ABSTRACT
There are long established and broadly agreed programmatic requirements for the design of pre-school kindergartens and nursery schools. For example, Joseph Featherstone in a series of articles published in the 1960s in The New Republic, set out a clearly prescribed set of ideal conditions:
storage space, including individual lockers; room dividers (the need for many small spaces); flat working surfaces (tables instead of individual desks); easels; walk-in doll’s house; play store; dress-up area, with racks for adult clothes, costumes, etc.; puppet theatre; library alcove, with book shelves; display racks and copious pin-up surfaces; sinks; carpentry space, with work bench, tools, etc.; building blocks, clay, etc.; greenhouse; zoo; a classroom opening out on to the playground. 1
