About | Design | Approach:

Recognizing and merging the tenets of both the developmental science of learning and the spatial experience of learning is the center of our methodology.  In the spirit of design unity, we see both schools of thought as equal. This framework joins neurosensory development, emotional development, and social development with the experience of play, memory, and socially mediated learning. Each of these principles are represented, reinforced, and subsumed through the intentional configuration of space.

The importance of age specific developmental milestones is also a critical metric. This includes the celebration of the importance of childhood and the meaningful process of maturing. This rite of passage is made ceremonious and concretized with movement to and from various spatial zones. For example movement between active play areas and passive play areas is spatially celebrated.
  
Our designs are a result of 20 years of experience in early childhood learning environment research and studio design. We assert a point of view that is profoundly simple from the perspective of environmental design and learning theory. A child learns from a series of interactions along a developmental path that starts with their first contact with adults, parents, and teachers. This then moves to learning by collaborating with their peers and finally the environment. To this end, we have developed designs that align with these principles.