设计和建造环境可持续、基于游戏的早期学习空间：操作指导说明2025

Designing and BuildingEnvironmentally Sustainable,Play-based Early Learning SpacesPublic Disclosure Authorized Operational Guidance Note Anita Gurgel and Diego Ambasz Acknowledgements This guidance note was prepared by Anita Gurgel and DiegoAmbasz. Content was developed based on interviews withinternal and external experts in the areas of architecturaldesign,construction,early childhoodeducation,educationinfrastructure, environmentally sustainable infrastructure, andplay-based learning, as well as extensive desk research. © 2024 International Bank forReconstruction and Development /The World Bank1818 H Street NW, Washington DC 20433Telephone:202-473-1000Internet:www.worldbank.org The authors are grateful for the valuable input provided byEnrique Alasino, Amanda Devercelli, Jure Kotnik, Julia Liberman,Tigran Shmis, Janssen Teixeira, and Sergio Venegas Marin.The authors would also like to thank Peter Barrett, AlejandraCortázar, Juan Pablo Fuentealba, Amer Hasan, Ella Humphry,Melissa Kelly, Boubakar Lompo, Jon Racek, Ibrahima Samba,and Maria Ustinova for sharing their expert views with us.The team is particularly indebted to school building specialistAlberto Treves for his time and substantive contributions to thedevelopment of this note. This work is a product of the staff of The WorldBank with external contributions. The findings,interpretations, and conclusions expressed inthis work do not necessarily reflect the views ofThe World Bank, its Board of Executive Direc-tors, or the governments they represent. The World Bank does not guarantee the ac-curacy of the data included in this work. Theboundaries, colors, denominations, and otherinformation shown on any map in this workdo not imply any judgment on the part of TheWorld Bank concerning the legal status of anyterritory or the endorsement or acceptance ofsuch boundaries. This document is produced by the World Bank EducationPractice Group. The note represents a building block of thelarger analytical work of the World Bank’s Education andClimate Thematic Group. Document design was done by Elizaveta Tarasova. Rights and Permissions The material in this work is subject to copy-right.Because The WorldBank encouragesdissemination of its knowledge, this work maybe reproduced, in whole or in part, for noncom-mercial purposes as long as full attribution tothis work is given. Any queries on rights and licenses, includingsubsidiary rights, should be addressed to WorldBank Publications, The World Bank Group, 1818H Street NW, Washington, DC 20433, USA;fax:202-522-2625;e-mail:pubrights@worldbank.org. Table of Contents 13.How to make ECCE infrastructure more affordable?2714.What can typically be changed and/or influenced according to31the different phases of architectural design?15.What can be done to improve existing buildings?3116.What to keep in mind when designing playgrounds and other32external learning spaces?17.What is different when designing childcare spaces vs. spaces for older children?3418.What can principals and teachers do to make their existing spaces more35play-based and environmentally sustainable? Construction37 19.What are some key considerations for the implementation and38procurement processes?20.What are key technical norms and construction approaches?3921.What materials should be used?3922.What to take into consideration for supervision of construction projects?41 01.What is typically involved in a pre-primary education infrastructure8project financed by the World Bank?02.How to assess the current infrastructure situation and establish needs?903.Are there absolute minimum standards for pre-primary educational12facilities for World Bank financed projects?04.What to look for when evaluating building and classroom designs and12other requirements and who should be on the team?05.What is required according to the World Bank climate corporate commitments?1306.How to influence the counterpart to build or renovate the best spaces possible?1407.How to select suitable new sites?1608.How to involve communities and other stakeholders in the planning process?17 Operations and Maintenance43 23.What provisions should be made for the proper transition from construction44to operations of ECCE spaces?24.What provisions should be made for the proper maintenance of ECCE spaces?4425.How to monitor and evaluate the effects of sustainable, play-based46infrastructure? Annex Key Resources by Theme References50 landownership)giventheavailablefinancingenvelope. Identifying and understanding local lawsand regulations related to pre-primary infrastructure,as well as the need for and feasibility of adjustmentsto the legal framework are critical for task teams inthis early stage. Typically, minimum structures neededfor pre-primary facilities include classrooms, sanita-tion/toilets, drinking water, electricity, office/storagespace and a playground, in a safe and sustainableenvironment. At this stage, task teams must beginassessing the quality and appropriat