A Biophilic Approach to Improving Orphanages

A Proposed Orphanage Complex:
A Biophilic Approach towards a Social and Conducive Learning

Environment
A Thesis Presented to the

School of Architecture, Industrial Design & the Built Environment
Mapua Institute of Technology
In Partial Fulfillment of the Requirements in Architectural Design 11/ AR200/ AR200S

for the Degree of BACHELOR OF SCIENCE IN ARCHITECTURE
by
Adarne, Fe Isabel A.
2011170801
Architect Noel E. Nicolas

Adviser
September 2015
ABSTRACT
There is about forty four percent (44%) of the Filipino childrens population that comprises of poor
children. Due to less economic opportunities that lead to family struggles, the children become
vulnerable and are prone to danger physically, emotionally, and mentally. Even though these children
are being brought to child care facilities, there are architectural problems that can be encountered
especially its institutionalized system` that affect the childrens human development. This also affects
the social awareness of the public about these facilities and their need of attention. Social welfares
have been adapted to providing a simple four walled shelter as they are only seen as temporary
facilities. The thesis proposal aims to develop social and conducive learning environment in the
orphanage complex through architectural strategies and innovations. These strategies include
introducing a productivity center where children can exhibit their works to the public and at the same
time, encourage social interaction so that they will be seen as children with potentials and skills. The
innovation of Biophilic elements will be introduced in the application of the design as an approach to
a productive and healthy environment for the children to grow.
Keywords:
Orphanage
Biophilic
Conducive learning
Human development
A Biophilic Approach towards a Social and Conducive Learning Environment ADARNE, FE ISABEL A.
ABOUT THE AUTHOR
Fe Isabel A. Adarne is a B.S Architecture student of Mapua
Institute of Technology, batch 2011, a former member of the
UAPSA-MIT and a former intern of APT Consultancy Services. She
aims to become a commercial or public architect because she
believes that the principle of community and sharing is an
important aspect in improving the well-being of the society.

ACKNOWLEDGMENT
In the fulfillment of this book, I would like to thank first the Lord our God for giving me
the strength and guidance in helping me make it all the way through all the hardships and in helping
me persevere in whatever outcome may be. I would specially like to thank my family for their
continuous support and for keeping me strong throughout this rough journey. A warm gratitude to
my advisers for their guidance and supervisions in making my thesis better and for helping us, the
students, do good in their thesis. I would like to also like to show my appreciation to my professors in
sharing their knowledge that helped me so much in the writing of my thesis. Last but not the least I
would like to thank my friends and classmates in helping me make it through all the difficulties and
also for understanding during situations when they needed my attention. This book would not have
been completed without these important people mention above and so I express my sincere gratitude
to them.
TABLE OF CONTENTS
Approval Sheet
Abstract
About the Author
Acknowledgement
PART 1: THE PROBLEM AND ITS BACKGROUND 1
Chapter I.1 General Overview............................................................................................................. 1

Introduction .................................................................................................................................... 1
Background of the Study ................................................................................................................. 2
Statement of the Problem .............................................................................................................. 2
Project Goals, Objectives and Strategies ........................................................................................ 3
Significance of the Study ................................................................................................................. 3
Scope and Limitation....................................................................................................................... 3
Assumptions .................................................................................................................................... 4
Conceptual Framework ................................................................................................................... 4
Chapter I.2 Review of Related Literature and Studies ................................................................... 6
I.2.1 Related Literature ................................................................................................................... 6
I.2.2 Related Studies/ Projects ........................................................................................................ 8
Chapter I.3 Research Methodology ............................................................................................. 14
I.3.1 Research Design .................................................................................................................... 14
I.3.2 Research Methods ................................................................................................................ 14
I.3.3 Research Instrument ............................................................................................................. 15
I.3.4 Research Locale..................................................................................................................... 15
I.3.5 Population and Sampling ...................................................................................................... 15
I.3.6 Sampling Procedure .............................................................................................................. 15
I.3.7 Statistical Treatment ............................................................................................................. 16
Chapter I.4 Summary of Findings and Analysis ................................................................................. 16
I.4.1 Presentation of Collected Data ............................................................................................. 17
I.4.2 Need Analysis ........................................................................................................................ 24
1.4.3 Qualitative or Quantitative Analysis .................................................................................... 24
Chapter I.5 Conclusions and Recommendations ......................................................................... 25
PART II. RESEARCH FOCUS .................................................................................................................... 25
Chapter II.1 Rationale ................................................................................................................... 25
Chapter II.2 Principles and Relevance to the Project ................................................................... 26
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Chapter II.3 Application to the Project ......................................................................................... 27

