JOURNAL OF ENGINEERING AND APPLIED SCIENCE, VOL. 67, NO. 1, FEB. 2020, PP. 31-53
FACULTY OF ENGINEERING, CAIRO UNIVERSITY
TRANSFORMATION OF BUILDING PRACTICES FOR
NURSERIES THROUGH BIOPHILIC DESIGN
M. M. AGGOUR1
ABSTRACT
This research intends to introduce an appropriate list of the biophilic design
attributes to enhance the design of nursery buildings. Biophilic design is the deliberate
attempt to translate and understand the inherent human affinity to affiliate with natural
systems and processes - known as biophilia- into the design of the built environment.
The research seeks to prove that applying the biophilic design patterns to children
spaces will improve the level of environmental quality, and accordingly a positive
impact on the health, creativity and skills of the children. It is therefore important that
architects and interior designers learn how to best utilize biophilic design principles in
order to reintroduce nature into nurseries design. The method: the attribute list is based
on Stephen Kellert‟s biophilic design model and selecting what is top appropriate for
childhood environment. Using comparative analysis, the research studied 2 groups of
nursery buildings: the first is the international nurseries and the second is the local
nurseries through photo documentation. Observation and interviews will determine the
final list of biophilic design attributes. In addition, providing a classification for the
design cases of nurseries and highlighting some ideas for alternate approaches.
KEYWORDS: Biophilia, Biophilic Design, Biophilic Attributes, Early Childhood
Spaces, Development of Early Childhood, Nursery.
1. INTRODUCTION
1.1. Statement of the Problem
Even though there is a general assumption that nurseries buildings are essential
to satisfy children needs in this specific stage, nurseries in Egypt do not provide
empirical evidence to support or disprove this assumption. Moreover, the lack of designers and landlord‟s awareness about the importance of linking the indoor/
outdoor spaces with nature‟s elements to fulfill the needs of children in this specific
1 Associate Professor, Department of Architecture, Faculty of Engineering, Mattaria, Helwan University.
M. M. AGGOUR
32
age. The problem of this study posed a question of how the biophilic design introduces
solution to integrate the children needs and the efficiency of nurseries‟ spaces. How to
deal with deficiencies in building practices, as shown in Fig. 1., for the nursery‟s
spaces through the biophilic design?
Fig. 1. Some aspects of the problem.
1.2. Objectives of the Study
The main objective of this study is a call for transforming building practices for
nursery‟s spaces by achieving list of biophilic attributes for nurseries design and put
them into a clear, sensible, organized format so developers, designers, and architects
can learn about the importance of the connection to the natural environment, so they
can improve their designs as well as provide a list of biophilic design attributes within
nurseries buildings to evaluate the performance of its spaces. In addition, to provide
alternative ideas and solutions that can be used in different cases like renovation or
reuse for residential buildings using a list of biophilic design attributes.
1.3. Approach and Methodology
In order to achieve the main objectives of this research, the following steps will
be carried out: analyze the design fundamentals that can be fostered in childhood
educational spaces that are stated in literature review and summarize their merits and
limitations, investigate biophilic design principles and their attributes in the built
environment. Distinguishing between important biophilic aspects and the design
fundamentals of childhood educational spaces and providing a relevant representation
of the integration processes for potential relationships in nursery buildings. Analyzing
TRANSFORMATION OF BUILDING PRACTICES FOR …
33
and explaining all relevant biophilic design attributes in selected case studies by using
comparison, observation and interviews. Providing a selective list for distinguished
features to be considered in the design aspects and determine a classification for the
nursery‟s cases. Fig. 2 is a diagram that illustrates the approach of transforming the
building practices for nurseries through biophilic design.
Fig. 2. The approach of transforming the building practices
for nurseries through biophilic design.
