Reconsideration through unnamed spaces of pre-school education buildings

The transformation of the smallest unit of modern societies into a kernel family has led to the fact that fathers and mothers should be involved in the working life and public spaces need to be designed for children. Preschool education has been included in the process the new world is in and has merged different disciplines together under its influence. Preschool education age children (users) experience the process of knowledge acquisition by doing, discovering and falsification. The process of designing the building and environment that will enable this experience is crucial. In the changing and evolving world, structuring the architectural program in accordance with the conditions at every new design within the architectural context increases the quality of education and the buildings, this process is affected negatively by monotype projects. In this thesis, a reading was conducted on Louis Kahn's architectural program insights and the subject was tried to be understood within the context of the educational buildings and architectural program reviews of Aldo Van Eyck and Herman Hertzberger. When the preschool education theories and approaches as well as spatial solutions are analysed, the interaction between the user, structure and scientific maintenance has been enabled supporting each other. Therefore, in this thesis, comparative analysis is performed between the preschool educational approach and buildings in Europe and Turkey. Comparative analyses are also applied on the monotype preschool education facilitiy design lacking the inquiry of architecture programming with the educational facilities which have flexible spatial potentials. Keywords: Preschool Education Buildings, Architecture Program, Unnamed Spaces