Joyful Foundations

Abstract

The word school originates from the Greek work skhole meaning “leisure space”, but today the word stands in stark disparity from leisure. The thesis “joyful foundations” is an exploration of the connections between play and learning. The research examines how the architectonics of educational facilities serve as catalysts for nurturing cognitive, physical, emotional, and social growth in young learners. Despite advancements in educational theories towards child-centric models, yet there exists a notable disparity between pedagogical ideals and architectural implementations within school environments in the context of Pakistan. Drawing insights from seminal works by educational theorists such as Jean Piaget and Vygotsky, this research explores the pivotal role of play in facilitating meaningful learning experiences and documenting child development. By reimagining schools not merely as physical structures but as dynamic environments tailored to children's needs, the study advocates for the seamless integration of play and learning within architectural design principles and emphasizes in generating playful environment. The investigation critically evaluates the prevalent dichotomy between child-oriented and adult-oriented spaces, particularly evident in schools across Islamabad. It highlights the imperative for architectural interventions that transcend functional objectives to embrace the ethos of child-centeredness, thereby fostering environments conducive to exploration, creativity, and self-discovery. Through an exploration-based methodology, this study endeavours to reimagine school typologies as active caretakers in child development. Leveraging the theoretical frameworks of affordance and the aesthetics of joy, the proposed architectural paradigm seeks to enhance the intrinsic play value of educational structures. By reshaping the physical and psychological dynamics of school spaces, the envisioned prototypes are conceptually drawn from the old practices of “galli ka khail” to serve as exemplars of holistic development, where architecture becomes the third teacher in a child's developmental journey. 5 Ultimately, this thesis advocates for a paradigm shift in architectural discourse with the context of Pakistan—one that places children at the forefront of design considerations and empowers educational spaces to emerge as transformative agents in shaping the future generations.