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dc.contributor.authorSsentongo, Daniel Kizito
dc.date.accessioned2021-05-07T09:10:01Z
dc.date.available2021-05-07T09:10:01Z
dc.date.issued2018-12
dc.identifier.citationSsentongo, D.K (2018). An evaluation of the adequacy of pre-school Architecture in Kampala. (Unpublished undergraduate dissertation). Makerere University, Kampala.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12281/10597
dc.descriptionA dissertation submitted to the college of Engineering, Design, Art And Technology in partial fulfillment for the award of the degree of Bachelor of Architecture of Makerere University.en_US
dc.description.abstractEarly Childhood Development and Education hinges on learning and development through exploratory play. Children learn and develop through experience; through the use of their senses. Architecture- the built environment- influences how children think, feel and behave. Therefore, it has a profound impact on children’s holistic development as it provides a backdrop for their physical, cognitive, social and emotional development. Little attention is given to the design-which fosters holistic development- of physical learning environments in Pre-schools in Kampala The study examined the adequacy of Pre-school architecture in Uganda by exploring ways in which architecture provided sensorial spaces-stimuli- for children to engage in exploration, play and social interaction; primary means through which they learn and develop; and key ingredients essential to their holistic development. The study used document review, participant observation, semi-structured interviews and photography as data collection methods in three selected schools in the Greater Kampala Metropolitan Area.en_US
dc.language.isoenen_US
dc.subjectArchitectureen_US
dc.subjectPreschool architectureen_US
dc.titleAn evaluation of the adequacy of pre-school Architecture in Kampala.en_US
dc.typeThesisen_US


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