「 为儿童设计最佳城市，涉及到识别他们学习与游戏的权力 」 。开创性幼儿园建筑师手冢贵晴说。
designing the best cities for children involves recognising their right to play as well as learn, says groundbreaking kindergarten architect takaharu tezuka
富士幼儿园内部：这里有如此多的儿童探索方式
inside the fuji kindergarten: ‘there are so many ways to explore.’
photograph: tezuka architects
无论是位于英国伯明翰，正在探索父母领导合作模式的“儿童中心“，还是位于美国西雅图，正在探索家庭培养的“实验性幼儿园”，设计师和创新者都得出了相同的结论： 「 为了给儿童建设一个完美的城市的前提，是为所有市民包括成年人创造一个对的环境 」 。
whether it's the radical childcare hub in birmingham exploring parent-led co-operatives, or an experimental nursery located within a care home in seattle, designers and innovators are coming to the same conclusion: in order to build the perfect city for children, you have to create the right environment for all ages.
作为开创性的幼儿园建筑师，手冢贵晴教授说： 「 设计一个相互依存的社会很重要。我们可以把老年人放在幼儿园旁边，这其实就是我们社会过去的样子。然后在近些年，全社会试图通过把生活分割成“小单元”进而搞定所有问题，但如果把它们放在一起，我们可以看到更宏观的画面。 」
as the groundbreaking kindergarten architect, professor takaharu tezuka, puts it: “it’s important to design a society that is interdependent. we can put the elderly right next to the kindergarten – actually that is how society used to be. these days, society tries to solve all its problems by piding life into small puzzles, but if you put them together, you can see the bigger picture.”
这种 「 整体设计儿童空间 」 的理念，是 手冢贵晴教授 在很多场合都提到过的，他的那个椭圆形的 「 富士幼儿园 」 ，打破了教室和户外之间的物理界限，使屋顶成了游乐场一部分的创新设计，已经获得了全球青睐。
this holistic approach to design for children was a key theme of making space 2016, an international award and conference hosted by children in scotland last month, where tezuka delivered a keynote address on design for children. he has garnered global plaudits for his oval-shaped fuji kindergarten, near his native tokyo, where there are no physical boundaries between classrooms and the outdoors, and the roof forms part of the playground.
围绕着重视儿童 「 玩和学 」 权利的观念， 手冢贵晴 决心彻底改变我们为孩子设计空间的方式。他说： 「 我们需要在一个像必达亚洲一样的国际化的平台上进行讨论和辩论。探讨在建筑设计过程中， 如何充分的理解和考虑儿童对无拘无束地玩耍和学习的期待 。 」
designed around a philosophy that values children’s right to play as well as learn, tezuka is determined to change the way we design for the youngest people in society. “we need discussion and debate on an international platform，like beed asia, about whether the needs and rights of children to play and learn, uninhibited, are sufficiently understood and taken into account during the architectural design process,” he explains.
「 如果你去一些幼儿园，他们的运动场被塑胶覆盖，一切平坦，学生在校生活没有任何危险。也许当孩子小的时候，孩子们感到安全，但他们也同样失去了关于“应对危险”的学习机会 」 。我们将这种方式称之为有毒的设计。
“if you go to some kindergartens, their playgrounds are covered in plastic, everything’s flat, and there’s no challenge in their life. maybe the children feel safe there when they’re small, but they’ve lost the chance to learn as they grow up.”
▲ 富士幼儿园有个微微倾斜的大屋顶，在这上面散步（大多数时候是狂奔），是孩子们最大的乐趣
富士幼儿园或许是这些有毒设计的解药： 「 幼儿园是一个周长为183米的椭圆形，可以把它想象成是一个为500名儿童建设的小城堡。内部是一个整合的空间，教室和休闲区域用家具巧妙的划分。 三棵25米高的大树，穿过幼儿园内部，从屋顶突出，让孩子们能进行更多与自然的接触和探索 」 。
the fuji kindergarten is quite the antidote to these sanitised designs: built in the shape of an oval with a perimeter of 183 metres, it is conceived as a single village for around 500 children. the interior is an integrated space with classrooms and recreational areas softly partitioned with furniture. three 25-metre high preserved zelkova trees project up through the interior and roof decking for children to explore during break times.
