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School Building for Primary Education in the Netherlands.

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Bibliographic Details
Title:	School Building for Primary Education in the Netherlands.
Authors:	Kamp, C., Information Centre for School Building, Rotterdam (Netherlands).
Source:	International School Building News. 1977 14(2).
Peer Reviewed:	N
Page Count:	44
Publication Date:	1977
Document Type:	Journal Articles
Descriptors:	Early Childhood Education, Educational Facilities Design, Educational Finance, Educational Specifications, Elementary Education, Facility Guidelines, Facility Requirements, Graphs, Primary Education, School Buildings, Space Classification, Space Utilization
Geographic Terms:	Netherlands
Abstract:	A new law in the Netherlands will amalgamate nursery and primary education into basic education serving students ages four to twelve years. This publication deals especially with the new approach needed for buildings meeting the needs of the combined groups. A summary of the standards for new buildings and the findings of a study examining the consequences of the integration of nursery and primary education and the influences of modern educational methods and organizations on the school building are provided. Conclusions of the study are that the existing directives, which made a connection only between the number of groups of children and the number of classrooms, had to be replaced by a much more differentiated approach regarding the spatial circumstances and the technical and physical conditions. Six primary schools are featured as documentation of the spatial programming. The text is supported by photographs, floor plans, and sketches. (Author/MLF)
Entry Date:	1978
Accession Number:	ED143137
Database:	ERIC

Description
Abstract:	A new law in the Netherlands will amalgamate nursery and primary education into basic education serving students ages four to twelve years. This publication deals especially with the new approach needed for buildings meeting the needs of the combined groups. A summary of the standards for new buildings and the findings of a study examining the consequences of the integration of nursery and primary education and the influences of modern educational methods and organizations on the school building are provided. Conclusions of the study are that the existing directives, which made a connection only between the number of groups of children and the number of classrooms, had to be replaced by a much more differentiated approach regarding the spatial circumstances and the technical and physical conditions. Six primary schools are featured as documentation of the spatial programming. The text is supported by photographs, floor plans, and sketches. (Author/MLF)