البحث يتطرق إلى تعريف الحضانة وتفصيل الفراغات الداخلية كلية العمارة والتخطيط - جامعة القصيم

1. ‫ﺗﺠﺮﻳﺒﻴﺔ‬ ‫ﺣﻀﺎﻧﺔ‬
‫ﻟﻄﻔﻞ‬ ‫ﻧﻤﻮذﺟﻴﺔ‬
‫اﻟﻤﺴﺘﻘﺒﻞ‬
‫ﻣﺸﺮوع‬
‫اﻟﻌﻤﺎرة‬ ‫ﻛﻠﻴﺔ‬
‫واﻟﺘﺼﻤﻴﻢ‬
‫واﻟﺘﺨﻄﻴﻂ‬
‫اﻟﺮﺷﻮدي‬ ‫ﻣﺤﻤﺪ‬
٣٥١١١٢٥٤٩
‫ﻏﺮﻳﺐ‬ ‫د.ﻣﺼﻄﻔﻰ‬
‫اﻟﺒﺮادﻋﻲ‬ ‫ﻋﺒﺪاﻟﻤﻨﻌﻢ‬ .‫د‬
‫اﺷﺮاف‬ ‫اﻋﺪاد‬

3. ‫ﻣﻘﺪﻣﺔ‬
.. ‫اﻟﻌﺎﻟﻤﻴﻦ‬ ‫رب‬ ‫ﻟﻠﻪ‬ ‫اﻟﺤﻤﺪ‬
‫آﻟﻪ‬ ‫وﻋﻠﻰ‬ ‫ﻣﺤﻤﺪ‬ ‫ﻧﺒﻴﻨﺎ‬ ‫ﻋﻠﻰ‬ ‫واﻟﺴﻼم‬ ‫واﻟﺼﻼة‬
..‫وﺑﻌﺪ‬ .. ‫أﺟﻤﻌﻴﻦ‬ ‫وﺻﺤﺎﺑﺘﻪ‬
‫ﻋﻦ‬ ‫اﻟﺤﺪﻳﺚ‬ ‫اﻟﻰ‬ ‫ﻧﺘﻄﺮق‬ ‫ﺳﻮف‬ ‫اﻟﺒﺤﺚ‬ ‫ﻫﺬا‬ ‫ﻓﻲ‬
‫ﻋﻨﺎﺻﺮﻫﺎ‬ ‫وﻧﺤﻠﻴﻞ‬ ‫وﻧﺒﻴﻦ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫اﻟﻨﻤﻮذﺟﻴﺔ‬ ‫اﻟﺤﻀﺎﻧﺔ‬
‫اﻟﻔﺮش‬ ‫اﻧﻮاع‬ ‫ﺗﻮﺿﻴﺢ‬ ‫ﻣﻊ‬ ‫اﻟﻌﺎﻟﻤﻴﺔ‬ ‫اﻟﻤﻘﺎﻳﻴﺲ‬ ‫وﻓﻖ‬
‫اﻟﺘﺼﻤﻴﻢ‬ ‫ﻳﻜﻮن‬ ‫ان‬ ‫وﻳﺠﺐ‬ ‫واﻟﺘﺼﺎﻣﻴﻢ‬ ‫واﻟﺪﻳﻜﻮرات‬
‫اﻧﺘﺒﺎه‬ ‫ﻳﺠﺬب‬ ‫ﻛﻲ‬ ‫وﺧﻔﻴﻒ‬ ‫ﻣﺮح‬ ‫ﺑﻄﺎﺑﻊ‬ ‫وﻳﻜﻮن‬ ‫ﺎ‬ ً‫ﻣﻠﻬﻤ‬
. ‫ﻳﻨﻔﺮه‬ ‫وﻻ‬ ‫اﻟﻄﻔﻞ‬