2. DESIGN FUNDAMENTALES OF NURSERY BUILDINGS
Early childhood involves children of ages from 3-6 years old. Children have a
natural desire to learn from each other, older children, adults and from physical
environment; learn best through doing activities and its manipulating. The learning is
continuous and informal [1, 2]. This part of the study tends to analyze the domains of
development that can be fostered in nursery‟s spaces and the areas of concern for
designers in the literature and summarize their merits and limitations as shown in Fig.
3. Then differentiate the key childhood spaces, also, their types and relationships.
The key can be categorized into two main environments (learning and play);
children must have spaces (both inside and outside) that satisfy their needs; the nature
of spaces and equipment should facilitate collaboration and social learning. This
includes classrooms where sizes should allow more programmatic flexibility. Outdoor
space should allow for both free and structured play. It can be considered as an
extension of the indoor environment, with a garden, a quiet area, and a dramatic play
area [2]. Common spaces are flexible in their arrangement and are directly connected
to the main garden and the playground, acting as a covered space that can take any
M. M. AGGOUR
34
character [9]. Design of each space depends on its function, pattern of movement,
organization types of spaces, space requirements like space shape, ceiling heights, wall
and floors finishes, windows, doors, colors, texture, furniture, scale and the time that
children stay in the space. Every child should have a minimum of 3.25m2 of
unencumbered indoor space while a minimum of 7.0m2 of unencumbered outdoor
space [7-11]. Figure 4 illustrates the relationship between nursery‟s spaces.
Fig. 3. The development domains that can be fostered in nursery‟s spaces and the
concern areas for designers [2-8].
TRANSFORMATION OF BUILDING PRACTICES FOR …
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Fig. 4. Bubble diagram of a key nursery‟s spaces arrangement and the relationship
between spaces [2, 3, 7-11].
3. THE APPROACH TO UNDERSTAND BIOPHILIC DESIGN
Biophilic design is the deliberate attempt to translate and understand the
inherent human affinity to affiliate with natural systems and processes - known as
biophilia- into the design of the built environment [12]. The biophilic design elements
can help in creating spaces which are inspirational and restorative yet functional. The
biophilic design incorporates organic design and vernacular design principles to the
interior and exterior architecture [13].
Kellert and Calabrese have identified fundamental conditions for the effective
practice of biophilic design, comprising: it focuses on human adaptations to the natural
world that over evolutionary time have advanced people‟s health, fitness and
wellbeing; it encourages an emotional attachment to particular settings and places; it
promotes positive interactions between people and nature that encourage an expanded
sense of relationship and responsibility for the human and natural communities; and, it
encourages mutual reinforcing, interconnected, and integrated architectural
solutions [14].
M. M. AGGOUR
36
Biophilic design is characterized by six basic elements: (i) environmental
features based upon the characteristics of the natural world which can also be present
in the build environment; (ii) natural shapes and forms include representations and
simulations the natural world; (iii) natural patterns and processes emphasize the
incorporation of natural properties into the built environment; (iv) light and space
mean light qualities and space relationships.; (v) place-based relationships combine
culture and ecology in a specific geographical context; and (vi) evolved human-nature
relationships include fundamental aspects of the human-nature relationship. [1, 4, 15].
Closer examination of Kellert‟s 2008 features list shows a number of 72 nature-based
design attributes that fall under the previous six elements. These attributes can be used
as a tool for improving the quality of nursery‟s spaces [1].
4. INTEGRATION BETWEEN BIOPHILIC DESIGN AND SPACES
DESIGN OF NURSERIES FACILITIES
Due to urbanization, the amount of green spaces within educational settings is
increasingly reducing. Studies have demonstrated that biophilic educational spaces can
improve performance and the well-being of both staff members and children [16]. A
biophilic designed environment of children space, coupled with outdoor play and
environmental education, impacts a child‟s personal and social skills (i.e. self-esteem,
cooperation and teamwork) [17]. The aspects of biophilic design attributes include
increasing views onto nature; increasing natural light; indoor plantation and living
walls; natural elements and references to nature [16].
Figure 5 shows the integration between biophilic design elements and their
attributes with the design fundamentals of nursery‟s spaces.
