CHAPTER I
A. INTRODUCTION
Herbert Read once said “Great changes in the destiny of mankind can be
affected only in the minds of little children.” Youth, usually ranging from ages 6-8 is
usually the time when raw creativity and innovative ideas pop up in mind which have
potentials and possibilities to shape up the community we live in. These ideas are raw
and have more energy and enthusiasm if all their potential is put in the right direction
that can ensure progress and development. Youth contains the majority of the
population of the total nation. The population continues to grow, but the number of
children in the world has inevitably reached its peach. According to the UN Population
Division, around 27% (1.9 billion) population of our world is youth. Their energy and
determination make them valuable to our nation overall. With that in mind, their
importance should constitute to them being able to exercise their freedom to express
their ideas and opinions and be able to express them through speech as well. They
should have their own platform and be able to express their ideas and be able to
showcase their talents as well.
The youth of our country are the future of our nation and they represent one of
the most dynamic part of our population, they are one of the most crucial foundations
to our society and their actions contribute to the development of a nation. They are the
“partners of today, leaders of tomorrow” (Nikunj, 2017). They are the primary catalysts
that can perform to bring bright changes and further improvements to our society. One
of the most important aspects towards the progress of our nation is education, and this
is very crucial in developing and shaping our youth.
This study raises concern towards the design of institutional facilities. Like
orphanages, its is the well-being of the children and adolescents to be contributing
stakeholders in the future. Thus, a good institutional design particular emphasizes the
important role of early caregiver–child social–emotional experience and predicts
delayed development of social–emotional behavior in children lacking such
experiences.
B. BACKGROUND AND NATURE OF THE PROJECT
Ideally, our family experiences influence us well past our childhood years. Family
interaction is the most lasting influence the each of us will know. Whether past or
present, the influences we have with our families determine what it means to us to be
human beings. These are the experiences that form our basic belief about “who we are
and how we behave.”
There are 153 million children worldwide, and 1.8 million in the Philippines alone,
according to the United Nations Children's Emergency Fund (UNICEF), and these
numbers will continue to grow in the future. Some are victims of extreme poverty;
others of natural disasters and armed conflicts around the nation. The Department of
Social Welfare and Development (DSWD) is responsible for ensuring that many of
these children find homes.
Most children will be lucky enough to spend their childhood at home. Many of them
will remember those years with warmth, while some with decidedly unpleasant
memories about growing up still manage to have reasonable and productive lives.
The project is an attempt to go back to the concept of a family and adjoining it with
an institutional system to revision a concept for orphanages—a concept where orphans
have a chance of sharing companionship of a real family. The project will not only be
confined to the accommodation and education only, but also to accommodate a safe
home and shelter, especially for the distressed. The main challenge is to create a
community that can enlighten the children where they will grow during learning,
playing, working, even as kids.
C. STATEMENT OF THE PROBLEM
There is a need to explore the effects of architecture on orphans through revisioning
better living conditions. The study will shed tackle how contemporary orphanages
affect the physical, mental, emotional, and social well-being of the children.
Moreover, the problems of orphanages are further highlighted in the pre and post-
adoption of orphaned children.
There is a high rate of mental health problems, predominantly those of
emotional nature. This appear consistent with findings from studies with other
groups of neglected, traumatised and institutionalised children, according to
Nagy Fawzy.
Early childhood and the long term institutionalization increases the likelihood
for them to grow as people with psychological impairments and in the future,
grow as unproductive adults.
The large number of orphanages comes up without any planning and
programme of action. The coordination of these institutions vertically and
horizontally is essential for their growth
D. PROJECT GOALS AND OBJECTIVES
Project Goals
The study aims to provide help to orphans as well as other individuals to thrive in the
parameters they are in and to protect the Health, Safety & Welfare of the children and
workers through better design of facilities. This project calls for a promotion of a
“family” concept in the design of a children’s village, rather than confining them in a
space where they cannot roam freely.
Project Objectives
To provide facilities that will not only accommodate to the educational quality
of children but also in their physical and emotional welfare.
To envision a new idea of orphanages that will give more freedom for children
to express themselves.
To provide a design that will incorporate a system of “brotherhood” and
“sisterhood” in the facilities, especially for the children.