PART III. SITE IDENTIFICATION AND ANALYSIS ..................................................................................... 29
Chapter III.1 Site Selection Process ............................................................................................... 29
III.1.1 Criteria for Site Selection .................................................................................................... 29
III.1.2 Site Option Description ....................................................................................................... 29
III.1.3 Site Selection and Justification ........................................................................................... 30
Chapter III.2 Site Evaluation and Analysis.................................................................................. 31
III.2.1 The Macro Setting ............................................................................................................... 31
III.2.2 The Micro Setting ................................................................................................................ 38
Related Laws and Ordinances ....................................................................................................... 40
Part IV. Architectural Design Translation .............................................................................................. 43
Chapter IV.1 Design Program ..................................................................................................... 43
IV.1.1 Problem Diagnosis .............................................................................................................. 43
IV.1.2 Design Criteria..................................................................................................................... 43
IV.1.5 Space Programming & Space Allocation ............................................................................. 55
IV.1.7 Behavioral Analysis ............................................................................................................. 60
IV.1.7 User Analysis ....................................................................................................................... 60
IV.1.8 Organizational Structure IV.1.8.1 Functional Zoning ................................................. 62
IV.1.8.2 Programming Matrix/ Diagrams ...................................................................................... 63
Chapter IV.2 Concept Development .......................................................................................... 65
IV.2.1 Architectural Concept ......................................................................................................... 65
IV.2.2 Structural Concept .............................................................................................................. 65
IV.2.3 Utility Concept .................................................................................................................... 65
Chapter IV.3 Synthesis ............................................................................................................... 66
Chapter IV.4 Presentation Drawings ................................................................................................. 67
APPENDICES: ......................................................................................................................................... 78
REFERENCES: ......................................................................................................................................... 84
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PART 1: THE PROBLEM AND ITS BACKGROUND
Chapter I.1 General Overview
Introduction
As stated by Loukia Agathokleous (2012), an institutional care, such as orphanages, provides
vital support for vulnerable children who are in need of care and attention. Architecture plays an
important role in the well-being and life of a human by shaping their needed human development
especially at an early stage. Children, who are neglected, abused and abandoned, need spaces that
can reflect an environment that can trigger their cognitive, social and emotional development.
The thesis proposal aims to provide a place that will enhance their needed human
development by allowing opportunities for the orphan to engage with the society in a specific
environment. Included in the proposal is to apply the innovation of the biophilic design and to boost
the creativity, productivity, cognitive and psychological development of the children while achieving a
less negative impact on the built environment. It also aims to be a design towards creating healthy
and productive environment.
The conducted study aims to assess the effects of the existing orphanages in the country in
consideration of the successful implementation and benefits from special attention of the orphanages.
The study contains data analysis regarding the aids in the orphanages along with the interpretations
of the gathered information. Using these information, the researcher shall give emphasis on the
strong points of the orphanages and specify also their weak points. Moreover, the study shall be a
potent tool in providing the countrys social welfare agencies, thus, he specific strengths of the
Biophilic innovation in its pursuit to provide a social and conducive learning environment for the
orphans.
This study may be used as a reference for other social welfares that focus on other
beneficiaries who also struggle in their needed development. This study stresses that the innovation
is a potent tool in improving the level of the nations orphaned childrens well-being, thus, should be
regarded as one of the vital aspect.
1
Background of the Study
Due to less economic opportunities in the Philippines, there have been many Filipino family
struggles that lead to the inability to give the care that their children need. These children end up
being vulnerable due to lack of adequate care and protection. These children are prone to danger
physically, mentally and emotionally. Most would resort to means of committing crimes, begging,
human trafficking and others in order to survive. Most victims of this sort of acts are orphaned or
abandoned children since they have no family or means to support them.
According to the Philippine Orphanage Foundation, there are approximately 2 million orphans
in the Philippines and there are roughly 15 orphans per square mile in the Philippines. UNICEF
estimated that there are 1.8 million orphans in the Philippines. Most orphaned or abandoned Filipino
children who are put up for adoption remain in social welfare institutions. Yearly, around hundreds of
children were declared legally available for adoption but with only a low rate of adoption by Filipino
families, according to the DSWD. In situations like this, it is important to provide more than basic
amenities and proper environment and education and more for the development of the child when
the institutional care will become their temporary home.
Architectural problems that can be encountered in orphanages are congested spaces,
inappropriate design such as the interior and exterior, dull environment, and unsuitable space
planning and circulation. The exterior of a building that gives an important first impression to the
public remain simple, stiff that give an uncomfortable feeling to the public and this will indirectly
affect their desire to visit the facility.
Globally, these problems usually occurred due to less concern or attention from being funded
by the government and are more focused on buildings that are able to stimulate the country's
economics, such as entertainment centre, shopping malls, heritage buildings or tourists attraction and
high rise buildings that are well designed for the privileged people.
Statement of the Problem
The conditions of most existing institutional cares are designed as a purpose of a temporary
facility therefore focusing only on basic necessities and less on their development. More specifically,
the main attempt of the study is to answer the following questions:
What kinds of spaces do this type of residential care institution need today?
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What is the appropriate design that will help engage in public interaction?
What is the appropriate design to achieve a properly built environment for the children to
improve their social, physical and emotional growth?
What is the appropriate site for the childrens home and community where the children will
grow?
Project Goals, Objectives and Strategies
The goal is to develop a conducive learning environment to boost the cognitive development
of the child and the ability to explore and learn new skills. The objective is to apply a community
integrating design by providing communal spaces for social interaction for social growth. This can also
lead to children being able to learn how to take initiative and react positively to the challenges they
will face, and also learning to take responsibilities. The strategies include designing a childrens home
by providing a communal space to help develop social interaction and freedom to express and feel
less restricted. Included in the design strategy is the application of the Biophilic design innovation to
enhance their well-being and productivity while giving positive impact to the built environment.
Significance of the Study
The significance of the study is to give social awareness about social welfare institutions that
need attention. It will also give benefits to the built environment of the orphans and develop the
cognitive, social and emotional growth of the children users in the facility. It is also significant as
future reference for the design of social welfares that needs space for improvement in the design
towards providing comfort and ease for the beneficiaries and their need of architectural design
services for their lifestyle benefit.
Scope and Limitation
The studys scope will focus on the architectural design of existing residential care
institution and the behaviour of the orphans in the community. The study aims to understand the
space planning and the exterior and interior design of the existing building to determine the solution
on achieving the researchers goal and objective. It will also focus on methods to aid in the solution
of on-going concerns of residential care institution while achieving a sustainable design. The study
will be limited to institutionalized children in their community and how they are treated or provided by
the institutions.
3
Assumptions
Applying the Biophilic design will play as the critical factor of the building for the health
and well-being of both the users and the built environment. The combination of this innovation with a
cultural communal space is assumed to increase their educational and social skills. This innovation in
design is assumed to add improvement to the needed psychological and human development of the
orphans and positive impact to the built environment.
Conceptual Framework
Due to the increase in population and fertility, especially in the NCR, there are also
increases in the need of social care services for these types of children. The formulated theory is to
balance the integration of three different functional spaces through a complex design while
maintaining a secure and organized environment.
4
Definitions of Terms
Abandoned child refers to a child who has no proper parental care or guardianship, or whose
parent(s) have deserted him/her for a period of at least three (3) continuous months, which
includes a founding.
Neglected child refers to a child whose basic needs have been deliberately unattended or
inadequately attended within a period of three (3) continuous months
Vulnerable children are children under the age of 18 years and currently at high risk of
lacking adequate care and protection.
Biophilic design is an innovative way of design that incorporates elements derived from
nature in order to maximize human functioning and health.
Acronyms
DSWD - Department of Social Welfare and Development.
NGO Non-government Organization.
NSCB - National Statistics Coordination Board.
UNICEF - United Nations Children's Fund.
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Chapter I.2 Review of Related Literature and Studies
I.2.1 Related Literature
Children of the street make up around 25%-30% of the street children in the Philippines as
stated by A Better Life foundation. They make their homes on the street and often create a family
with their fellow street children. Some of them still have family ties, but do not visit them and some
even see these ties as bad. While as for completely abandoned children, making up approximately
5%-10% of the street children in the Philippines have no family ties and are entirely on their own for
physical and psychological survival.
Senator Pia Cayetano, the chairperson of the Senate Committee on Youth, Women and
Family Relations, said that up to 100 children are abandoned and turned over to the Department of
Social Welfare and Development (DSWD) every 2 months.
The national statistics coordination board (NSCB)s statistics states that the regions with the
most number of child abuse cases served are NCR, Central Visayas, Central Luzon, Cagayan Valley,
and Zamboanga Peninsula; rating NCR the highest. By category, more than one-half of abused
children served by the DSWD have either been abandoned or neglected, comprising the most
common cases (53.7% in 2009 and 52.9 % in 2010).
The table presentation from the council of childrens welfare (2011) shows the number of
cases that the DSWD served. The table summarizes that the highest rate among the cases served are
the neglected, abandoned and abused children that are under the protection of DSWD, NCR.
Table 1
5,691 total cases served by the DSWD in 2011, Source: PPB-DSWD, CY 2011,
Preliminary, as of Feb.2012
Types of Abuse Total Male Female
1. Abandoned 884 511 373
2. Neglected 2327 1192 1135
3. Sexually Abused 1401 29 1,372
3.1 Rape 885 15
3.2 Incest 401 9
3.3 Acts of 115 5
Lasciviousness
4. Sexually Exploited 116 4 112
4.1 Victims of 47 0
Prostitution 34 1
4.2 Victims of 2 0
Pedophilia 33 3
4.3 Victims of
Pornography
6
4.4 Victims of Cyber

Pornography
5. Sexually Abused / 521 271 250
Maltreated
6. Victims of Illegal 39 17 22
Recruitment
7. Victims of Child Trafficking 373 47 326
9. Victims of Armed conflict 30 15 15
1. Abandoned 884 511 373
Though these children are being brought to institutional cares, Loukia Agathokleous report
regarding institutional cares concluded that it is important for children to be raised in an environment
that should not only be focused on accommodation and food, but on providing them a home, where
the children will feel secured and free to be themselves. Furthermore, it is important that the children
are given the care needed to enhance the different human developments needed. The architecture,
the landscape, the environment of the orphanage and also the facilities that will take place within the
orphanage will become the place where new memories will be made and experiences that the
children will have.
As stated by Kevin Browne, institutional cares may also bring risk of harm to the children
when particular important cares are neglected. An important example is the human interaction that
when neglected, one may cause some parts of the childs brain to never be triggered and may easily
cause lower IQs. Likewise, the lack of toys and playgrounds, where the childrens imagination and
creativity can be intrigued and gain knowledge about their abilities, creates problems in their motor
skills and even language abilities since they are not used to communicating and playing with other
children. Kevin Browne also stated that most orphanages that are overcrowded can cause children a
loss of their identity, since they are not treated as individuals but rather as a group of children.
Limitations of Traditional Orphanages
Based on the study of Valerie Rachel Herrera (2012) who also worked in orphanages, the
traditional provisions of an orphanage in comparison of her proposed orphanage program have
provided children in its care with shelter, bedrooms, bathrooms, dining, living room, library,
occasionally in-house schooling, outdoor spaces, and gathering space (usually chapel or small
auditorium). These spaces typically separated the orphan youth by age, gender, race, and class.
7
The limitations provided in these historical models of orphanages due to the introverted
internalized world is that the orphanages were primarily focused on the safety of its orphan youth,
the orphanages became isolated and merely secluded to society; though not all orphanages
disregarded the integration and interaction of the public. Like many urban schools, orphanages
divided the outside world and in the inside world producing a restricting or eliminating public
engagement. Many orphan youth never went outside the orphanage grounds without a supervisor,
causing many of the orphan youth to not understand the ordinary urban life as typical childrentheir
age should understand. This causes lack of independence and limited social interaction.
In conclusion of Valerie Rachel Herreras work, the proposed spaces of an orphanage
program must be composed primarily of four parts which are the Residential, Educational, Cultural
and Communal.
The Residential space primarily operates as a home for various age groups simultaneously.
The spaces required for the residential space are bedrooms, bathrooms, living rooms, dining,
playrooms, and outdoor gardens. The educational space would provide education for the orphan
youth. Provided in the school spaces are classrooms, lecture hall, playground, offices, library, and art
studios. The cultural venues within the orphanage will allow the orphan youth to have the opportunity
to engage the public in specific and controlled environments. These spaces will include performances,
athletics, exhibition, and reception. As for the communal spaces, all of the three previous mentioned
categories shall have a communal space.
I.2.2 Related Studies/ Projects
LOCAL:
1. Bahay Tuluyan, Malate
Bahay Tuluyan is a non-government organization that provides a variety of programs and
services aimed at preventing and responding to abuse and exploitation of children in the Philippines.
Bahay tuluyan is located in Manila, Laguna and Quezon, delivering social services and programs on
the street and in communities.
Bahay Tuluyan provides shelter for children only as a last resort and for the shortest possible
time. Designed to provide an environment as close to a family as possible, children are housed in
small group family style accommodation where they live with house parents. Older children are given
8
the opportunity to live semi-independently in group homes, developing important skills for their
reintegration in the community.
Children in shelter are provided with all of their basic needs and are assisted to continue or
start formal education. A variety of programs aimed at promoting healthy participation, healing and
recovery are also provided. Children are actively involved in planning and running Bahay Tuluyan's
shelters. The center in Laguna cares predominantly for girls while the center in Quezon cares
predominantly for boys.
Bahay Tuluyan's center in Manila is composed of three parts:
Sinag Center: An emergency and short term shelter for up to 24 children in need of special
protection at any one time
Drop In Center: A place where children living or working on the street can take a bath, play, rest, eat
and access social services. Including 'Clare's Classroom', a bridge classroom for out-of-school street
children to transition back into formal education.
Makabata Guesthouse & Caf: A social enterprise and youth training program which includes a cafe,
guest accommodation and function rooms. The guesthouse and cafe serves as a training center for
young people where they gain valuable skills as part of our Independent Living Skills program while
at the same time generating income to sustain Bahay Tuluyan.
The Building will be able to benefit at least 50,000 children over the next 10 years, with a
flow on benefit to another 70,000 children, families, and their communities.
Bahay Tuluyan will run a variety of programs and services from its center in Manila including:
1. Emergency Shelter (Crisis Center)
2. Reintegration & After Care
3. Independent Living skills Program
4. Alternative Education
5. Community Organizing
6. Childrens Rights Education
7. Participatory Action Research
8. Local, National & International Advocacy
9. Self-Reliance
9
Bahay Tuluyans Drop-in Center in Manila is their new center that is operational during the
day when children, particularly those living or working on the street, can visit the center. The Drop In
Center will be a place where children can wash, rest, play, become involved in activities and access
social services.
SERVICES AND PROGRAMS OF BAHAY TULUYAN:
Figure 1 Street Educaional Class Figure 2 Drop-In Center
Figure 5 Play Club Program
Figure 3 Guest House Cafe Figure 4 Training Center

