socializing with their peers.
Works Cited:

Roskos, K., & Christie, J. (2011). The play-literacy nexus and the
importance of evidence-based techniques in the classroom.
AmericanJournal of Play, 4(2), 204-224. Retrieved from : http ://fi
les.eric.ed.gov/ful ltext/EJ 985 5 88. Pdf

Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation:
Lessons from Vygotsky. American Journal of Play, 6(1 ), 111-123.
Retrieved from: http://files.eric.ed.gov/fulltext/EJ IO 16167.pd