4. ‫؟‬ ‫اﻟﺤﻀﺎﻧﺔ‬ ‫ﻣﺎﻫﻲ‬
:‫)ﺑﺎﻷﻟﻤﺎﻧﻴﺔ‬ ‫اﻟﺤﻀﺎﻧﺔ‬ ‫أو‬ ‫اﻷﻃﻔﺎل‬ ‫رﻳﺎض‬ ‫أو‬ ‫اﻟﺮوﺿﺔ‬
‫ﻗﺒﻞ‬ ‫ﻟﻸﻃﻔﺎل‬ ‫ﺗﻌﻠﻴﻤﻴﺔ‬ ‫ﻣﺆﺳﺴﺔ‬ (Kindergarten
‫ﻣﻦ‬ ‫اﻟﻤﺼﻄﻠﺢ‬ ‫ﻫﺬا‬ ‫ﺿﻊ‬ ُ‫و‬ ‫وﻗﺪ‬ .‫اﻟﻤﺪرﺳﺔ‬ ‫دﺧﻮﻟﻬﻢ‬
‫أﻃﻠﻘﻪ‬ ‫ﺣﻴﺚ‬ ،‫ﻓﺮوﺑﻞ‬ ‫ﻓﺮﻳﺪرﻳﻚ‬ ‫اﻷﻟﻤﺎﻧﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫ﻗﺒﻞ‬
‫ﻓﻲ‬ ‫أﻧﺸﺄﻫﺎ‬ ‫اﻟﺘﻲ‬ ‫واﻟﻨﺸﺎﻃﺎت‬ ‫اﻟﻠﻌﺐ‬ ‫ﻣﺆﺳﺴﺔ‬ ‫ﻋﻠﻰ‬
‫اﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻛﺘﺠﺮﺑﺔ‬ "‫"ﺑﺎدﺑﻼﻧﻜﻨﺒﻴﺮج‬ ‫ﻓﻲ‬ ‫م‬ ١٨٣٧ ‫ﻋﺎم‬
‫ﻟﻠﻤﺪرﺳﺔ.وﻗﺼﺪ‬ ‫اﻟﻤﻨﺰل‬ ‫ﻣﻦ‬ ‫ﻻﻧﺘﻘﺎﻟﻬﻢ‬ ‫ﻟﻸﻃﻔﺎل‬
‫ﻓﻲ‬ ‫وﺗﻐﺬﻳﺘﻬﻢ‬ ‫ﺑﺎﻷﻃﻔﺎل‬ ‫اﻟﻌﻨﺎﻳﺔ‬ ‫ﻳﺠﺐ‬ ‫أﻧﻪ‬ ‫ﺑﺬﻟﻚ‬ ‫ﻓﺮوﺑﻞ‬
.‫اﻟﺤﺪﻳﻘﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻨﺒﺎﺗﺎت‬ ‫ﻣﺜﻞ‬ (‫اﻷﻃﻔﺎل‬ ‫)ﺣﺪاﺋﻖ‬

5. ‫ﻓﻔﻲ‬ ‫اﻟﺒﻠﺪان‬ ‫ﺑﺎﺧﺘﻼف‬ ‫ﺑﺎﻟﺮوﺿﻪ‬ ‫اﻻﻟﺘﺤﺎق‬ ‫ﻋﻤﺮ‬ ‫ﻳﺨﺘﻠﻒ‬
‫ﺳﻦ‬ ‫دون‬ ‫ﻣﺎ‬ ‫ﻟﻸﻃﻔﺎل‬ ‫اﻟﻨﻈﺎم‬ ‫ﻫﺬا‬ ‫ﻳﻄﺒﻖ‬ ‫اﻟﺪول‬ ‫أﻏﻠﺐ‬
‫ﻫﺬا‬ ‫ﻳﺮﺗﻜﺰ‬ .‫ﺳﻨﻮات‬ ٥-٣ ‫ﻋﻤﺮ‬ ‫ﺑﻴﻦ‬ ‫وﺗﺤﺪﻳﺪا‬ ‫اﻟﺴﺎدﺳﺔ‬
‫ﺑﻤﺠﺘﻤﻊ‬ ‫اﻟﻄﻔﻞ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫اﻷول‬ ,‫اﻣﺮﻳﻦ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻨﻈﺎم‬
‫اﻻﺧﺘﻼط‬ ‫ﻣﻬﺎرات‬ ‫واﻛﺴﺎﺑﻪ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺗﻌﻮد‬ ‫اﻟﺬي‬ ‫ﻣﻦ‬ ‫أوﺳﻊ‬
.‫اﻟﻠﻌﺐ‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫اﻟﻄﻔﻞ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ﻫﻮ‬ ‫واﻟﺜﺎﻧﻲ‬