5. BIOPHILIC DESIGN ATTRIBUTES: IMPLENTATION IN NURSERY
BUILDINGS – METHOD AND ANALYSIS
As mentioned in the literature review, the sensitive time period for children 3-6
years of age was identified as significant in child development regardless of culture or
social differences; it develops their concentration, memory, imagination, and
operational thinking. Thus, the nurseries selected for this study include this age range
TRANSFORMATION OF BUILDING PRACTICES FOR …
37
due to its importance. In addition, it was expected that if natural elements were
incorporated into the design of learning and play environment, it will have a great
influence on child development in this sensitive age stage [15].
The biophilic design attributes have been used as a measuring tool to assess the
performance efficiency of nursery‟ spaces for development domains of early childhood
based on Kellert‟s 2008 list of attributes [1] excluding attributes that haven‟t a direct
effect needs of children's spaces as shown in Fig. 5.
The study comprises three phases: 1) Comparative analysis for case studies
depend on visual analysis for nurseries‟ spaces photos that indicate the degree of
biophilic elements and their corresponding attributes. A selection of case studies for
international nurseries has been chosen based on contemporary examples, award-
winning, diversity in environments, design ideas, floors numbers and rehabilitation.
This in comparison to local nurseries in Egypt that have been chosen based on
construction concept in new communities, floors numbers, private or under the
supervision of social affairs - governmental authority, part of residential building as it
widely known in Egypt as shown in Tables 1-5. 2) Direct observation for children
behavior in the case studies of local nurseries that demonstrate a positive and negative
to certain nursery‟ spaces. 3) Direct interviews with those involved in operating
nurseries specifically principals and teachers and record their comments about the
children‟s behavior and the level of their preferences within different spaces. The
following part of the study shows the analysis of the selected case studies classified
according to international nurseries as in Tables 1 and 2 and local nurseries in Tables
3-5.
M. M. AGGOUR
38
Fig. 5. Integration between biophilic design and their corresponding attributes
with the design fundamentals of nursery‟s spaces, [2-20].
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Table 1. International case studies for nurseries- one floor, [21-24].
Basic info International Nurseries - Original Building
1- The Small Explorers
Kindergarten, Milan,
Italy.
-B² Architecture, the
first reward for Instant
House @ School
Competition, 2013.
-Area: 679 sqm.
-Age: 1-6 years old
2- Nursery-School /
Rocamora
Arquitectura, Alicante,
Spain.
- Completed 2012.
-Area: 1088.17 sqm.
-Age: 1-7 years old
[21].
3- Kindergarten 8
Units Velez-Rubio /
Losdel Desierto, Calle
de los Ángeles, Vélez-
Rubio, Spain.
- Completed 2009.
-Area: 874.1 sqm.
-Age: 0-4 years old
[22].
4- Fuji Kindergarten,
Tokyo.
- Tezuka Architects, the
2017 Moriyama RAIC
International Prize.
-Completed 2007.
-Area: 2000 sqm.
-Age: 2-6 years old
[23].
M. M. AGGOUR
40
Table 2. Case studies for international nurseries - more than one floor, [24-27].
Basic Info International Nurseries - Original Building
5- The Paradise of Color,
China.
-Atelier Alter, a
rehabilitation project for
Middle School by adding
kindergarten education in
their curriculum.
-Completed 2016.
-Area: 4200.0 sqm.
-Age: 3-6 years old [24].
6- The Tetrisception pre-
nursery school, India.
-Renesa Architecture, an
old dilapidated residential
structure has been
carefully transformed into
a pre-school.
-Completed 2017.
-Area 4550.0 ft2
-Age:3-5 [25]
7- Kindergarten
Vashavskoye Hwy 141,
Buromoscow, located in
the newly built prefab
housing area on the
outskirts of Moscow.
-Completed 2017.
-Area: 3780 sqm.
-Age: 5-7 years old [26].