Facility
10
2. Bahay Tuluyan Victoria
Bahay Tuluyan Victoria is located in Barangay Masapang Victoria, Laguna. Just south of
Laguna de Bay and 90km from Manila, Victoria is a fourth class municipality composed of 9 Barangays
(7 rural and 2 urban) and a total population of approximately 33,829 over 22.83 km2.
In Laguna, Bahay Tuluyan operates a childrens center located on a 2 hectare property
that includes a research & training center, organic farm, residential shelter for girls, recreational
facilities and caf.
BAHAY TULUYANS PROGRAMS IN LAGUNA INCLUDE:
1. Emergency & Residential Shelter
2. Reintegration & After Care
3. Independent Living Skills Program
4. Alternative Education
5. Community Organising
THE CENTER OFFERS:
o Large function hall with capacity for 150-200 people
o Small Function hall with capacity or 60 people
o Open air function space with capacity for 40 people
o Dining facilities with indoor and outdoor kitchens
o Dorm style accommodation for 20 people
FOREIGN:
1. Child Center, Berkley, California
The Jones Child Study Center is located at 2425 Atherton Street in Berkley, California. It
is a few blocks south of the University of California campus on a one-block long street that receives
relatively little traffic. The immediate neighborhood is mostly apartment buildings and older homes
that have been subdivided into units. Many university students live in the vicinity.
11
The centers play yards are surrounded by a six-foot wooden fence that provides noise
buffering and a visual screen for those inside and creates low-key street presences. The facility itself
is inward focused, with only a relatively narrow opening into Atherton Street. Both play yards open
directly from their respective indoor areas, and both back onto Haste street, a one-way fairly small
but busy street.
SUCCESSFUL FEATURES
1. Asphalt near building that dries quickly after rain
2. Lots of props and loose paths, and storage for them
3. Good provision for cognitive, social, and motor play
4. Climbing structure offering diversity, backout and view of street over fence.
5. Porch area for transition, bad weather
6. Circulation that avoids conflict with main play areas
7. Children able to take things from storage and return them by themselves.
UNSUCCESSFUL FEATURES
1. Porch area gloomy, leaky
2. Almost no vegetation; only two trees
3. No regular child-controlled water source
4. Riding toys not always available
5. Transition area just outside classroom not buffered enough from rest of the yard
6. No real eddy space just inside or outside door to stop and stir up activity without
blocking traffic
7. No natural area
8. No garden or animal areas
9. More paved dead space than
appropriate
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Figure 6 Pre K rooom Figure 7 Preschool Room
Figure 8 Infant Room Figure 9 Two's Room Figure 10 Toddler room
2. SOS Childrens Village (Foreign)
This SOS complex for orphaned children is located in the residential outskirts of the city of
Aqaba, on the Red Sea. A prerequisite of SOS Villages International is that they should be built within
an existing social environment, so that they are not isolated from the urban context of the town or
city they are in. This was the second such village to be constructed in Jordan; the first was in the
capital, Amman, and a third, in Irbid, was completed in 2000. (All three were designed by Jafar Tukan
& Partners.) The architecture is attractive, well designed and sincere, and represents a modern
interpretation of the local vernacular stone building. The scale of the village is dictated by its
environmentally friendly design, and is also related to the scale of the children themselves within a
contained and intimate urban setting. The complex comprises eight family houses, a staff house, an
administration building, a guest house and the village directors residence; all are planned around a
village square and connected via pedestrian paths, gardens and alleyways. Vaulted archways lead to
shaded courts, while gardens surround the buildings both within and on the edge of the village. On
the southern border of the site, close to the main road, are located facilities that are shared with the
local community, namely a kindergarten, a supermarket, a pharmacy and a sports hall.
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Figure 12 SITE PLAN of SOS Village Figure 11 Typical Family Figure 13

House Kindergarten Building
Figure 15 Main entrance to the Figure 14 Outdoor spaces, courts

