Envisioning a Children’s Educational Space: Cultivating a Deep Connection with Nature | Masters Design Thesis on Educational Architecture

Site Context

The selected site, located near Belgrave Road in Leicester, UK, was chosen for its untapped potential as a community asset. Despite its mature trees and natural features, the existing children’s play area is underused and neglected, often serving as a dumping ground rather than a vibrant social space. This lack of activity reflects a broader shortage of accessible green spaces and designated play areas within the surrounding urban fabric.

The proposed thesis envisions transforming the site into an engaging children’s education and play environment that celebrates and preserves its natural character. By integrating play with environmental learning, the design seeks to foster curiosity, creativity, and a deeper appreciation for nature among children and the wider community. 

Ultimately, the project aims to restore the site’s social and ecological value, turning an overlooked space into a dynamic hub for interaction, exploration, and environmental stewardship.

Design Process

The design development for this Children’s Educational Space, centered on the idea of “More Learning, Less Teaching,” proceeded by first establishing a clear program that segregated the area into an Education Space/Classrooms, a dedicated Play Area For Children, and a Community Space / Visitors.

This was followed by detailed Plant Studies, selecting native and compatible species like Redbud and Japanese Maple to harmonize with the existing Black Maple, Elm, and Black Cherry on site, ensuring ecological balance and sustainability. Furthermore, the landscaping incorporates plants that attract pollinators and includes a schedule for growing fruits, vegetables, and flowers to provide hands-on learning experiences about plant reproduction and growth. 

Finally, the structural concept was developed through Conceptual Model testing of a timber frame, exploring its on-site placement, height, and integration with the environment using a guiding grid. This structural exploration focused on designing various platforms, ranging across a Fun Excitement Spectrum—around the existing trees to create a multi-level, safe, and dynamic space where children can play, learn, and directly interact with nature.

Final Outcome

The final proposed design for “Envisioning a Children’s Educational Space: Cultivating a Deep Connection with Nature” realizes its core vision in Leicester by integrating a multi-functional architectural facility with a responsive, natural environment. 

The facility features an Indoor Open Learning Space, Kitchen, and Children Washroom, but its primary educational focus is achieved through its external spaces. Central to the design is an elevated Timber Frame Play structure, which incorporates an Outdoor Open Playing Space and a Sightseeing Platform, creating varied levels for exploration and interaction with the site’s existing trees. 

The design intentionally includes hands-on learning zones such as a Gardening Learning Area and a Compost Learning Area to facilitate education on growth and decomposition. This comprehensive approach is further detailed across seasonal models, where Spring activities encourage interaction with wildlife like catching bugs and utilizing practical systems such as a Vertical Clothing System and Rain Water Collect System, successfully creating an engaging and nurturing environment for education and emotional growth throughout the year.

Conclusion: Ultimately, the project creates a dynamic ecosystem that will redefine urban childhood through hands-on learning and joyful engagement with the environment.

[This Academic Project has been published with text and images submitted by the student]