6. (٢‫ﻣﺘﺮ‬ ٤٨٠٠) ٨٠*٦٠ ‫اﺟﻤﺎﻟﻴﺔ‬ ‫ﻣﺴﺎﺟﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﺸﺮوع‬ ‫ﻳﻘﺎم‬
.‫ﻃﻔﻞ‬ ١٢٠ ‫وﺑﻄﺎﻗﺔ‬ ‫ﺑﺒﺮﻳﺪة‬ ‫ﺳﻜﻨﻲ‬ ‫ﺣﻲ‬ ‫ﻓﻲ‬
‫واﻻﻧﺸﻄﺔ‬ ‫اﻟﺘﻔﺎﻋﻠﻲ‬ ‫اﻟﺠﻤﺎﻋﻲ‬ ‫اﻟﻌﻤﻞ‬ ‫ﻓﻠﺴﻔﺔ‬ ‫ﺗﻄﺒﻴﻖ‬ ‫ﻳﺘﻢ‬
‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻲ‬ ‫اﻻﺣﺪث‬ ‫اﻟﻄﺮق‬ ‫وﺗﺠﺮﻳﺐ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫اﻟﺘﻄﺒﻴﻘﻴﺔ‬
‫واﻻﻧﺸﻄﺔ‬ ‫اﻟﻔﻌﻠﻴﺔ‬ ‫ﺑﺎﻟﻤﺤﺎﻛﺎة‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺜﻞ‬ ‫اﻟﺘﻤﻬﻴﺪي‬
.‫اﻻﺑﺪاﻋﻲ‬ ‫اﻟﺬاﺗﻲ‬ ‫اﻟﻌﻤﻞ‬ ‫وﺗﻄﺒﻴﻘﺎت‬ ‫اﻟﺬاﺗﻴﺔ‬ ‫واﻟﻤﻬﺎرات‬
-: ‫ﺑﺎﻟﻤﺸﺮوع‬ ‫ﺗﻌﺮﻳﻒ‬

7. ‫اﻟﺮﺋﻴﺴﻴﺔ‬ ‫اﻻﺷﺘﺮاﻃﺎت‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫اﻟﻘﺴﻢ‬ ‫ﻫﺬا‬ ‫ﻓﻲ‬ ‫ﺳﻨﻘﻮم‬
.. ‫وﺗﻮﺿﻴﺤﻬﺎ‬ ‫اﻟﻤﻘﺎﺳﺎت‬ ‫ودراﺳﺔ‬ ‫ﻟﻠﺤﻀﺎﻧﺔ‬
: ‫اﻟﺘﺼﻤﻴﻢ‬ ‫ﻋﻨﺎﺻﺮ‬ ‫ﺗﺤﻠﻴﻞ‬

8. :‫اﻻﺳﺎﺳﻴﺔ‬ ‫اﻟﻘﻮاﻋﺪ‬ ‫ﺑﻌﺾ‬
‫اﻷﻃﻔﺎل‬ ‫أﺟﺴﺎم‬ ‫ﻣﻘﺎﺳﺖ‬ ‫اﻹﻋﺘﺒﺎر‬ ‫ﺑﻌﻴﻦ‬ ‫اﻷﺧﺬ‬ -١
‫اﻟﻄﺎوﻻت‬ ، ‫اﻟﻜﺮاﺳﻲ‬ ، ‫اﻟﻤﺸﺎﻟﺢ‬ ‫ﻏﺮف‬ ، ‫اﻟﺤﻤﺎﻣﺎت‬ ) ‫ﻣﺜﻞ‬
(‫.......اﻟﺦ‬
‫ﺑﺎﻟﻤﻘﺎﺳﺎت‬ ‫اﻟﺘﻲ‬ ‫اﻷدراج‬ ‫وﺿﻊ‬ ‫ﻋﺪم‬ ‫اﻹﻋﺘﺒﺎر‬ ‫ﺑﻌﻴﻦ‬ ‫اﻷﺧﺬ‬ -٢
‫وﻳﻔﻀﻞ‬ ‫اﻷﻃﻔﺎل‬ ‫ﻟﺨﻄﻮات‬ ‫ﻣﻨﺎﺳﺒﺔ‬ ‫اﻷدراج‬ ‫وﺗﻜﻮن‬ .‫اﻟﻄﺒﻴﻌﻴﺔ‬
‫اﻟﺮﻣﺒﺎت‬ ‫وﺿﻊ‬
‫اﻹﻣﻜﺎن‬ ‫ﻗﺪر‬ ‫ﻃﺒﻴﻌﻴﺔ‬ ‫وإﻧﺎرة‬ ‫ﺗﻬﻮﻳﺔ‬ ‫ﺗﺄﻣﻴﻦ‬ -٣
‫وﻳﻔﻀﻞ‬ ‫داﺧﻼﻟﻘﺎﻋﺎت‬ ‫ﻋﻮاﺋﻖ‬ ‫وﺿﻊ‬ ‫ﻋﺪم‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﺻﺎﻻت‬ ‫ﻓﻲ‬ -٤
‫ﻣﻨﺘﺼﻒ‬ ‫ﻓﻲ‬ ‫ﻋﻤﻮد‬ )‫،ﻣﺜﻞ‬ ‫واﻟﺠﺮي‬ ‫ﻟﻠﺤﺮﻛﺔ‬ ‫ﻣﻨﺎﺳﺒﺔ‬ ‫ﺗﻜﻮن‬ ‫ان‬
(‫اﻟﺠﺮي.....اﻟﺦ‬ ‫ﻣﻨﺎﻃﻖ‬ ‫ﻓﻲ‬ ‫ﻛﺮاﺳﻲ‬ ، ‫اﻟﻘﺎﻋﺔ‬
‫واﻟﺸﺮح‬ ‫اﻟﺘﻔﺼﻴﻞ‬ -١