CHAPTER II
A. LITERATURE REVIEW
2.1 Children
a. Definition
b. Anthropometric Data
c. Age Groups
2.2 Childcare Design
2.3 Orphanages
a. Definition
b. Challenges and Problems on orphanages
c. Orphanages in the local Setting
2.4 Open Space and Landscape Design
2.5 Color Psychology
2.6 Local Case Studies
a. Sisters of Mary Boystown School
b. Manila Boystown Complex, Parang, Marikina
c. Biga Girlstown in the Philippines
2.7 International Case Studies
a. Soogook Village (South Korea)
b. Orphanage at Chandpur (Bangladesh)
c. SOS Children’s Villages Lavezzorio Community Center (Chicago, IL,
USA)
2.8 Development Status of Orphaned Children
CHAPTER 2
REVIEW OF RELATED LITERATURE
The topics related to this study focus on childcare and orphanages and how
architecture can impact the lives of the people, especially children. It also emphasizes
the effects of contemporary orphanages and how to change its negative impacts to its
users.
A. Children
The early years if human development establish the basic architecture and
function of the brain. This early period of development affects the next stage of
complex human development, as well as the later stages as it grows. It is now further
understandable, through developmental neurobiology, how experience in early life
will affect the different stages of its development. Poor early development affects
health, both physically and mentally, behavior and learning in the later stages of life.
The architecture and function of the brain is sculpted by a lifetime of experiences,
from childhood to adulthood, which affect the architecture and function of
neurobiological pathways.
(Mustard, 2010)
Learning starts during the infant period, long before formal education begins, and
continues throughout adulthood. Early learning begets later learning and early success
usually equals to later success, just as early failure breeds later failure. Success or
failure at this stage lays the foundation for success or failure in school, which in turn
leads to success or failure in post-school learning. Recent studies of early childhood
investments have shown remarkable success and indicate that the early years are
important for early learning. Moreover, early childhood interventions of high quality
have lasting effects on learning and motivation. As a society, we cannot afford to
postpone investing in children until they become adults, nor can we wait until they
reach school age – a time when it may be too late to intervene.
(Heckman, 2007)
Early childhood is an extremely sensitive period in human development, during
which the brain, especially the circuitry governing emotion, attention, self-control and
stress, is shaped by the interplay of the child’s genes and experiences. As children grow
and further develop, the biological and environmental factors that determine their
development become increasingly intertwined. When the environment is a secure,
positive one, these factors join forces to help maximize their potential. But when
children face enduring obstacles to healthy development, such as poverty, inappropriate
care, or violence, environment and biology may route them on a course to emotional,
physical and mental health problems.
(Boivin & Hertzman, 2012)
Every child goes through the same stages of physical and social development;
however, every child is unique and grows at a different rate. Some children will have
disabilities (e.g. developmental, cognitive or learning). Some suffer from chronic health
conditions that affect their mobility.
(Nussbaumer, 2018)
During the first 2 years of life, children start to develop skills crucial for good
relationships with their peers, parents and others. These include: Controlling their
emotions, inhibiting their impulsive behaviors, viewing themselves as good or bad,
experiencing guilt when they disobey or hurt others, language development, these skills
allow young children to refrain from using aggression (hitting, pushing, etc.) and
oppositional behavior (losing temper, arguing with and defying adults, etc.) to obtain
what they want.
(Briefing Notes for Policy Makers, 2009)
Anthropometric Data
Most anthropometric data are static,
standardized postures with some functional or dynamic
anthropometric measurements of the human body in
their movements. However, these movements are hardly
realistic. When people reach they might twist and turn,
stand on their tiptoes, or jump. Child dimensions should
Figure 1
provide some dynamic measurements because
children seldom sit or stand still (Lueder and Rice,
2008). This means that designers should observe
children at play and measure the space they need as
well as the space of dynamic movement, e.g.
sprawling across the floor, stretching, jumping, etc.
(Nussbaumer, 2018)
Age Groups Figure 2
According to Nussbaumer, a child’s growth in the first two years is most
pronounced during the first year. His or her weight increases 1.5 times, and his or her
height increases by 50 percent. Along with this physical development, rapid increase
occur in motor development, expressions of emotion, social development, language
development, and cognitive development. A leading authority on child development,
Jean Piaget, determined four stages of development: sensorimotor stage (birth o two
years), preoperational stage (two to seven years), concrete operational stage (7 to 11
years), and formal operation stage (11 years and beyond).