「 为了实现这样一个整体的方法，设计师必须与孩子和成年人充分交流 。 」 一位来自苏格兰建筑设计师diarmaid lawlor说。
to achieve such a holistic approach, designers must engage with children as well as adults, says diarmaid lawlor, director of place at conference partner architecture and design scotland.
「 设计师经常会在错误的时间，提出错误的问题。 」 lawlor说， 「 你对学校空间设计有什么需求，应该是在”你对学习有什么看法”的问题之后。 当你询问老师和学生关于学习看法的问题时，你会真实的感受到他们的日常学习生活是什么样子，进而推演到什么空间可以适应这样的过程 。进行这些讨论的时候，我们一定要还要牢记，大部分人不是建筑师，而是他们自己生活中的专家 」 。
“designers often ask the wrong questions at the wrong time,” lawlor says. “the question of space comes after the primary question of ‘what does learning look like for you?’ when you ask this question of carers and learners, you get a sense of their daily routine, and what spaces could accommodate that.” in making time to have these discussions, he adds, it’s also essential to keep in mind that people – not architects – are the experts in their own lives.
lawlor认为， 「 最好的儿童城市应该包括三个相互关联的元素： 两代人之间的空间，终身学习（将早期教育与真实世界联系起来），以及将每个人独特的教育需求作为学习的核心，使得社区内充满了学习者 」 。
according to lawlor, the best-designed city for children would comprise three inter-locking elements: intergenerational spaces, life-long learning (linking early years education with the world of work), and putting special educational needs at the heart of learning, to create whole communities of learners.
实现这样想法的一个案例是在西雅图的代际学习中心（代际是指两代人直接相互影响），在那里，五岁以下儿童所在的幼儿园，设立在一个老人护理中心中，那里的老人平均年龄是92岁。
the first idea is perhaps best captured in the work of seattle’s intergenerational learning center, where a preschool for under-fives is located in an elder care facility, which has an average age of 92.
椭圆形建筑的墙壁是由玻璃制成的，窗户是滑动门，因此庭院是儿童日常学习生活的一个组成部分。
the walls of the oval-shaped building are made of glass, which open as sliding doors so the courtyard is an integral part of the children’s day.
photograph: koji sasahara/ap
每周五天，社区居民和100多名儿童聚集在一起，进行各种活动：如音乐，舞蹈，艺术，午餐，讲故事或只是聊天。有趣的是，学生的父母表示，他们送子女来这里上学的主要原因，并不是为了让孩子和老年人在一起，但是现实是它们很感激这样的安排，让孩子学到了更多。
five days a week, the residents and more than 100 children come together for a variety of planned activities such as music, dancing, art, lunch, storytelling or just visiting. most interestingly, the parents of the students have said they don’t send their children primarily for the experience with older people, but because they appreciate the quality of the learning that is fostered by this unusual environment.
许多研究表明，社会互动的增加，不仅对孤独和抑郁有帮助，而且可以延缓精神衰退，降低血压，降低老年人的疾病风险。而且，与老年人保持接触的儿童，也被称为不太可能出现年龄歧视的群体。
of course, numerous studies have shown that increased social interaction has a significant and positive effect – not only on loneliness and depression, but also delaying mental decline, lowering blood pressure, and reducing risk of disease in older people. but children who have early and sustained contact with their elders are also known to be less likely to exhibit ageism.
在伯明翰，一个没有那么明显代际表现的案例中， 「 儿童关怀项目正在考虑如何更好地重新设计育儿系统，以适应孩子和父母，因为真实的世界正在迅速而显着地变化 」 。
in birmingham – in a less dramatically intergenerational exercise – the radical childcare project is thinking how best to redesign the childcare system to fit both children and parents as the world of work changes quickly and dramatically.