10. ‫اﻟﺬي‬ ‫اﻟﻌﻤﺮ‬ ‫ﺣﺴﺐ‬ ‫ﻣﺼﻤﻤﺔ‬ ‫ﺗﻌﻠﻴﻤﻴﺔ‬ ‫ﻗﺎﻋﺔ‬ ‫ﻛﻞ‬ ‫ﺗﻜﻮن‬ -٥
‫ﻓﻴﻬﺎ‬ ‫اﻟﻄﻼب‬ ‫ﺳﻴﺘﻤﺘﺪرﻳﺲ‬
‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺧﺎص‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﺳﻨﻮات‬ ٤ ‫إﻟﻰ‬ ٣ ‫ﻣﻦ‬ ‫ﻗﺎﻋﺔ‬ ) ‫ﻣﺜﻼ‬
(‫اﻟﻜﺮاﺳﻲ...إﻟﺦ‬ ‫ﻟﻠﺤﻤﺎﻣﺎت‬
(‫ﺧﺎص‬ ‫ﺗﺼﻤﻴﻢ‬ ‫أﻳﻀﺎ‬ ‫٦ﺳﻨﻮات‬ ‫إﻟﻰ‬ ٥ ‫ﻣﻦ‬ ‫ﻗﺎﻋﺔ‬ )
‫ﺧﺎرﺟﻴﺔ‬ ‫ﺳﺎﺣﺎت‬ + ( ‫ﻣﻐﻄﺎة‬ ) ‫ﻟﻠﻌﺐ‬ ‫داﺧﻠﻴﺔ‬ ‫ﺳﺎﺣﺎت‬ ‫وﺟﻮد‬ -٦
‫ﻟﻠﻌﺐ‬
‫ﺑﺮاﺑﻂ‬ ‫ﺑﻴﻨﻬﻤﺎ‬ ‫وﻳﺮﺑﻂ‬ ‫اﻟﻘﺎﻋﺎت‬ ‫ﻣﻮزع‬ ‫ﻋﻦ‬ ‫اﻹدارة‬ ‫ﻣﻮزع‬ ‫ﻓﺼﻞ‬ -٧
‫ﺛﺎﻧﻮي‬
) ‫اﻟﺮﺋﻴﺴﻲ‬ ‫اﻟﻤﺪﺧﻞ‬ ‫ﻣﻦ‬ ‫واﺻﻄﺤﺎﺑﻬﻢ‬ ‫اﻟﻄﻼب‬ ‫اﻧﺰال‬ ‫ﺳﻬﻮﻟﺔ‬ -٨
‫ﺑﺎﺻﺎت‬ ‫أو‬ ‫اﻵﺑﺎء‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫وإﻧﺰاﻟﻬﻢ‬ ‫اﻟﻄﻼب‬ ‫اﺻﻄﺤﺎب‬ ‫ﻣﺜﻞ‬
(‫اﻟﻨﻘﻞ‬