complex; scale of village is related to gardens, both open and enclosed,
the scale of the children surrounding the family houses
Chapter I.3 Research Methodology
I.3.1 Research Design
The research design will be a combination of descriptive and case studies in order to
determine the situation of orphanages factually and accurately. This research design also aims to
understand the existing impact to the users and environment.
I.3.2 Research Methods
The method of research to be used in achieving the required data will be an interactive
interview method with the staff members handling the operation of the orphanage to gain
information needed to know the process and also their concerns in orphanages. An interview may
also be conducted with the orphans that are capable in answering interviews in order to know their
different opinions regarding their comfort and satisfaction that the orphanages provide them. This
direct discussion approach will be initiated to determine their preferences in having a comfortable and
productive area to express themselves. Another method is through a case study to determine the
14
existing architectural problem in the focused building type. This can also contribute to becoming a
descriptive analysis on the proposed innovation as an improvement to the designs of the existing
orphanages.
I.3.3 Research Instrument
The research instrument will be through an oral questionnaire in measuring the responses of
the intended respondents from the questions asked. Natural observation may also be commenced
while conducting case studies to encounter the actual experience being on the studied building.
The combination of both instruments will contribute in the evaluation of the data analysis
based on the answers of respondents and observation from case study.
I.3.4 Research Locale
The research locale chosen for this study is St. Ritas orphanage because it is one of the
oldest and longest living orphanage which could be used as reference for a traditional based design.
Second is the Childs Hope Asia which is a community based organization that provides services to
children on the streets. Child hope has been serving for many years, therefore, makes it a target
locale since they can provide vast knowledge on what needs the children in the streets need in an
institutional care facility. These two research locals will help in determining the existing problem and
benefits of the traditional orphanage as well as for the community based and combined together the
result to determine the needs.
I.3.5 Population and Sampling
The population universe will emphasize on the facilitators due the vast knowledge they have
on the orphanages; and orphans will also be focused on obtaining the required information regarding
their personal preference of comfort and their experience in living and using of the facilities of the
orphanage. Attaining this information will contribute to the information regarding the needs on the
design for orphanages. This experience will also help in observing their actual expression while being
interviewed.
I.3.6 Sampling Procedure
The sampling method to be used is the probability sampling in the selection of individuals
from the population to represent the population. The participants will be chosen in the preference of
15
the researcher in the basis of their knowledge level. The intended samples may be few but focused
ones, depending on the capabilities to answer the intended questions.
I.3.7 Statistical Treatment
Descriptive statistics will be the statistical treatment of the study to summarize and describe
the data that have been collected on the research samples. The data will be treated through
naturalistic observation by means of describing the situation through the observation as it occurs.
Chapter I.4 Summary of Findings and Analysis
From the interview with the social worker of St. Rita orphanage, the orphanage they
operate focuses on providing the basic needs of the orphan kids. These facilities include the
residential care for the orphans and the caregivers and other facilitators. As observed, the orphanage
operates like a house that composes of main areas such living, sleeping, kitchen and dining areas.
Other added facilities include offices for the directress and staff and also recreational areas for the
children.
Miss Mcclaine also explained that one of the problems children encounter that concerns
them is their delay in talking and interacting. However, with their fellow children, they are able to
express to one another. She recommends that the children should have a more creative environment
where they could express and have their minds explore and be creative because it is an important
development for a child.
As for the interview with the program manager of Child Hope Asia, she recommends a design
that focuses on helping the orphans to become independent as they grow, such as household and
livelihood activities since they could be served as their therapy and learning how to take
responsibilities. She also recommends facilities like counselling for children who undergo psychological
problem due to past experiences in order for them to express their negative thoughts. In terms of
design she recommends the design to be cushioned and safe for these types of children tend to hurt
themselves. Other space she recommends is a play area and a facility that is rounded in spirituality
for the childrens spiritual growth such as a chapel or prayer room.
From the conducted case study, it is observed that the activities of the children are
scheduled and follows a routine. Most of their time are spent on their sleeping quarters with the
others while they are being watched by the caregivers even while doing other activities. In terms of
16
architectural design it is observed that it is designed like a typical home where all of the basic
necessities are provided.
I.4.1 Presentation of Collected Data
INTERVIEW 1:
(See Appendix A for Interview Questionnaires)
Research Locale: St. Rita Orphanage
Name: Donna Mcclaine
Nature of work: Adoption, Social worker, processing of documents for adoption
Years of working in St. Rica: 17 years
From the interview with Ms. Donna Mcclaine, she explained that orphans are brought to the
orphanage depending on the case of the child so as to determine the orphanage that is appropriate
for the child. Children will be brought from the hospital or the DSWD by processing the needed
documents and certification.
The profiles of orphans they cater are foundlings, abandoned at hospitals, and brought from
the department of social welfare and development. Although they focus less on children with special
needs, they were able to cater of one child with mental challenges and two other children with
physical challenges. Children with these special needs are brought to therapy.
Their orphanage handles a capacity of 25 orphans with the 26th being their mentally
challenged one that is now being under the care of the orphanage. Their orphans range from ages 0-
6 years old. St. Rita has a program where the kids have monthly exposure outside for their social
needs.
Orphans are welcomed to stay at any age until they are adopted. Sometimes when children
have mental cases, they conduct therapy there, and when no one is willing to adopt them, they are
willing to let them stay at the orphanage. Their concern on the cases of the children is when they are
delayed at talking or expressing themselves. She explains further that it is normal for institutionalized
children, however, it also worries her because this kind of development of a child is important.
Their facilities focus on residential care since they cater young toddlers. St. Rita once had a
school that was built for the orphanage but closed down due to less use from the orphans because of
fast adoption in their terms. The school is now being used by the public. The education they provide
17
is a learning center for the toddlers, and for children who have been staying at a quite older age, are
being provided education either at the St. Rita School or outside (see Appendix A for list of Academic
Programs). The activities that the orphans perform in the orphanage are coloring, basic learning
activities where care givers will teach them, they have play time in the play room or sometimes
outside, other basic needs like eating and taking a bath, and also tv viewing.
Other structures aside from the orphanage and school, is a chapel and convent for the
congregation association of recollect sisters who handle and also fund the orphanage. The orphanage
is also funded through donations and charities.
INTERVIEW 2:
Research Locale: Childhope Asia Philippines
Name: Ester Coles
Nature of work: Program Manager
A oneon-one discussion was conducted with Ms. Ester Coles, a program manager of
Childhope Asia. Their programs on helping street children are being done outside or anywhere on the
street. Childhope Asia was a targeted respondent for this research to understand their views on the
needs of the children they have encountered. Ms. Coles is made a participant due to her knowledge
on orphanages. Her expertise is based on what she has observed and her knowledge on the
different programs and beneficiaries that an orphanage offers.
The first part of discussion was about her preference in the type of structure and its location.
She mentioned that there are orphanages that due to smaller lots, the orphanages strategy was to go
for a high rise type. However, she prefers the structure type to be one or two storey and less high
rise, to appear much homey. Her preferred location for an orphanage would be a rural environment
that is adjacent to Manila such as Cavite, Laguna or Bulacan. This is because rural environments are
healthier for the children.
She mentioned their center named Tahanan Sta Luisa, and described their architectural
features. The building composes of a basement and the first level with a mezzanine level. Their
center caters females from ages around 12 and 18 that have been abused. Their sleeping areas are
at the lower level while the offices are at the main level. Activities that these orphans perform in the
18
center are household training to introduce them to independent living and learning home economics
when they will be living on their own. She recommends a facility for this sort of activity.
She has also describe the successful features of an orphanage that she believes are good
impact to the children, such as the organic farm of Bahay Tuluyan in Laguna so children could learn
about rural life while having a sense of livelihood with a fresh environment.
Regarding the insights on having a visual arts center for an orphanage as a communal space,
she agrees on the proposed facility for it can serve as an art therapy for the children to express
themselves and boost their creativity. She also agrees that it can be feasible and be used by children
from ages 3 6, since this is the age where they can paint and learn and also explore. She also
agrees on having a nursing school or a day care facility for toddlers since some orphanages have
implemented that and it is a successful strategy.
She recommends facilities like counselling for children who underwent psychological problem
due to past experiences. This facility, to her, is important for the children to express their negative
thoughts. She recommends the design to be cushioned and safe for these types of children who tend
to hurt themselves. Other spaces she recommends is a play area and a facility that is rounded in
spirituality for the childrens spiritual growth such as a chapel or prayer room.
CASE STUDY:
The St. Rita orphanage caters a residential area for a total number of 25 children from ages 0
6 and also for the caregivers. The orphanage is a two storey structure being divided into two parts
which is the semi-public and the private area. The semi-public area is used by the staff, caregivers,
and orphans. When visitors come to visit, the visitors, living and porch are open to them to interact
and socialize with the children.
The semi- public area composes of the following:
o Living Area o Visitors Area
o Dining area o Treasury
o Play Room o Conference
o Learning center o Assistance Directress Office
o Counselling room o Kitchen and dirty kitchen
o Entrance Porch o Comfort rooms
19
First Level: Semi-public area
Figure 166 Living Area. A semi public Figure 17 Dining area. Shared with the
private area for visitors, caregivers, caregivers and is shared with the kitchen and
facilitator and children to socialize divided from dishwashing area.
Play Room with learning center and counselling.

Other
o spaces
Playroomon the firstrenovated
was level include:
by an engineer together with students of UP students who
painted the walls of the play room.
Entrance
oo The Porchcenter was once an open area. Itowas
learning Assistance Directress
transofred into a Office
close area as part
of the renovation as learning center for the orphans.
Visitors
oo The Area
counselling area is an isolated room where Kitchen anddiscuss
o facilitators dirty kitchen
with parents about
important matters.
o Treasury o Comfort rooms
o Conference
o Kinder & Grades I IV building
The second level of the orphanage is privately zoned for it serves as a sleeping area for the
children and care givers. Their sleeping areas are named as toddlers room for children of ages 3-6
and Nursery rooms for children ages 0-2. Along with the sleeping area are the following:
o A dining area for the orphans from 2 3 years old;
o An Isolation room for the sick;
o Care givers sleeping area;
o Comfort rooms;
20
o Dressing rooms for each room, and;
o A supply area for the toddlers in each room.
- Second level of Orphanage: Private Area
-
Figure
- 18 Nursery 1. For Figure 17 Nursery 2. For orphan babies ranging from
orphan
- babies ranging from months to 2 years old to 3. Has a connected
months to 1 year old. This caregivers room where supplies are kept and may also
-
area is an extension from serve
-
Nursery 2.
- Figure 19 Toddlers room for 3-6 years old. Has a Divided partition Area that serves
as their dressing area.
Other spaces on the Second level include:

o A dining area for the orphans from 2 3 years old;
o An Isolation room for the sick;
o Care givers sleeping area, and;
o Comfort rooms.
The orphanage also has surrounding buildings that contribute in the functional goals of the
orphanage. These areas compose of the following:
21
Site: Other buildings surrounding the orphanage
Figure 20 An outdoor area in Front of The Chapel Figure 21 The Chapel
Figure 22 School of St. Rita Figure 23 Store for business
Figure 24 Home Economics Building Figure 25 To the Congregation or the Convent
Figure 26 St. Rita Orphanage view
o The St. Rita Chapel it is constructed as the physical center of the spiritual life of the
orphanage as well as of the St. Rita Village;
22
o School of St. Rita (Highschool and College levels);
o Kinder and Grades I IV building - classes for fifty (50) children commenced with a four-
room hollow blocks structure built on purpose by the Elordes who believed that in time the
orphans or the less fortunate would need the School and that the school would in turn help
the Orphanage;
o Store for business;
o Home Economics Building, and;
o The Convent.
PROGRAMS AND SERVICES:
1. Residential Care
Health and Nutrition
Medical/ Dental Care
Hospitalization. Therapy, if needed
2. Education (See Appendix for Academic Program provided)
Academic
Vocational
Socio-cultural
3. Spiritual / Moral Formation
Inculcation of Values
Participation at Holy Mass
Reception of the Sacraments, i.e. Baptism, confirmation, Penance and Holy
Communion
4. Social Services
Preparation for Return Home
Adoption
Community Outreach
5. Professional Services;
Staff Development through Seminars to DSWD
6. After care service
23
7. Funeral service
I.4.2 Need Analysis
Institutional residential cares for the youth have already provided satisfactory needs for the
children such as food, home, and education. From the interview and case study in St. Rita, it shows
that orphanages are designed to be more focused on the basic needs of the orphans rather than the
development. According to both interviewees, each of these residential care institutions has their
own styles on operating the orphanage so as long as the orphans are provided with the basic needs.
This further explains that orphanages satisfy the needs of orphans based on operation and services of
an institution which makes them focus less on design or architectural benefits. From observation,
orphanages locally are built like a simple typical house with walls and a roof, with simple design and
have less play in architectural elements.
What orphanages need is a play in the environment both indoor and outdoor. The first
interviewee explained that in her personal reference, their toddlers room must be designed in a
playful character to have their minds be able to explore and enhance their creativity. This is because
their toddlers room have a plain simple color of yellow with ceramic tiles as floors and beds as their
only furniture; and also due to their concern when a child becomes delay due to being
institutionalized in general. While as for the second interviewee, children need activities where they
can explore and increase their social development. This justifies the need for these institutions to
enhance the environment both indoor and outdoor to becoming more playful that can enhance those
developments.
This summarizes that institutional care facilities are only focused on being an institutionalized
environment because it is already satisfactory ad adaptable to them to give children only their basic
needs. Although it does not mean that institutional care facilities must stop aiming or providing more
for the orphans. It is ideal that institutional care facilities must aim for more than just basic needs and
care.
1.4.3 Qualitative or Quantitative Analysis
The analysis from interviews and case study will be interpreted through qualitative
approach of the researcher. The program manager agrees on having a visual arts center since it can
be functioned as their art therapy and also children from ages 3-6 become fond of art activities.
24
Orphans of older age could however use this type of facility in developing their skills. Other
communal activities like a nursery school or child day care, however, were done by one orphanage
which makes it possible to be added to the design. The social worker has also mentioned that
concerns arise when a child is delayed from talking or expressing themselves especially at the age
from five or six. In her own personal reference in the design of orphanage, she recommends a design
that gives an ambiance of a playful environment in order to help the cognitive and creativity of the
child especially at young age. An example is the play area that she enjoys and wishes that it would
also give that kind of ambiance to the rest of the rooms.
Based on the observation in the case study conducted, the time and activities that
children are willing to do is limited and scheduled to what is in the program. The reasonable
explanation would be to maintain an organized flow in the activity of the orphans.
Chapter I.5 Conclusions and Recommendations
Children who are institutionalized receive delay in their social and cognitive growth. Even with
the interaction with care givers, they still become less expressive. It is recommended that institutions
where children have less interaction must be exposed to different kinds of people on daily basis. It is
recommended that every institutional care facilities must have a communal area for the public use
where they could socially interact. These may be a chapel, a child day care, or a school, where both
orphans and the public will not only be able to social interact but to also be less affected on the
indifference with the neglected and abandoned one.
A recommendation for the architectural design would be a green design approach that can
achieve sustainability in the structure and also natural ventilation and nature interaction for both
indoors to achieve a natural and homey environment for providing comfort for these uses.
PART II. RESEARCH FOCUS
This chapter shall discuss the architectural strategies in designing a physical learning
environment towards enhancing the social and cognitive development of the orphan youth.
Chapter II.1 Rationale
It is important to apply architectural strategies to enable social interactions especially as
institutional care facilities for the youth. To achieve this is to provide an environment where the
25
individual can simultaneously understand a sense of home and of community, i.e. having a place
where one can identify themselves with and at the same time be integrated into a broader context.
Together, the landscape and architecture becomes an instance where a child attains their
identity and stability. The proposal intends to combine both innovations and strategies to increase the
motivation and participation of the public in interacting with the orphans within the community.
Developing the orphanage into a biophilic and community integrated structure will benefit the
countrys abandoned and neglected children in terms of enhancing they are cognitive and social
development.
Chapter II.2 Principles and Relevance to the Project
Biophilic design is an innovative application of designing the places where we live, work, and
learn such as offices and hospitals since the innovation has proven to enhance productivity in offices,
and the well-being of patients in hospital. This innovative trend in has also decreased the
environmental impact of the built environment while achieving natural connection.
In terrapin birghts greens report, biophilic design is essential for providing people
opportunities to live and work in healthy places and spaces with less stress and greater overall health
and well-being. Biophilia is humankinds innate biological connection with nature. It helps explain
why crackling fires and crashing waves captivate people; why a garden view can enhance ones
creativity; why shadows and heights instill fascination and fear; and why animal companionship and
strolling through a park have restorative, healing effects. Biophilia may also help explain why some
urban parks and buildings are preferred over others.
Green stated that a good biophilic design draws from influential perspectives health
conditions, socio-cultural norms and expectations, past experiences, frequency and duration of the
user experience, the many speeds at which it may be encountered, and user perception and
processing of the experience to create spaces that are inspirational, restorative, and healthy, as
well as integrative with the functionality of the place and the (urban) ecosystem to which it is applied.
Above all, biophilic design must nurture a love of place.
26
Chapter II.3 Application to the Project
Biophilic Patterns
The function of Biophilic design patterns has its own biological response. This illustrates the
functions of each of the patterns in supporting stress reduction, cognitive performance, emotion and
mood enhancement and the human body. For this thesis, the cognitive column will be focused on the
application.
TABLE II: BIOPHILIC DESIGN PATTERNS AND THEIR COGNITIVE RESPONSE

PATTERN DEFINITION COGNITIVE RESPONSE
VISUAL
A view to elements of nature, living systems Improve mental
CONNECTION WITH
and natural process. engagement/attentiveness
NATURE
NON- VISUAL Auditory, haptic, olfactory, or gustatory Positively impacted cognitive

CONNECTION WITH stimuli that engender a deliberate and performance
NATURE positive reference to nature
Subtle changes in air temperature, relative

THERMAL &
humidity, airflow across the skin, and Positively impacted
AIRFLOW
surface temperatures that mimic natural concentration
VARIABILITY
environments.
NON-RYTHMIC Connections with nature analyzed

Attention and exploration
SENSURY STIMULI statistically but not predicted precisely.
An unimpeded view over a distance for Improve mental

PROSPECT
surveillance and planning engagement/attentiveness
A place for withdrawal from environmental Positively impacted cognitive

REFUGE
conditions or main flow of activity. performance
MATERIAL
improved concentration &
CONNECTION WITH Material and elements form nature
memory restoration
NATURE
Designing the Physical Space for Learning
In design, a physical space for learning the first important element is the use of natural
materials (wood, living plants, natural lighting, and windows) by bringing the natural world indoors or
in providing learning opportunities outdoors. Second, is to have daily access to and use of an outdoor
space to interact with different species and also stimulate their desire to learn. Next is to consider
safety wherein the physical space should consider the following: all counters, shelves, sills, corners,
lips, ledges and edges at child height must have a minimum of a 1/4" radius (rounded corner), doors
should swing away from the childrens play area (i.e.; swing into hallway instead of classroom),
27
handrails must have a height of 600, and to have a Non-slip flooring. Another important consideration
is the ergonomics and scale of the various ages of the users. Below are the guidelines on the
dimension of furniture heights for the particular age.
Figure 27 Chair and Table Top Height Guidelines
Table III: Components of a play-learning environment for Cognitive, Social and

Emotional Development
FIXED COMPONENTS MOVEABLE COMPONENTS
COGNITIVE DEVELOPMENT
Art Studio Activity walls, chalk walls, Murals
Nature Study Area Grassy areas
Gardens, Vegetated Areas Stage
Dramatic Play Area Trees and tall shrubs
Music Area
Art Studio Activity walls, chalk walls, Murals
SOCIAL DEVELOPMENT
Trails and pathways Wooden Benches
Shaded areas with seating Bridges
Spaces for laying or sitting on grass or mounds Play tables
Outdoor Classroom Stump seats
Stages and decks
EMOTIONAL DEVELOPMENT
Nature Study Areas
Pond
Flower Gardens
Habitat Gardens
Veggie Gardens
28
PART III. SITE IDENTIFICATION AND ANALYSIS
Chapter III.1 Site Selection Process
III.1.1 Criteria for Site Selection
The criteria for selecting the site consider the community and surrounding condition. The
criteria are for the site to be far from the city to receive less congestion and because cities are not a
good environment for children. The site must be accessible to schools and commercial districts for
orphans easy access to school and basic necessities with a communal environment. Near residential
areas is a good site consideration to have a peaceful and quite neighbourhood for the orphan kids to
grow.
III.1.2 Site Option Description
SITE A:
This site is located at Barangay San Agustin of Trece
Marties Cavite with a total lot area of 3.5 hectares. This site
has an irregular shape configuration which gives an
opportunity in developing a complex development for the
facility. The location of the site is in a mixed use residential
commercial institutional zone, and its neighboring developments are varying from residential to
commercials and institutional giving wide opportunity to cater the needs o0f the facility.
SITE B:
Located at Barangay Pansol of Calamaba Laguna this site is
appropriate for its location is at a sub rural area with a peaceful
environment. The site has a perfect climate with good neighboring
developments for the proposed facility. This site is an interior lot with a
total area of 5,7607 sqm., showing that the site is too big with a shape
configuration too long for the development.
29
SITE C:
Located at Barrio Sto. Domingo in Cainta Rizal, this site has an area
of 37,098 square meters. It is bounded by a main road at the south west, a
creek at the north east and the rest by lots. It is located at a Mixed used
commercial institutional zone which indicates that the site is located at a
busy area which conflicts the criteria of having a less congested area and
near residential areas. This site seems to be the only available vacant lot in
Cainta
III.1.3 Site Selection and Justification
Among the three proposed sites of the targeted rural areas, the most appropriate site for the
proposal would be in Trece Martires, Cavite.
Table IV: SITE CRITERIA