8- Guan Governmental
Kindergarten, China. - Xu Feng, Nikolaus
Wabnitz, Yuchen Zhu, Yan
Menxia, Men Yinxiang, Fu
Haoran, Cao Xueyi.
-Completed 2013.
-Area: 4200 sqm.
-Age: 3-6 [27].
Original
Building
Façade
Design
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41
Table 3. Case studies for local nurseries - more than one floor, [28].
Basic Info Local Nurseries - Original Building
9- Kids Camp, 5th
Settlement, New Cairo,
Cairo, Egypt.
- Private nursery
-Completed 2014.
-Area: 2300 sqm.
-Age: 3 months to 6
years old [28].
10- FBA Nursery, El
Obour City, Al
Qalyubiyah, Egypt.
-Private nursery.
-Completed 2015.
-Area: 1800 sqm.
- Age:1-5 years old.
11- Trampoline
Nursery, 5th
Settlement,
New Cairo, Cairo,
Egypt.
-Private Nursery.
-Completed 2013.
-Area: 3200 sqm.
-Age: from 3 months-6
12- Rabaa El Adaweya
Flowers Nursery, 3rd
Settlement, New Cairo,
Egypt.
-Private nursery.
-Completed 2008.
-Area: 1000 sqm.
-Age: from 1- 6 years
old.
M. M. AGGOUR
42
Table 4. Case studies for local nurseries - more than one floor.
Basic Info Local Nurseries – As a Part of Residential Building
13- Yellow Sparrow
Nursery, El Obour City,
Al Qalyubiyah, Egypt.
-Private nursery
-Completed 2011.
-Area: 900 sqm.
-Age: 3 months - 4
years old.
14- Bloom nursery, 6th
of October, Giza,
Egypt.
-Private nursery.
-Completed 2015.
-Area: 900 sqm.
-Age: 6 months - 6
years old.
Table 5. Case studies for local nurseries - one floor, [29].
Basic Info Local Nurseries - Original Building
15- Shorouk Child
Academy, El-Shrouk
City, Cairo, Egypt.
-Under the supervision
of social affairs.
-Completed 2012.
-Area: 2000 sqm.
-Age: 3 months - 5
years [29].
Happy Kid Nursery, 6th
October City, Giza,
Egypt.
-Under governmental
authority super vision.
Completed 2005.
-Area: 2000 sqm. -Age: 3 months to 5 years
TRANSFORMATION OF BUILDING PRACTICES FOR …
43
This step of the study shows comparative analysis between case studies based on
54 from 72 attributes of 6 biophilic elements originally proposed by Kellert 2008 as
shown in Table 6, 7. This range was concluded from Fig. 5 which illustrated the direct
integration between biophilic attributes and design fundamentals of nurseries.
Table 6. Analysis of case studies based on the first three elements of biophilic design
elements and their corresponding attributes.
Cas
e S
tudie
s
Environmental
features Natural shapes and forms Natural patterns and processes
Air
Colo
r
Wat
er
An
imal
s
Nat
ura
l m
ater
ials
Vie
ws
and v
ista
s, p
lants
Bo
tan
ical
mo
tifs
Tre
e an
d c
olu
mn
ar s
up
port
s
Bio
mim
icry
, an
imal
s
Sh
ells
an
d s
pir
als
Eg
g,
ov
al, an
d t
ub
ula
r fo
rms
Arc
hes
, v
ault
s an
d d
om
es
Sh
apes
res
isti
ng
str
aigh
t li
nes
Sim
ula
tio
n o
f n
atu
ral
feat
ure
s
Geo
mo
rph
olo
gy
Sen
sory
var
iab
ilit
y a
nd
info
rmat
ion
rich
nes
s A
ge,
ch
ang
e an
d t
he
pat
ina
of
tim
e
Cen
tral
fo
cal
po
int
Pat
tern
ed w
ho
les
Bo
un
ded
sp
aces
Tra
nsi
tio
nal
sp
aces
Lin
ked
ser
ies
and c
hai
ns
Inte
gra
tio
n o
f p
arts
to
wh
ole
s
Co
mp
lem
enta
ry c
on
tras
ts
Dy
nam
ic b
alan
ce a
nd
ten
sion
Fra
ctal
s
Hie
rarc
hic
ally
org
aniz
ed r
atio
s &
sca
les
scal
es
Inte
rnat
ion
al N
urs
erie
s
On
e fl
oor 1
2
3
4
More
than
1
5
6
7
8
Lo
cal
Nurs
erie
s
L.