11. ‫اﻟﺸﻜﻞ‬ ‫ﺑﻬﺬا‬ ‫اﻟﺪراﺳﻴﺔ‬ ‫اﻟﻘﺎﻋﺎت‬ ‫ﺗﻜﻮن‬ ‫ان‬ ‫اﻟﻤﻤﻜﻦ‬ ‫*ﻣﻦ‬

12. : ‫اﻟﺴﻼﻣﺔ‬ ‫اﺷﺘﺮاﻃﺎت‬
‫ﻣﺴﺘﻮدع‬ ‫ﻣﺜﻞ‬ ‫اﻟﻤﻬﻤﺔ‬ ‫ﺑﺎﻟﻤﻮاﻗﻊ‬ ‫إﻧﺬار‬ ‫ﺷﺒﻜﺔ‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﻳﺠﺐ‬ -١
‫رﺑﻄﻬﺎ‬ ‫ﻣﻊ‬ ،‫واﻟﻤﻘﺼﻒ‬ ‫واﻟﻤﺨﺘﺒﺮات‬ ‫اﻟﻤﻌﻠﻤﻴﻦ‬ ‫و‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫و‬ ‫اﻟﻜﺘﺐ‬
.‫اﻟﺤﺎرس‬ ‫ﻏﺮﻓﺔ‬ ‫أو‬ ‫اﻟﻤﺪﻳﺮ‬ ‫ﻣﻜﺘﺐ‬ ‫ﻓﻲ‬ ‫ﺗﺤﻜﻢ‬ ‫ﺑﻠﻮﺣﺔ‬
‫ﺗﻌﻤﻞ‬ ‫ﺣﺮﻳﻖ‬ ‫ﺑﻤﻀﺨﺔ‬ ‫ﻣﺮﺗﺒﻄﺔ‬ ‫إﻃﻔﺎء‬ ‫ﺷﺒﻜﺔ‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﻳﺠﺐ‬ -٢
.‫اﻟﺪﻳﺰل‬ ‫او‬ ‫ﺑﺎﻟﻜﻬﺮﺑﺎء‬ ً‫أﺗﻮﻣﺎﺗﻴﻜﻴﺎ‬
،‫اﻟﻤﻄﻠﻮﺑﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ﺣﺴﺐ‬ ‫ﻃﻮارئ‬ ‫ﻣﺨﺎرج‬ ‫ﺗﻮﻓﻴﺮ‬ ‫ﻳﺠﺐ‬ -٣
‫اﻟﻤﺨﺮج‬ ‫ﻳﻜﻮن‬ ‫ﻻ‬ ‫أن‬ ‫ﻣﺘﺮ،و‬ (١٫٥٢) ‫ﻋﻦ‬ ‫اﻟﻤﺨﺮج‬ ‫ﻋﺮض‬ ‫ﻳﻘﻞ‬ ‫أﻻ‬ ‫ﻋﻠﻰ‬
.‫ﺑﺬﻟﻚ‬ ‫ﻫﻨﺪﺳﻴﺔ‬ ‫ﺧﺮاﺋﻂ‬ ‫ﺗﻘﺪﻳﻢ‬ ‫ﻣﻊ‬ ‫اﻟﺸﻜﻞ‬ ‫ﺣﻠﺰوﻧﻲ‬
‫اﻟﻄﻮارئ‬ ‫ﻣﺨﺎرج‬ ‫ﻋﻠﻰ‬ ‫ﺗﺪل‬ ‫إرﺷﺎدﻳﺔ‬ ‫ﻟﻮﺣﺎت‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﻳﺠﺐ‬ -٤
.‫اﻟﻤﻤﺮات‬ ‫ﻓﻲ‬ ‫ﺗﻮﺿﻊ‬
.‫اﻟﻄﻮارئ‬ ‫إﺿﺎءة‬ ‫ﻛﺸﺎﻓﺎت‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﻳﺠﺐ‬ -٥

