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Wood material and its positive impact in the context of preschool
educational programs
Jakub Hanták1*, Danica Končeková2, Mojca Gregorski 3
1 Slovak University of Technology in Bratislava, Faculty of Architecture and Design, Institute of Architecture of Public Buildings, Námestie slobody
2911/19, 812 45, Bratislava, Slovakia, jakub.hantak@stuba.sk
2 Slovak University of Technology in Bratislava, Faculty of Architecture and Design, Institute of Architecture of Public Buildings, Námestie slobody
2911/19, 812 45, Bratislava, Slovakia, danica.koncekova@stuba.sk
3 University of Ljubljana, Faculty of Architecture, Department of Architecture, Zoisova cesta 12, 1000 Ljubljana, Slovenia, mojca.gregorski@fa.uni-lj.si
* Corresponding author
Previous research on the color of the interior surfaces of kindergartens says that the traditional types of interiors
of existing kindergartens can increase the feeling of anxiety from an unknown environment, cause confusion
and chaos, and unnecessarily overwhelm children of any age with stress. In our research, we believe that the
interiors of kindergartens, which involve natural wooden materials containing natural patterns, natural colors,
can provide the child with a sense of well-being, security, harmony, and peace. This article aims to expand current
scientific knowledge about the positive influence of wood material and its impact on educational processes in
the architectural environment of kindergartens. Research and discussion opens the topic of using wood material
and seeks its application in the context of preschool educational programs such as Montessori, Waldorf, Reggio
Emilia, HigScope, Bank Street, Emergent, Ascend, Parent Co-ops and Religious. The article touches on the topic
of biophilic design and restorative environmental design. The authors examine the benefits of using solid wood,
the design of which is authentic, with or without a fine surface finish, which does not degrade its visual-haptic-
olfactory qualities. The topic discusses the architecture and design of the physical environment of the interiors
and exteriors of realized kindergartens and examines the interaction of wooden material and the child.
REFERENCES
KAHN, Peter H, Stephen R, KELLERT, 2002. Children and Nature; Psychological, Sociocultural, and Evolutionary
Investigations. s. 370. ISBN 978-0262112673.
KELLERT, Stephen R, 2008. Biophilic Design: The Theory, Science and Practice of Bringing Buildings to
Life. s. 432. ISBN-13: 978-0470163344.
KOTRADYOVÁ, Veronika, 2016. Interakcia človeka a dreva, Kolokvium. Bratislava: Fakulta architektúry STU v
Bratislave. s. 83. ISBN 978-80-227-4640-3.
MOSER, Maximilian, et al. 2010. Schule ohne Stress: Klassenräume mit Massivholz- Ausstattung, ein Beitrag
zur Verhältnisprävention. Graz, Austria
26 1 7 – 1 8 N OVE M B E R 2 0 2 2 I I Z O L A , S LOVE N I A
educational programs
Jakub Hanták1*, Danica Končeková2, Mojca Gregorski 3
1 Slovak University of Technology in Bratislava, Faculty of Architecture and Design, Institute of Architecture of Public Buildings, Námestie slobody
2911/19, 812 45, Bratislava, Slovakia, jakub.hantak@stuba.sk
2 Slovak University of Technology in Bratislava, Faculty of Architecture and Design, Institute of Architecture of Public Buildings, Námestie slobody
2911/19, 812 45, Bratislava, Slovakia, danica.koncekova@stuba.sk
3 University of Ljubljana, Faculty of Architecture, Department of Architecture, Zoisova cesta 12, 1000 Ljubljana, Slovenia, mojca.gregorski@fa.uni-lj.si
* Corresponding author
Previous research on the color of the interior surfaces of kindergartens says that the traditional types of interiors
of existing kindergartens can increase the feeling of anxiety from an unknown environment, cause confusion
and chaos, and unnecessarily overwhelm children of any age with stress. In our research, we believe that the
interiors of kindergartens, which involve natural wooden materials containing natural patterns, natural colors,
can provide the child with a sense of well-being, security, harmony, and peace. This article aims to expand current
scientific knowledge about the positive influence of wood material and its impact on educational processes in
the architectural environment of kindergartens. Research and discussion opens the topic of using wood material
and seeks its application in the context of preschool educational programs such as Montessori, Waldorf, Reggio
Emilia, HigScope, Bank Street, Emergent, Ascend, Parent Co-ops and Religious. The article touches on the topic
of biophilic design and restorative environmental design. The authors examine the benefits of using solid wood,
the design of which is authentic, with or without a fine surface finish, which does not degrade its visual-haptic-
olfactory qualities. The topic discusses the architecture and design of the physical environment of the interiors
and exteriors of realized kindergartens and examines the interaction of wooden material and the child.
REFERENCES
KAHN, Peter H, Stephen R, KELLERT, 2002. Children and Nature; Psychological, Sociocultural, and Evolutionary
Investigations. s. 370. ISBN 978-0262112673.
KELLERT, Stephen R, 2008. Biophilic Design: The Theory, Science and Practice of Bringing Buildings to
Life. s. 432. ISBN-13: 978-0470163344.
KOTRADYOVÁ, Veronika, 2016. Interakcia človeka a dreva, Kolokvium. Bratislava: Fakulta architektúry STU v
Bratislave. s. 83. ISBN 978-80-227-4640-3.
MOSER, Maximilian, et al. 2010. Schule ohne Stress: Klassenräume mit Massivholz- Ausstattung, ein Beitrag
zur Verhältnisprävention. Graz, Austria
26 1 7 – 1 8 N OVE M B E R 2 0 2 2 I I Z O L A , S LOVE N I A