TRECE MARTIRES CALAMBA CAINTA
Less Congested 3 3 0
Near Institutions 3 0 3
Near Residential 2 2 1
Near Commercial
Establishments 2 1 2
Appropriate Neighborhood 3 3 1
Vehicular Access 3 3 3
Pedestrian Access 3 3 3
Near Metro Manila / NCR
Region 2 3 3
Accessible to national and
provincial roads 3 3 3
Child Friendly 3 3 3
2.7 2.4 2.2
The site responses to the criteria since it is located nearby schools, hospitals, churches and
shopping centers, making it accessible with only an estimated 0-2 minutes travel by private or public
vehicles and less than half an hour by walk. The site can also be travelled to other borders of Trece
Martires by public transportation vehicles, making it accessible to the students from Universities and
schools of different levels in Dasmarinas, General trias, Tanza and other nearby borders. The site is
also placed in a clean and peaceful environment that will be helpful for the childrens development.
Trece Martires agricultural source of economy is also said to be replaced by industrialization &
commercialism, giving the opportunity in the application of the innovation with the proposed structure
30
will help in combining both sources of economy. The site also has an average slope of 1.67% and
existing vegetation for landscaping.
Average Slope: 1.67 %
Terrain Characteristics: Plain
Zoning: Mix used Residential, Institutional, and Commercial
Boundaries:
North: Main Road
East: Provincial road and Residential Lot

SITE
South: Lot
S West: Puting Ilog and Lot
Chapter III.2 Site Evaluation and Analysis
III.2.1 The Macro Setting
FIGURE IV: VICINITY
31
1) SOCIO-ECONOMIC PROFILE (Source: CLUP of Trece Martires)
2) LAND USE (CLUP of Trece Martires, Chapter VI)
While the 1993 to 2008 Land Use Plan has served as the catalyst to spur some
major developments of the city, thus, accomplishing its objectives, some of its land devoted
for the purpose has remain unutilized making them idle and unproductive. Major
developments have been concentrated along major roads particularly the Governors Drive
and Tanza-Indang Road, and in areas where greater accessibility and major infrastructure
facilities has been established making other areas unproductive. Table 100 shows that
Idle/vacant lands remain at 1,116.90 hectares or 28.51% of the citys total land area.
It is clearly reflected in figure 15 that the area occupied by residential development is
1,013.06 hectares representing 25.86% of the total land area of the city which also includes
subdivisions, AFP/PNP housing and resettlements projects of the national government
located in the barangays of Osorio, Inocencio, Aguado and Luciano.
Commercial establishments also continue to flourish with the establishments of
different food chains and mall together with other small businesses from enterprising
residents with prospects of more consumers due to increasing number of population.
(Source from Trece Martires City Hall, CLUP)
32
Figure 28 Land Use Category by percentage share in area
TABLE V
LAND USE CATEGORY BY PERCENTAGE SHARE IN AREA
TRECE MARTIRES CITY
AREA
LAND USE CATEGORY (HECTARES) % TOTAL
RESIDENTIAL 1,013.06 25.86
COMMERCIAL 201.27 5.14
INSTITUTIONAL 115.15 2.94
INDUSTRIAL 236.05 6.03
AGRO-INDUSTRIAL 198.80 5.08
AGRICULTURAL 420.00 10.72
PARKS/PLAYGROUND
AND OTHER
RECREATIONAL 115.70 2.95
IDLE/VACANT LANDS 1,116.90 28.51
CEMETERY 37.52 0.96
SOLID WASTE MGT
FACILITIES 1.80 0.05
ROADS 224.62 5.73
WATER BODIES 234.33 5.98
TOTAL 3,917.00 100
33
3) LAND USE MAP
The site is located at the mixed use residential, institutional and commercial zone to be accessible to
various establishments needed to cater the facility with basic necessities.
4) HAZARD MAP
Based on the Hazard map, the site is not likely to experience any floods or hazards since it is
located far from form fault lines and areas prone to flooding.
34
DEVELOPMENT POTENTIALS
LAND/WATER RESOURCES
- 28% VACANT/IDLE LANDS
This vacant/idle lands can be used for agricultural production, thus, providing food sufficiency
of the residents and a possible source of income. This lot can also be used for commercial and
industrial developments, thus, increasing the income for the city and employment of the community.
- PRESENCE OF RIVERS AND STREAMS
The presence of different rivers and streams can be used not only as a source of potable
water but also for irrigation. Water may be pumped from these sources and used to irrigate vegetable
and agricultural plantations. Technology may also be employed, thus, making these rivers as a source
of hydro-power plant.
- PRESENCE OF RIVERS
This river can also be used for fresh water fishing and other fresh water sanctuary. Presently
it is also being used for bathing by transforming these rivers into public resort.
MANPOWER RESOURCES
- SKILLED AND CAPABLE HUMAN RESOURCES, HIGH (60 %) LABOR FORCE, and HIGH
(95.5%) LITERACY RATE
Given the 3 above attributes of the Treceno, investing in the city is good because highly
qualified human resources are available. Thus, making investment profitable and human resources
manageable.
- SENTRONG SIGLA AWARDEE
This recognition showed that the trecenos are generally healthy individuals.
- DIRECT PROPORTIONAL RELATIONSHIP BETWEEN POPULATION AND CONSUMER
Investing in the city is good because assurance of consumer is highly probable.
GEOGRAPHIC
- STRATEGICALLY LOCATED IN THE HEART OF CAVITE
35
Location of the city makes it more accessible from all directions of the province.
- GOOD ACCESSIBILITY WITH GOOD ROAD CONDITIONS
The city can be reached from all points, through good road condition
- ADMINISTRATIVE CENTER OF CAVITE CAPITAL AND SEAT OF PROVINCIAL
GOVERNMENT
This being the center and the seat of the provincial government makes it more advantageous
because daily provincial and even national government transaction takes place in the city. Day time
population of the city could even rise to a five digit mark, thus, business also flourished.
INFRASTRUCTURE
- 73% EXISTING CONCRETE ROAD NETWORKS
The road networks in the city are generally concrete and part of the city governments plan is
open new-concrete roads for more accessibility.
GOVERNANCE
- YOUNG AND DYNAMIC LEADERSHIP, SEAL OF GOOD HOUSE KEEPING AWARDEE,
DEVELOPMENT ORIENTED LEADERS
These 3 attributes makes the city on the road to progress and development.
- RELATIVELY GOOD PEACE AND ORDER SITUATION, PRESENCE OF SEVERAL
ORGANIZED VOLUNTEER GROUPS, PRESENCE OF OUTPOSTS IN EVERY ENTRANCE AND EXIT
POINTS OF THE CITY
These factors contribute a lot in making the city a good haven for investment and commerce.
This is the reason why several establishments are setting up businesses in the city.
EDUCATION
- PRESENCE OF SEVERAL PRIVATE SCHOOLS OPERATING IN THE CITY
This complements with the public education sector backlog and the reason why the city has
95.05% literacy rate.
36
- ALL OF THE BARANGAYS HAVE ELEMENTARY SCHOOL AND DAY CARE CENTERS (246%)
AND PRESENCE OF FIVE (5) NATIONAL HIGH SCHOOLS
Being one of the priority sectors of the city, and as part of the School in every Barangays
Program the city is investing on education as a tool for human resource development and preparing
the future generation.
HEALTH
- PRESENCE OF OTHER PRIVATE HEALTH FACILITIES AND PROVINCIAL HEALTH
FACILITIES and COMPLEMENTATION OF LOCAL AND PROVINCIAL HEALTH PERSONNEL
This complementation of facilities and personnel between the city, province and private
hospitals make treceno a recipient ofSentrongSigla Awardee. This showed that the residents are
generally healthy individuals.
(Source from Trece Martires City Hall, CLUP)
37
III.2.2 The Micro Setting
III.2.2.1 Wind Analysis
The direction of the winds varies from the season or time of the year. The annual analysis of
the wind directions show that stronger winds come from the southeast. Although, specifically, the
start and end of the year have stronger winds from the South east side while winds from the West
south west are stronger on the middle time of the year. Fair winds come throughout the year from
the North West and winds from the North east occur lesser.
III.2.2.2 Sun Path Analysis
The sun path analysis shows that the direction of the sun movement revolves from south
east to south west therefore having the sun rising at the south east and sets at the southwest. During
summer, the sun rises at a higher altitude rising from east and setting at west.
38
III.2.2.4 TRAFFIC FLOW ANALYSIS
The site has accessed to the main road that
goes to Naic and Dasmarinas Cavite. This road
gives direct accessibility to institutional,
residential and commercial establishments
which can also help increase awareness on the
facility. Due to the strategic location being in
the suburbs, the main road has no traffic congestion therefore giving no negative impacts to the
facility.
III.2.2.3 Site Pictures
180 degrees view of site
360 degrees view of site
East View from West West View from East Side Governors Drive (Main Road)
Side
39
Related Laws and Ordinances
National Building Code of the Philippines (PD1096):
A. Allowable total gross Floor Area:
Institutional (GROUP D) BHL X 50% TLA , BHL X 60% TLA Without sprinkler system
- BHL X 60% TLA , BHL X 70% TLA With sprinkler system.
B. Building Height limit:
Institutional 15.00 meters (or must follow the duly-approved BHL in the major zone it is
part of).
C. Minimum Required Parking Slot, Parking Area and Loading Space Requirements
Division D-1 One (1) off-street cum on-site car parking slot every twenty five (25) beds;
and one (1) off-ROW (or off-street) passenger loading soace that can accommodate two (2)
queued jeepney/shuttle slots.
D. % of Total Lot Area (TLA)
Max. Allowable PSOc,d 50c, 60f
Max. Allowable ISA (Paved open spaces) 20
Min. USA (Unpaved Open Spaces) 30,20
TOSL (ISA + USA) 50,40
E. MIN. PERCENTAGE OF OPEN SPACE
Interior lot - 50% for all institutional class (for Proposed developments without firewalls or
abutments)
- 40% for all institutional class (for Proposed developments with firewalls or
abutments)
Inside lot 50%, 40%
Corner Lot or Through lot 50%, 40%
40
III.3 Site Development Options
SITE ANALYSIS
From the gathered data of both macro and micro analysis settings of the site, it is determined
that the coldest part of the site is at the West and east side of the Site while the hottest is at the
South Side. The noise of the site is concentrated on the north side of the site where the road is. It
could therefore be concluded to have the residential space located at one of the coldest part of the
site, and have the communal space near the road as buffer from the noise. Spaces that are less
frequent used may be located at the hottest portion of the site.
Proposed Site Development Plan
SCHEME 1:
The concept of this scheme is inspired by the Amsterdam orphanage where in the spaces are
interconnected and is permissible therefore creating multiple open spaces. This concept differs from
the centralized type by allowing buildings of different functions to have difference neighbouring
41
outdoor spaces. The permissibility in the structure aims to a sense of privacy while welcoming the
community to enter the complex.
SCHEME 2:
This scheme follows a traditional type of concept that follows centralized planning. This type of
planning allows centralized flow of the community within. Open spaces in this type of planning are
shared with the different functions of the buildings therefore creating a convergence of the whole
community.
42
Part IV. Architectural Design Translation
Chapter IV.1 Design Program
IV.1.1 Problem Diagnosis
Due to economic and family struggles, parents tend to abandon their children at early age
and most children do not return home due to being neglected. Children in their difficult situations are
being brought in by residential care facilities to provide them with care.
The proposal is to put up an orphanage complex that will cater residential quarters for the
orphans classified by their ages; an arts center for public and youth cohabitation to enhance social
and human development for each child and other facilities that will provide their basic needs. This
orphanage complex is to cater the orphaned children in the regions thar are most populated such as
the NCR region. Due to heavy congestion in the NCR region, the proposed site is to be adjacent to
the region to avoid the urban congestion and its unhealthy environment. The most feasible and
attractive location is in trece martires, cavite where community facilities such as basic needs are
accessible. Biophilic elements are also needed for the orphans to engage in nature study elements to
keep them connected with nature to trigger their desire to learn and explore.
IV.1.2 Design Criteria
IV.1.2.1 Design Objective:

The objective is the essence of community and the building of positive social interaction
between occupants within the building and between the organisation and its neighbours to be
compatible. It is also needed for the building to contribute positively to their site in the context of
improving the urban design and/or the landscape of the vicinity as a whole. The building should
reward the individual basis to Live, Play, Learn, and Visit.
IV.1.2.2 Design Philosophy

Designing a building that has a connection with nature aims to stimulate the learning desire
of the users with natural components or a nature inspired form that can trigger their interest in
learning. A great building with interactive spaces can inspire, influence and enhance the lives of the
users and the community in having the positive qualities of life, productivity, and happiness of their
occupants.
43
IV.1.3 Design Principles

To design a building that has many outdoor opportunities for learning, socializing and
developing new skills. Nature study areas and productive areas must be provided to be connected to
the natural and enhance their skills. Deliver natural components and moveable and fixed components
in the landscape and indoor physical environment such as interactive materials that are manipulative,
and also creating variant colors and textures.
IV.1. Design Concept

The concept is to develop a building design that will play an interesting character to intrigue
the childrens mind. This can be achieved by using various colors, textures, materials and shapes to
stimulate their interest in learning, playing and living comfortably. Physical components that
encourage live, learn and play are the key to achieving the aim of the proposal.
IV.1.4 Design consideration

STANDARDS AND INDICATORS FOR RESIDENTIAL CARE SERVICES
(DSWD Standards, AO no. 15, s. 2012)
Physical Structure and Safety

A. Location and Design
LEVEL 1 (MUST) LEVEL 2 (DESIRED) LEVEL 3 (EXEMPLARY)
1. Accessibility to community
facilities
Accessible to, at least
community facilities to meet
basic needs such as schools,
churches, clinic or hospitals,
recreation centers.
2. Safety conditions in the Safety conditions in the
neighborhood neighbourhood are high or at
there are some conditions in the least manageable.
neighborhood that may be The facility is far from
potentially dangerous or dangerous structures like gas
hazardous to the facility but are and power station, conflict
still manageable. Necessary areas, cliff, reviews, or safety
corrective measure/actions measure are installed to
were already installed. prevent loss of life and harm to
physical and health condition
that may be caused by these
structures/elements.
44
3. Accessibility Features Presence of rail, ramp and

Necessary devices are installed toilets and bath for PWDs in
to meet the needs of those with compliance to Batas Pambansa
disability 344 s. 1995 and/or other
necessary devices are installed
to meet the needs of those
with disability.
4. Doorways into communal
areas, rooms, building and toilet
facilities and other spaces to
which a wheelchair users have
access should have a clear
opening of a least 85 cm or .85
meter.
5. All rooms are adequately lit,
warm or cool enough, well-
ventilated y means of windows
that can be opened easily by the
staff, and/or functional air
conditioning
systems/coolers/fans/exhaust
fans in toilets and kitchen and in
all enclosed areas.
6. Facilities and Structures The design lay-out and Improvement of facilities
There are improvements made furnishings create a pleasant and structures are
for the necessary changes domestic and therapeutic sustained.
environment consistent with
the facility's mandate and is
appropriate to the age, needs,
culture and ethnic background
of the residents.
7. Lighting and ventilation Night lights are installed in the Areas in periphery are
Lighting is communal rooms is bedrooms and in the living area well lighted
sufficient and appropriately
designed
8. Security structure Call systems or accessible CCTV camera is installed.
Security Structures that create a alarm facility are strategically Piped-in music; video by
prison-like setting shall not be located or are provided in responsible staff and for
installed. Window grills may be every room. specific purpose.
installed provided that it can be
opened easily in case of Alarm systems for security
emergency measure/ two way radio / fire
Emergency/fire exit are alarm sprinkler are available.
installed.
45
B. Facilities and accommodation

1. Basic utilities for Availability of fax machine and Computer with internet
communication, electricity, other means of communication connection
adequate potable water are
available and provided to staff
and residents.
2. There is a designed room for a
variety of social, cultural,
religious, official and personal
activities with adequate space
for use of the staff and
residents, which include but not
limited to the following:
a. Bedrooms
a.1. Should not be part of the
communal/living areas
a.2. Room dimensions and lay-
out options have space of about
1/2 meter on either side of the
bed to enable access for
caregiver and for any equipment
needed.
a.3. Rooms for PWDs with

accessibility feature and with
enough space in between beds
for their wheel chair.
a.4. Rooms shared measuring
about 24 sq.m. are occupied by
no more than four (4) adult
resident, or 10 instants or 6
toddlers. For those facilities
catering to VAWC, women and
their children can be
accommodated in one room not
exceeding individuals per room.
a.5. In case of dormitory type
room measuring about 100
sq.m. dividing the room into
cubicles for privacy may be
adopted with no more than 15
residents per dormitory.
Quarter.
46
a.6. Each resident has his/her

own bed, a storage/ cabinet for
clothing and other personal
belongings, Double-decked bed
is allowed provided that children
below 13 years old are at the
lower bed
a.7. No basement shall be used
as sleeping accommodation
unless declared fire-safe by the
concerned government
authorities
a.8. No resident such as Older
persons with disability children
with difficulty using stairways
shall be placed in a bedroom
above or below the floor level,
or upper deck bed.
a.9. No resident shall occupy a Doors shall have opening for
room with member of the visual check by the staff-on-
opposite sex unless they are duty
immediate members of the
same family.
b. Living / Communal areas and
facilities
b.1. There is a designated area A separte area or garden for
for relaxation, leisure or reflection
receiving visitors separate from
bedroom and dining room,
measuring about 4
sq.m/resident including open
space for outdoor activities
b.2. Other recreational
activities/supplies/materials (at
least 2 sets board games, 2 pcs
basketball/volleyballs, 1 set
badminton or table tennis for a
group of 25 individuals) are
provided
c. Bathrooms and washing One Assisted bath for residents Bathrooms and washing
facilities with disability, at least one for facilities are designed for
c.1. One functional bathroom every 8 PWD is preferred PWDs.
and toilet with at least two
lavatories for every 10 female or
male residents
c.2. Children-sized bathroom A separate toilet facilities for
and toilet facilities / amenities visitors
for those catering to children
D. Kitchen and dining rooms
47
d.1. With chairs and table based

