Yutaka幼儿园建立在一个稳定的以游戏为基础的教育理念上，鼓励儿童积极发展他们的思维。为了实践这样的教育政策，需要有一个通过刺激儿童探索和发展其思维来提供多样化经验的空间。为了满足其需求，我们追溯了 “幼儿园 “一词的起源–“儿童的花园”–并将该场地改造成马赛克式的花园集合，供儿童进行各种活动。

Yutaka Kindergarten is built on a steady philosophy of play-based education, encouraging children to develop their thinking actively. Space that offer diversity of experiences by stimulating children to explore and develop their thinking was required to practice such education policy. In order to respond to its needs, we traced the word “kindergarten” to its origin – “children’s garden” – and converted the site into mosaic-like collection of gardens for diverse activities of children.

我们采取了三种方法来实现 “通过游戏学习的花园”。第一个方法是密度设计。家具、墙壁和游乐场设备分布在室内和室外，经过精心设计，创造出三个不同密度的花园–“运动的花园”、”静止的花园 “和 “有屋顶的花园”。这三个花园在场地上发展得天衣无缝，这使得不同年龄和身体能力的儿童可以共存，互动，或分离。其次是山形墙。上半部分有开口的结构墙，像层层叠叠地摆放着，在松散分离的教室之间创造出不同的光线、颜色、空间和关系。这些层次旨在通过控制儿童的视线来诱导儿童的运动，在某些地方他们被阻挡，而在某些地方他们被打开。尽管儿童的视线根据其坐标而变化，但作为一个管理问题，墙壁上具有一定规模的开口使成人的视线在任何时候都是开放的。

Three approaches were adopted to realize the ‘gardens of learning through play’. First approach is the design of density. The furniture, walls, and playground equipment are distributed inside and outside, carefully designed to create three different gardens with different densities – ‘Garden of Motion’, ‘Garden of Stillness’, and ‘Garden with a Roof’. The three gardens are developed seamlessly on the site, which allows children of different age and body capabilities to coexist, interact, or be separated. Secondly are the mountain-like walls. The structural walls with openings on the upper half are placed like layers, creating diverse light, colors, spaciousness and relationships between the loosely separated classrooms. The layers are aimed to induce children’s motion by controlling children’s views, where in some places they are blocked, and in some places they are open. Although children’s views range according to its coordinates, the openings on the walls with a certain scale allow the adults’ views to be open at all times as a matter of management.

最后是光洁的天花板。外部环境被计划成为生物多样性的森林，以促进教育项目，由于它们在每个季节和白天都会改变它们的表达方式，天花板将它们反射和吸收到室内。在婴儿产生和扩大他们的感知时，感知自然环境的过渡是非常重要的。此外，通过观察反映在天花板上的其他人的运动，鼓励儿童理解人与人之间的距离感，建立他们在社会中的行为。

The last is the gloss finished ceiling. The exterior environment are planned to become a forest of biodiversity to contribute to the education program, and as they change their expression every season and also during the day, the ceiling reflects and absorbs them to the interior. It is essential to perceive the transitions of natural environment as infants generate and expand their perception. Moreover, by observing the motion of others that reflect on the ceiling, children are encouraged to understand the sense of distance between people, establishing their behavior in society.

在室内和室外扩大的各种花园，刺激人类的本能去寻找足够的环境，发展婴儿的感知和经验。儿童被动提供的游戏和儿童主动发现的游戏的混合，正是通过经验和创造来教育婴儿的环境。

Variety of gardens expanded indoors and outdoors, stimulates human instincts to search for adequate environment, developing infant perceptions and experiences. The mixture of play that children are provided passively and play that children discover actively, is the very environment to educate infants through experience and creation.

Architects: SUGAWARADAISUKE
Area: 812 m²
Year: 2014
Photographs: Jérémie Souteyrat
Structure Design: Ohno JAPAN
Construction: Okaken Koji Co.Ltd
Facility Design: YMOP
Lanting Design:GA Yamazaki
Scheme Of Sign:Masaki Hanahara
Design Team:Daisuke Sugawara, Masayuki Harada, Noriyuki Ueakasaka, Hiroshi Narahara
City:Saitama
Country:Japan