-C2
L.-
C1
More
than
one 9
10
11
12
13
14
1 F
l.
15
16
Un present Rare present Average present
present
ppresentPpresen
ce
Present Strong
presentpresent
M. M. AGGOUR
44
Table 7. Analysis of case studies based on the second three elements of biophilic
design elements and their corresponding attributes. C
ase
Stu
die
s
Light and space Place - based
relationships
Evolved human - nature
relationships N
atu
ral
light
Fil
tere
d a
nd d
iffu
sed l
ight
Lig
ht
and s
had
ow
Ref
lect
ed l
ight
Lig
ht
pools
War
m l
ight
Lig
ht
as s
hap
e an
d f
orm
Sp
acio
usn
ess
Sp
atia
l var
iab
ilit
y
Sp
ace
as s
hap
e an
d f
orm
Sp
atia
l har
mo
ny
Insi
de–
outs
ide
spac
es
Geo
gra
ph
ic c
onnec
tion t
o p
lace
His
tori
c co
nnec
tion t
o p
lace
Eco
log
ical
co
nn
ecti
on
to
pla
ce
Cult
ura
l co
nnec
tion t
o p
lace
ric
hnes
s
Ind
igen
ou
s m
ater
ials
Lan
dsc
ape
ori
enta
tion a
nd l
andsc
ape
Pro
spec
t an
d r
efu
ge
Ord
er a
nd c
om
ple
xit
y
Curi
osi
ty a
nd
en
tice
men
t
Chan
ge
and m
etam
orp
hosi
s
m
etam
orp
hosi
s S
ecuri
ty a
nd p
rote
ctio
n
Aff
ecti
on
an
d a
ttac
hm
ent
Att
ract
ion
an
d b
eau
ty
Ex
plo
rati
on
an
d d
isco
ver
y
an
d d
isco
ver
y
Info
rmat
ion
an
d c
og
nit
ion
Inte
rnat
ion
al N
urs
erie
s
On
e fl
oor
1
2
3
4
Mo
re t
han
1 5
6
7
8
Lo
cal
Nu
rser
ies
L. -C
2
L.-
C1 M
ore
th
an o
ne
9
10
11
12
13
14
1 F
l. 15
16
Figure 6 shows the frequency of biophilic design elements and their
corresponding attributes‟ ratios for the case studies.
Un-present Rare present Average present
present
ppresentPpresen
ce
Present Strong
presentpresent
TRANSFORMATION OF BUILDING PRACTICES FOR …
45
Fig. 6. The frequency of biophilic design elements and the corresponding
attributes‟ ratios for case studies
Un present Rare present Average present
present
ppresentPpresen
ce
Present Strong
presentpresent
Environmental
Features
Natural shapes
and forms
Natural
Patterns and
Processes
Light and
Space
Place - Based
Relationships
Evolved
Human - nature
relationships
Bio
philic D
esign E
lemen
ts & T
heir C
orresp
on
din
g attrib
utes
M. M. AGGOUR
46
6. RESULTS AND DISCUSSION
According to phase 1) comparative analysis, most of the selected biophilic
attributes were present in relative manners except for a few of them like actual
animals, biomimicry, light as shape and form, light pools and indigenous material.