Preoperational Stage
In the preoperational stage, children begin to develop language skills and are
able to use symbols (words or pictures) to represent objects. Between the ages of two
and five, they think egocentrically and assumes that everyone thinks the same way they
do. They also find difficulty to reverse or change an idea and have difficulty in
understanding emphatically. Between ages five and seven, they are able to learn by
thinking as well as sensing and doing, and they are able to learn by thinking as well as
by sensing and doing, and they develop a basic understanding of cause and effect, or
the consequences of their actions (Dreyfuss Associates, 2002).
As they develop physically, their equilibrium and motor skills improve because
they enjoy practicing their motor skills and become proficient at various activities. They
are able to care for themselves by not only putting their own clothing but also buttoning,
snapping, and zipping zippers. They are also able to hold a pencil, write and draw.
(Leuder and Rice, 2008)
Concrete Operational Stage
Children from ages 7 to 14 understand concrete, hands-on problems and
can apply basic logic; however, they still have difficulty thinking in an abstract manner.
Therefore, when they make poor choices, they still do not think through the possible
logical outcome and in turn, do not understand consequences for their actions. This may
continue on beyond the age of 14—even into the early 20s (Leuder and Rice, 2008).
The years between 7 and 11 are often called middle childhood years. At
seven, children have fully developed motor skills to tie their laces, write their names,
and balance on their bikes (Lueder and Rice, 2008). By age 10, children engage in
organized sports, are able to judge distances, have good eye-hand coordination, are able
to intercept small balls thrown from a distance, become stronger, and gain endurance.
These abilities lead eventually to participation in adult-oriented sports (Dreyfuss
Associates, 2002; Leuder and Rice, 2008).
Formal Operational Stage
Some, but not all, children enter the formal operational stage at age 11 or
12. At this stage, the child is capable of thinking abstractly, some of which include
speculating about future events, understanding cause and effect, developing and testing
hypotheses, and reasoning scientifically (Lueder and Rice, 2008, p.26).
At this stage, physical development improves greatly. Children of this
age enjoy participating in organized sports. These children generally are able to judge
distance, their endurance improves, body hair emerges, and body shape changes. Their
social and emotional development needs change as well. Adolescents realize that they
have different interests than the opposite sex and place a high value on peer acceptance
(Dreyfuss Associates, 2002; Leuder and Rice, 2008). They are also interested in real
tasks and activities but also realize that communication does not always resolve a
dispute (Dreyfuss Associates, 2002). These children have more highly developed
reading and writing skills and continue to improve their language skills. Their
vocabulary has also increased significantly, and their communication skill is nearby
equal to an adult (Lueder and Rice, 2008)
B. Childcare Design
Recent Research—The importance of the First Three Years
What we do know—from recent scientific evidence—is that warm and
loving attachments between infants and adults, and positive age-appropriate
stimulations from birth onward, critically affect brain and neurological development.
The first three years of life are particularly important because of the pace at which
children are growing and learning. In no other period do such profound changes occur
so rapidly: A newborn grows from a completely dependent human being into one who
walks, talks, plays, and explores in less than three years The downside of the brain’s
plasticity is the acute vulnerability to trauma, especially in the early years when its
organizing framework is being established. (Olds, 2000)
Children delight in absorbing the richness of the world through their five
senses. Everything about them is “food” for their developing bodies, minds and souls.
A building “weak in spirit adversely affects children’s development; it lacks the sensory
nourishment and sense of wholeness on which they thrive. (Olds, 2000)
The spirit of a place is hard to look over or prescribe. It is never the same
for any two places, nor will all its elements which comprises it be present all the time.
