Yutaka幼兒園是基于游戲教育理念而建立的幼兒園，建園理念鼓勵(lì)孩子積極發(fā)展自己的思維，因此幼兒園中的空間應(yīng)該能為孩子們提供多樣的刺激體驗(yàn)以培養(yǎng)和激發(fā)孩子們的思維。為了滿足這一需求，設(shè)計(jì)師對(duì)“幼兒園”追蹤溯源，將其變成一個(gè)花園般可以適合各種活動(dòng)的“兒童樂園”。

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.

 建筑師通過三種方法實(shí)現(xiàn)”在花園中通過游戲?qū)W習(xí)”

Three approaches were adopted to realize the ‘gardens of learning through play’.

 第一種方法是密度的設(shè)計(jì)。通過內(nèi)外布局家具，墻壁，游樂設(shè)施，打造出三個(gè)不同密度的花園：“運(yùn)動(dòng)花園”，“寂靜花園”，“屋頂花園”。這三個(gè)花園在場(chǎng)地中并存，適應(yīng)了不同年齡以及身體素質(zhì)的孩子們共處，互動(dòng)，或者一起學(xué)習(xí)。

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.

第二種方法是山一樣的墻壁。墻壁的上半部被挖空，下圓弧的造型讓教室間的關(guān)系變得多樣起來，光影與色彩的表達(dá)也隨之豐富。這些墻壁通過控制兒童的視線以控制兒童的活動(dòng)，某些區(qū)域封閉，而某些區(qū)域也反之開放。與因?yàn)樗幬恢枚暰€受到不同程度干擾的兒童相比，成人在里面卻能一覽無余，這無疑方便了開放管理。

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.

第三種方法是高反光度的天花板。幼兒園外部的自然景觀無論白天黑夜，亦或四季變遷，其自然的跡象都能被天花板映射。讓幼兒的視野被擴(kuò)大，同時(shí)也能感知自然的變化。另外天花板上的映射也能鼓勵(lì)孩子們觀察人與人之間距離，進(jìn)而確定自己位置與行為。

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 e-xpression 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.