Generally, natural patterns and processes and evolved human-nature relationships were
the most elements‟ ratios achieved in the case studies due to their significant role in
direct integration with fundamentals and development of children's needs. The
following element is light and space as its importance reflected in achieving the
purpose of space and the efficiency of practicing activities. The most significant ratios
for highest international case studies are #1, #4, #8; that is because of using natural
shapes and forms while least building in achieving biophilic attributes is #6. Despite of
case study #6 being least it has been distinguished in achieving place-based
relationships; this is highly linked to local culture. On the contrary, the local case
studies ratios were ranged between average to none for most of the biophilic elements.
The highest local building in achieving moderate range is #10 because of integrating
some environmental features like actual animals and natural material in the outdoor
spaces while the least local building is #16 however there are some features not well-
exploited. Local case studies show a little involvement of biophilic features in
nurseries‟ design.
The results of phase 2) behavioral observation for local case studies that has
been conducted by observing children in daily activities, their actions and their
interactions with each other. For the outdoor spaces features like water, plants, vistas,
animals, interest in a space, large open spaces with sheltered areas and spaces that
elicit exploration, children were more active, they stayed more time without being
bored # 9, #10, #12. Children prefer outdoor space than indoor even it is not matched
with recognized features #16. For the indoor spaces, also it has been observed that
some misbehaviors like laziness and violence in class rooms with inappropriate light,
limited area. In addition, they are poor in arrangement of furniture patterns, colors, and
finishing materials #16 while, larger spaces that are well ventilated and appropriately
lit, painted designs and murals add color and distinctiveness; differentiated walls and
TRANSFORMATION OF BUILDING PRACTICES FOR …
47
floors provide patterns. Children observed enjoying, more involved in activities # 11,
#13, #14.
The results of phase 3) the most comments from nurseries principals and
teachers that child perception and curiously increased in the outdoor spaces. children‟s
interest in outdoor activities and enjoy play with the sand tiers #14, swimming pools #
9, #10, #14, #15, free forms, refuge, spaciousness which provide gathering area,
natural sunlight, sitting under trees, fishing simulation and watching animals #10. In
addition, they prefer indoor spaces for child fitness improvement, event setting and
plays # 10, #11, #14, #15, #16. Also, their attention span enhanced when using
furniture with special design in specific in shapes and ability to informally organized #
10, #11, #13.
The second and third phases contributed to identify the range of attributes
relevant to nurseries design. In specific attributes with strong presence, for example
the final attributes selected in elements 1, 3, 4 and 6.
Based on the previous phases of the study, the final development of the
biophilic attributes list for childhood spaces began with focusing on trying to identify
features that support the childhood environments. Figure 7 illustrates a suggestion that
33 attributes of biophilic design elements can be selected from the previous 54
attributes according to the influence of them in the case studies that directly affected
the development domains of early childhood. Eliminated attributes were not included
due to their low frequency according to the study. In addition, some elements can be
embedded in other elements or grouped under a one generalized attribute, for example
attributes of biophilic element no.4 filter and diffused light, light and shadow, reflected
light, warm light can be merged in one attribute named varied light pattern. The case
studies reveal that biophilic attributes have provided the means of measuring how
nature present [or the lack of nature present] in the learning and playing environments
influenced children behavior patterns.
M. M. AGGOUR
48
The final findings identify four types of nursery design cases and some of the
corresponding solutions through biophilic design attributes as shown in Figure.7.
Case 1) new building planning, case 2) single or part of residential building with
outdoor space, case 3) part of residential building with outdoor, case 4) reuse for old
residential building. All the cases can share important biophilic features specifically:
optimize views onto nature by enlarging windows and ensuring they are placed at
appropriate heights for children.
Greenery is in the periphery vision can strengthen a children connection with
nature and serve as a protective environment. Make use of windows, skylights and
reflective surfaces in order to optimize exposure of natural daylight. This creates an
energizing environment, helping to increase children‟s concentration, learning speed
and performance levels. Indoor plants and living walls create visual interest and
improve air quality and oxygen levels. Incorporate natural elements stimulate the
senses, which help to energize children.
Refuge spaces create “safe” zones within the building for children. By including
features such as low lighting, muted colors and tones, soft furniture and pleasant
views.