Indeed, part of its mysteriousness stems from the fact that a unique set of ingredients
come together in a unique spot, un a unique way, at a particular time, hence producing
a unique result. (Olds, 2000)
Prelude to Design: Recalling Our Own Spirited Places
Spirited child care places honor children’s spirits—their unequalled
curiosity and unrestrained receptivity to the moment— as well as the adults who provide
their care. Unfortunately, an adult’s initial response, emotionally, are often “civilized”
or repressed. Much often, in a child’s point of view, there are often three different
childhood settings, these are their favorite, special place, their disliked or
uncomfortable place and a place that belonged to a favorite adult. (Olds, 2000)
Architecture plays a key role in creating the experiences we want for our
children. The etymology of the word itself, reveals a relationship between the spirit of
a place and the true purpose of the architectural profession. Architecture is the act of
using material to make the ideal become manifest. It is the place where mind and matter
combine to produce built force reflecting the values and ideals of the institution, the
designers, the builders, and the society as whole. It is a process used by humanity to
bring heaven to earth, spirit into matter. (Olds, 2000)
The Importance of Play in Promoting Healthy Child Development and Maintaining
Strong Parent-Child Bonds
Play is very essential to optimal child development that it has been
recognized as a right of every child. This right is challenged by forces, some of which
include child labor, exploitation practices, war, and neighborhood violence, and the
limitations of the resources for children living in poverty. However, even such children
who are fortunate enough to have the available resources and who live in peace may
not receive the full benefits of play. Many of these children are being raised in an
increasingly hurried and pressured style that can potentially limit the protective benefits
they would gain from child-driven play. Because every child deserves the opportunity
to develop to their potential, advocates must consider all factors that interfere with
optimal development and press for circumstances that allow each child to fully reap the
advantages associated with play. (Ginsburg, 2006)
The Benefits of Play
Play allows their children to manifest their creativity while developing their
imagination, dexterity, physical, and emotional capabilities. Play is beneficial to
healthy brain development. It is mostly through play that children at a very early age
engage and interact in the world around them. Play enables their children to create and
explore further the world they can master, whilst conquering their fears while practicing
roles as adults, and sometimes together with other kids or adults. As they master their
world, play helps children develop new skills that lead to enhanced confidence and the
resiliency they will need to face future challenges. Undirected play allows children to
learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn
self-advocacy skills. When play is allowed to be child driven, children practice
decision-making skills, move at their own pace, discover their own areas of interest,
and eventually engage fully in the passions they wish to pursue. (Ginsburg, 2006)
Behavior Mapping: A Method for Linking Preschool Physical Activity and Outdoor
Design
Behavior mapping is an objective method of observing behavior and built environment
attributes. It provides researchers with an innovative method of assessing behavior
linked to detailed physical characteristics of outdoor areas, and it has been applied by
the authors in studies of schools, neighborhood parks, children’s museums, and zoos.
The purpose here was to illustrate the method’s sensitivity for coding built environment
characteristics in childcare center outdoor environments as part of a strategy to prevent
sedentary lifestyles of young children by influencing built environment design policy.
(Cosco, Moore, & Islam, 2010)
ABSTRACT
Children are the future of our society. Their status in our society is a great
factor in shaping our nation. The youth are considered as one of the most crucial
foundations of our society and what they do will affect how we develop as a nation.
The Philippines to this date, has 1.8 million abandoned children (1% more
than its entire population); at least 500 children were declared legally available for
adoption, but only 62 were adopted. A lot of these children were victims of extreme
poverty, accidents, losses and other natural disasters. Thus, a lot of these children are
at risk and in need of good homes.
The study will tackle and address how architecture will be able to affect the
lives of the abandoned youth and how it will affect their physical, mental, emotional,
and social well-being. Thus, a good design particularly emphasizes the important role
of early caregiver–child social–emotional experience and predicts delayed development
of social–emotional behavior in children lacking the experiences of having a family.
Keyword(s): Youth, orphans, adoption, family, architecture
(Ames, 1997)
https://www.indiacelebrating.com/essay/role-of-youths-in-nation-building-essay/
https://freechild.org/quotes-about-youth-changing-the-world/
http://psychiatry-research-eg.com/texts/current-psychiatry-v17n2-10/7en.pdf
http://www.innerwisdom.com/the-family-concept.htm
https://www.gapminder.org/news/world-peak-number-of-children-is-now/
http://www.newindianexpress.com/cities/chennai/2017/aug/30/leaders-
tomorrow%E2%80%8B%E2%80%8B-but-partners-today-1649840.html
https://onlinelibrary.wiley.com/doi/abs/10.1111/chso.12164
https://www.questia.com/library/journal/1P3-852157431/why-are-those-kids-in-
groups
