ODÜ Düriye Çetinceviz Special Education Center

The ODÜ preschool education building is a contemporary educational facility designed within the central campus to serve approximately one hundred students.

Project Info

TYPOLOGY

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STATUS

Completed

YEAR

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CLIENT

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AREA

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LOCATION

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Project Info

TYPOLOGY

–

STATUS

Completed

YEAR

–

CLIENT

–

AREA

–

LOCATION

–

ODÜ Düriye Çetinceviz Special Education Center

The ODÜ preschool education building is a contemporary educational facility designed within the central campus to accommodate approximately one hundred students. While the architectural requirements of a school project may not fundamentally differ from other building types, it demands context-specific solutions considering factors such as topography, sunlight, airflow and prevailing wind direction, climate conditions, material selection, and cost-effectiveness. However, all these requirements must have special adaptations for educational buildings—for instance, sunlight is a critically important design criterion in such facilities.

In this regard, the project facilitates the observation of nature by children through the relationship between interior and exterior spaces, while the designed gardens aim to transform this observation into an experiential learning opportunity. Natural light is incorporated as an indispensable design element within the building. Safety and cleanliness criteria have been optimized through spatial organization.

Another key focus of the project has been to design a building tailored not to adult human scale but to the anthropometric dimensions appropriate for preschool-aged children. The spatial organization is developed with attention to the physical and cognitive needs of the age groups, structured around children’s learning habits. Consequently, every activity within the building transforms into an educational play experience.

Beyond the basic requirements, one of the most important roles of schools in children’s lives is being the first buildings where they encounter public spaces. In the project design, this aspect—especially for children attending school for the first time—was identified as a crucial design criterion. Accepting that learning is not limited to lessons and classrooms, play and socialization areas were created outside the classrooms, aiming to establish a dynamic and social education center.

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