13. ‫داﺧﻞ‬ ‫ووﺿﻌﻬﺎ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫اﻟﺘﻤﺪﻳﺪات‬ ‫ﺳﻼﻣﺔ‬ ‫ﻣﻦ‬ ‫اﻟﺘﺄﻛﺪ‬ ‫ﻳﺠﺐ‬ -٦
.‫ﻋﺎزﻟﺔ‬ ‫ﻣﻮاﺳﻴﺮ‬
.‫أرﺟﺎءاﻟﻤﺒﻨﻰ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺤﺮﻳﻖ‬ ‫إﻧﺬار‬ ‫أﺟﺮاس‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﻳﺠﺐ‬ -٧
:‫اﻵﺗﻲ‬ ‫اﺗﺨﺎذ‬ ‫ﻓﻴﺠﺐ‬ ،‫ﻟﻠﻤﺴﺎﺑﺢ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ‬ -٨
.‫ﻣﺘﺮ‬ (١٫٥) ‫ﺑﺎرﺗﻔﺎع‬ ‫اﻟﻤﺴﺒﺢ‬ ‫ﺣﻮا‬ ‫ﺣﺎﺟﺰ‬ ‫وﺿﻊ‬ .١
‫ﻋﻤﻠﻴﺎت‬ ‫ﻓﻲ‬ ‫ﻛﺎﻓﻴﺔ‬ ‫ﺧﺒﺮة‬ ‫ﻟﻪ‬ ‫ﻣﻨﻘﺬ‬ + ‫ﻧﺠﺎة‬ ‫أﻃﻮاق‬ ‫ﺗﺄﻣﻴﻦ‬ .٢
.‫اﻟﻤﺴﺎﺑﺢ‬ ‫ﻓﻲ‬ ‫اﻹﻧﻘﺎذ‬
‫ﺛﺎﻧﻲ‬ + ‫اﻟﺒﻮدرة‬ ‫ﻧﻮع‬ ‫ﻣﻦ‬ ‫اﻟﻤﻤﺮات‬ ‫ﻓﻲ‬ ‫ﺣﺮﻳﻖ‬ ‫ﻃﻔﺎﻳﺎت‬ ‫ﺗﺄﻣﻴﻦ‬ -٩
.‫اﻟﻜﺮﺑﻮن‬ ‫أﻛﺴﻴﺪ‬
.‫اﻟﺴﻼﻣﺔ‬ ‫و‬ ‫اﻹﻃﻔﺎء‬ ‫ﻷﺟﻬﺰة‬ ‫ﺻﻴﺎﻧﺔ‬ ‫ﻋﻘﺪ‬ ‫ﺗﻮﻓﻴﺮ‬ ‫ﻳﺠﺐ‬ -١١
‫ﻣﺪﺧﻞ‬ ‫ﺧﺎرج‬ ‫ﻣﻜﺎن‬ ‫ﻓﻲ‬ ‫ﺗﻜﻮن‬ ‫أن‬ ‫ﻳﺠﺐ‬ ‫اﻟﻜﻬﺮﺑﺎء‬ ‫ﻋﺪادات‬ -١٢
.‫آﻣﻨﺔ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫ﻓﻲ‬ ‫و‬ ‫اﻟﻤﺒﻨﻰ‬

14. : ‫ﻣﺸﺎﺑﻪ‬ ‫ﻣﺜﺎل‬
LOCATION: ABU DHABI, UAE
CLIENT: SALAMA BINT HAMDAN AL NAHYAN FOUNDATION
SIZE: 8.000 M² NEW BUILDING
YEAR: 2013 –
STATUS: ONGOING
ARCHITECT: CEBRA
ENGINEER/ARCHITECT: GHD GLOBAL
CONSULTANT: YALE UNIVERSITY CHILD STUDY CENTER
MASTER DEVELOPER: ROYAL ARCHITECTS PROJECT MANAGEMENT
LLC
The Salama bint Hamdan Al Nahyan Center of Excellence
in Early Childhood Development is the first project of
its kind in Abu Dhabi and it will serve as a prototype
for future child care centers in the region.
The building design is based on an ancient court yard
model where the building itself embraces an inner world
– an enclosure around intimate outdoor court yards
where children can play and learn in a protected
environment. This way of laying out a building is very
much like the local “bait al sahel”, and this is one of
several ways in which we have tried to relate our
architecture to the history of Abu Dhabi.
The overall volume is designed as a tent (khaimah)
inspired structure composed from circular shapes and
Booleans. The idea is to create a building that looks
as if it is gently protecting something valuable and at
the same time expresses childhood and playfulness.
Three outdoor play areas each contain a giant magic
three, which serve as a wind towers (barajeel) as well
as active playing equipments in which ropes, swings and
much more can be suspended.