Figure 7 presents the suggested building practices transformation cases for
nurseries and the corresponding solutions through biophilic design and the final
proposal for the chosen list of biophilic attributes that should be used as a tool helping
in design or evaluation of nursery‟s spaces design.
TRANSFORMATION OF BUILDING PRACTICES FOR …
49
Fig. 7. Transformation of building practices cases for nurseries and some of the
corresponding solutions based on the final list should be applied in nurseries.
M. M. AGGOUR
50
7. CONCLUSION/ RECOMMENDATIONS
Biophilic design harmonizes the childhood spaces with nature through
promoting positive interactions between children and the built environments. Biophilic
design attributes are meant to inform, guide and assist in the design process and should
be thought of as another tool in the designer‟s toolkit.
Despite modern nurseries in Egypt have developed their educational syllabus, the
same was not found in spaces design. Educational syllabus and spaces design should
be integrated together to synergize children benefits of being both used.
Most of nurseries in Egypt either original building or a part of
residential/commercial building where designs that can be enhanced to accommodate
biophilic features (proposed list) to enrich children experience in childhood
development, health and wellbeing. On contrary to international standards for outdoor
space (outdoor twice the area of indoor) local nurseries lack enough outdoor spaces
compared to indoor spaces. In Egypt, biophilic attributes can be integrated with the
four different categories for nurseries design.
The following are the research recommendations and guidelines:
The government should adopt extra measures in making sure that all nurseries
achieve the consideration of biophilic design. In the new urban communities (5th
settlement, 6th
of October, Shorouk City, Madinaty,…) there are lands dedicated for
building nurseries where biophilic design can be part of fulfilling construction license.
The qualities of the environment/ space must be clearly outlined in academic
syllabus/awareness campaigns to enable architects/interior designers/nurseries owners
to contemplate nursery biophilic design. It is important to add simulated outdoor space
for nurseries not having outdoor facilities.
Finally, in situations where no enough spaces to establish nurseries, it is
recommended to reuse old residential buildings with limited number of floors (2-3) by
considering biophilic design. The children‟ perspectives regarding their preference for
their spaces and features could be an additional focus of future researches to broaden
the current finding.
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DECLARATION OF CONFLICT OF INTERESTS
The author has declared no conflict of interests.
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TRANSFORMATION OF BUILDING PRACTICES FOR …
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البيهفيليمن خلال التصميم لمباني رياض الأطفالممارسات البناء تغيير لمدوادد البيوهييل لترميم ل والمهجيات الاسترشاديةييدف ىذا البحث إلى تطهير قائمة بالدمات
باسوتخدا ميوزات مبان رياض الأطفوا يراغاتالمرممين وغيرىم من المتخررين دلى تحدين ترميم لووو توو إير إيجووا دلووى اووحة الأطفووا ور ووداديم وميوواراتيم. ممووا سووي ه . موون الترووميم ىووذا العووه وسوومات
ولذلك من الميم أ الميعدسين المعماريين ومرمم الدي هر الداخل يتعلمه كيفية الاستفاد المثلوى مون دوووتعد تو ريووواض الأطفوووا .مبوووان يراغوووات يووو بإدووواد ادخوووا الطبيعوووة تحديووودا البيوووهييل مبوووادل التروووميم
واختيار ما ىه معاسب لبيئة الطفهلة وذلوك كليرت دتيفنل سمات الترميم البيهييل قائمة لمعيجية دلى ا الأولوى دالميوة مبان رياض الأطفا مجمهدتين مندراسة حيث يقه البحث باستخدا التحليل المقار
العيائيوة المختار القائمةلتحديد لذخريةا والمقابلات الملاحظةالرهر و ب التهإيقمن خلا والثانية محليةتحديووود الحوووالات إوووم مبوووان ريووواض الأطفوووا أىميوووة وملائموووة لتروووميمالبيوووهييل الأ ثووور دووومات التروووميم ل
المختلفة لترميم ىذه المبان والمداخل المختلفة للحل.