「 充分发挥“合作育儿”的两个指导思想是 」 ： 充分利用新技术 ，以更有效的方式连接供需双方。 充分利用社区内各成员的技能和知识 ，成为育儿的“共同生产者”，而不是作为旁观者来进行规划。
one idea being fleshed out, “cooperative childcare”, is based around two guiding principles: to make the most of new technologies to connect supply and demand in more efficient ways, and use the skills and knowledge of communities to become “co-producers” of childcare, rather than parents remaining peripheral to planning.
除了这些代际实验之外，在设计儿童理想空间方面还有其他因素。手冢贵晴认为， 「 公共和私人空间的设计方式都要充分尊重“儿童玩耍的权利” ，这很重要。但他也对必达亚洲表示，在当今这个对于“儿童承受风险”如此谨慎的时代，尊重儿童玩耍权利的设计可能难以实现 」 。
aside from these intergenerational experiments, there are other factors at play in designing ideal spaces for children. according to tezuka, it’s important to ensure public and private spaces are designed in a way that respects children’s rights to play. but he warns this can be harder to design when the prevailing culture is so risk averse.
手冢贵晴教授和富士幼儿园模型
takaharu tezuka with the model for fuji kindergarten.
photograph: koji sasahara/ap
手冢贵晴 说： 「 世界各地的情况是一样的，特别是在亚洲国家，像中国，许多家庭只有一个孩子，家长不喜欢把孩子带到山区或河流。 」手冢贵晴表示，「孩子由于长期被保护在安全的环境中，在真正的自然中，他们就不知道如何照顾自己。但人类的本能是可以适应许多不同种类的环境，想想看住在迪拜和阿拉斯加这样完全不同的气候环境中的人们就知道了。」
“the situation is the same all over the world – but especially in asian countries, like china, where many families have only one child,” tezuka says. “they don’t like taking children to the mountains or rivers, and by restricting the movement of children, they don’t know how to take care of themselves in nature. but human beings are capable of adjusting to many different kinds of environment; they live in dubai and alaska. that is how we were supposed to be.”
手冢贵晴 以他自己的11岁的儿子为例，他的儿子可以在水下潜水捕鱼。这些技能和经历在上个世纪是很常见的，但现在的人们开始说：哦，那太危险了。人们开始警告孩子，水很危险，你可能会被淹死（尽管水只有一米深）。但正是因为孩子从未接受过培训，所以他们一旦不小心掉入水里，就真的出事了。
tezuka gives the example of his own 11-year-old son, who can pe underwater to catch fish. “these things used to be common, but then people started saying, ‘oh it’s too dangerous.’ they warn that children can drown in water that’s only a metre deep – but they drown because they have never been trained.”
手冢贵晴 设计的富士幼儿园，当然不同于以上我们所描述的“过度保护孩子”的原则。 「 首先， 那个著名屋顶—— 被设计成一个可以无限奔跑的圆环型 ，但是中间会有障碍物，比如那些从地面穿出屋顶的树木，就是达到更好的教育环境的手段。在这个幼儿园里，孩子可以有很多方法和路径去探索自己感兴趣的事物，所以他们可以根据兴趣做出自己的选择 」 tezuka解释说。 「 这不是一个培训孩子的过程，而是提供一个选择的机会 」 。有些孩子在午餐前奔跑了4000多米，这比普通幼儿园要高8倍。
tezuka’s fuji kindergarten is certainly based around a different set of principles. first of all, there’s the famous roof – designed as an endless circuit but with obstructions, like those trees popping up through the roof-floor. “there are so many ways to explore, so they can make choices,” tezuka explains. “it’s not a training facility, but an opportunity. some children cover more than 4,000 metres before lunchtime; that is eight times more than in a normal kindergarten.”
「 第二个设计要素，是没有边界的幼儿园内部和外部空间 」 。 当然在11月底和3月中旬之间的寒冷天气中，我们关上了窗户，但大部分时间空间被保持开放。
the second element is the lack of boundary between outside and inside. “of course in the cold weather between end of november and mid-march we close the windows, but most of the time the space is kept open.
tezuka还提出了一个很有趣的理论，尽管这个理论尚未被完全完全验证—— 「 物理边界的消失，会减少孩子之间的心理调查分化，从而减少“校园欺凌” 」 。
他说： 「 当你给一个个群体进行划分，建立边界时，他们就会形成�...