on the age level of the residents
with no more than 10 individuals
per table for better interaction
d.3. Equipped with adequate
dining wares, one set per
resident
e. Laundry area
e.1. Located in an area where it
can not obstruct in the day-to-
day activities of the staff and
residents
e.2. Laundry area for PWDs
should be level with their
wheelchair (for wheelchair
bound PWDs)
F. Storage area
f.1. Where foods, supplies,
wheelchairs and other
equipment are stored and There is designated separate
properly accounted for storage for food supplies.
f.2. Kept tidy, well-maintained
and organized to ensure safety
of goods
f.3. Space should be enough to
store all items kept for
safekeeping
f.4. Well ventilated and items
properly labeled
g. Study area/mini library Mini library should be
g.2. Brail for the blind; states equipped with appropriate
and styles are available, as reference/ reading materials
applicable and other educational
materials, either formal or non-
formal; books and other
reading materials in brail
h. Infirmary/Clinic
Equipped with beds for isolation
with basic first aid kit, medicines
for common illness, clean and
well maintained medical
supplies and equipment
necessary for medical
consultation
48
i. Office space/administrative Has consultation bed and

rooms lavatory to accommodate
i.1. Each staff should have one those residents with
table and chair and has his/her communicable diseases, e.q
own cabinet/designated space chicken fox, sore eyes, and
for files and safekeeping of other illness that does not
personal items require hospitalization
Computer system to facilitate
preparation of financial and
i.2 Has adequate space for the administrative reports;
day-to-day office operation, at preparation and updating of Each staff is provided a desk
least 4 sq.m/staff case studies, etc. top computer
i.3. Furnished with appropriate
office equipment such as filing
cabinets, chairs/sofa and tables
for the inquiring public
i.4 Separate from the areas of
interaction and programmed
activities with the residents
There is provision of
j. Conference/training Room conference/training room with
Space for conference room is adequate furniture and fixtures
limited but the organization has for use by the staff and
introduced alternative measure. residents during meetings, case
conference, seminars, trainings
and other related activities
Separate from the office space Equipped with one way
used for day to day operation mirror, audio-video and
k. Interview/Counseling/Therapy computer system and
Room Equipped with counseling observation room for social
k.1. Space for visiting parent/s paraphernalia such as art laboratory and training
and other visitors materials, throw, pillow, dolls, purposes; provision of aqua
There is no separate toys, sandbox and other therapy for children with
space for visitors but furniture and fixtures disability
some alternative appropriate to the age and
measures were made purpose of the
instead (e.g. convertible counseling/therapy sessions
space is made available)
3. In case of cottage type

facilities measuring about 100
sq.m number of occupants
should not exceed 8 individuals
including house parents with
kitchen dining rooms, bedrooms
toilet and bathrooms, study
area, living room/communal
area laundry area that conform
with the above specifications
49
4. Staff quarters Separate sleeping quarters for Separate sleeping quarters

There is no provision of separate male and female staff for male and female staff
living quarters for the staff. But with separate bathroom and
alternative measures are toilets
provided
5. Control/observation room if
provided for those resident
manifesting violent behavior,
his/her physical safety should be
considered by making sure that
the room:
a. Has all switches for lights and
ventilation outside the room; no
electrical outlets in the room;
b. Allows for total observation of
the behavior at all times;
c. Has protected recessed ceiling
light;
d. Is properly ventilated with
windows that areis secured and
protected to prevent harm to
the resident;
e. Has all doors, ceilings and
walls constructed of strength
and materials to prevent
damage or harm to the resident;
f. Is a minimum of 6ft by 9ft in
size with at least 7.5 ft ceiling
C. Sanitation and Waste Management System
1. Generally clean and free
from clutter, dirt or
waste matter
2. Free from rodents,
insects and stray animals.
If there are pets in side
the facility, proper
hygiene is also observed
3. Functional drainage and
sewerage system
Zero waste management 5-s installed and practiced
by the management, staff
4. Implements proper waste and residents (sort take
disposal system out unnecessary items and
(segregation of dispose; systemize arrange
biodegradable and non- necessary items in good
biodegradable materials) order; sweep clean your
and other practices that workplace; sanitize
supports Clean Air Act maintain high standards and
self- discipline do 5s
spontaneously)
50
D. Emergency and Safety Measures

1. Evacuation/exit plan,
warning system and
emergency exits are clearly
installed with signages and
known to all staff and
residents
2. Fire fighting gadgets
available, e.g functional fire
extinguisher or its
equivalent like sand and
water
3. Inflammable materials and
other dangerous home
implements/substances are
kept in a locked cabinets
with designated persons to
monitor their use
Conduct once a year a There is available Risk
disaster preparedness Reduction Management plan
4. Organize Disaster trainings/ seminars and
Management emergency drills to be led
Committee/Team that will by the Disaster
be in charge of ensuring that Management
disaster risks and Committee/Team eg fire
vulnerabilities are not and earthquake drills and
present in the facility and other safety measures in
that there will be zero 12-month period including
casualties the testing/inspection of
emergency and firefighting
gadgets
Presence of security
5. Staff are able to open the
system within the facility
doors to any room from the
for those that do not
outside in case of
employ the services of
emergency
security guards
6. Main exit doors should have
outward opening
7. First aid kits available and
strategically located, either
in the clinic or
quarters/cottages.
Medicines are safely stored
in a secure cabinet and are
administered only by an
authorized person with
proper prescription or
medical advise
8. Keeps electrical cords and
electrical outlets out of
51
reach by infants and

toddlers and those unused
electrical outlets covered
9. The facility is declared safe
by proper government
authority. Available and
updated certificates on fire
safety, building and water
potability.
CASE MANAGEMENT
1. Social Worker one full
time social worker for:
a. 1:25 children for
placement
b. 1:20 children in
need of special
protection
c. 1:15 youth/CICL
d. 1:30 disadvantaged
women
e. 1:25 persons with
disabilities
f. 1:25 older persons
g. Excess cases of the
social worker can be
managed by the
Executive
Director(registered
Social Worker) or
the Supervising
Social Worker buy
limit to 5 cases each
only
52
2. Houseparents one
houseparent per shift for a
number of residents as
follows:
a. 1:5 children aged
birth to 1 year old
b. 1:10 children aged
13 months to 6
years old
c. 1:15 children aged 7
to 12 years old
d. 1:25 children aged
13 to 17 years old
e. 1:20 CICL
f. 1:20 able bodied
individuals aged 13
to below 18 years
old
g. 1:25-30 abled
bodied individuals
aged 18 and above
h. 1:10 bedridden or
sickly older persons
i. Mentally challenged
individuals; (upper
trainable 1:15; lower
trainable; profound
cases 1:5)
j. 1:20 deaf/hearing
disability
k. 1:15 with
Orthopedic
(Muscoskeletal)
disability
l. 1:15 with visual
disability
m. When age groups
are mixed, the ratio
that should be
followed shall meet
the requirements for
the youngest
residents in the
group.
53
Staff Complement:
a. Executive/ Program Director/ Manager
a.1. One per SWA
b. Center Head
b.1. One per facility
c. Supervising Social worker
d. Social workers - number of SWs will depend on the type of residents and actual number of
cases given time.
e. Administrative Supervisors and Supervising Houseparents
e.1 1 for at most 15 non-social work staff/ houseparents/ administrative staff
f. Houseparents
f.2 One for a 16 hour shift. In excess of a regular 40/48 working hours per week, for government/
private SWA's respectively
g. Cook/s
h. Administrative Staff/Aide
h.1 at least one staff for every 5 technical staff in the SWA.
i. Security Guard/s (to be required for residents handling court cases, abused, etc.)
i.1 1 per 8-hour shift with 1 reliever;
j. Driver
K. Other program and administrative staff
54
IV.1.5 Space Programming & Space Allocation
Estimated
Description / Space No. of
Zoning Spaces Equipments Quantity Min. Area Remarks
Activity Factor Users
(SQM)
Rooms (Staff) Sleeping Beds, Closets 6 sq.m. / per 12 6 36 4 per room
Rooms (Infants 0-2) Sleeping Cribs 2.4 sq.m/per 30 3 72 16 per room
Room (Toddlers 2-3) Sleeping Cribs 4 sq.m/per 16 2 64.00 14 per room

Sleeping Quarters
Room for children Sleeping Beds, Closets 5 sq. m/per 85 250 4 per room
Room for elder
children Sleeping Beds, Closets 6 sq.m. / per 60 15 425 4 per room
Living, stairs,
Living / Communal 4 sqm / No definite pathways, entrace
Areas Gather and Socialize Sofas, tables, etc resident 180 Quantity 720 halls
6 for elder
5 for small 1 functional bathroom
children with 2 lavatories for
3 for every 10 female and
1.5 per bath toddlers 300 male
Bathroom and toilet Showers, WCs and Lavatory 1.1 per bath 260 6 staffs 90 1 for each staff
Total 1957
*Note: Residential and communal spaces spaces for infants and toddlers may be located at the day care center
55
Kitchen Cook Range, Kit. Sink, Ref. 83

56 for
infants Max 10 per table.
children Separate toddlers and
50 older infants dining from
children children and elder
Dining Eat and dine Dining tables and chairs 1.5 / per 60 1 249 children
Laundry Area Wash and laundry work Washing machine, dryer 1 50
storage area Store Storage shelves 1 20
60 elder
Study tables and chairs, 50
Study Area Study shelves smaller 1 330
Service
Infirmary / Clinic Medical treatment Medical equipments 1 73

Office equipments, desks
Administration Office works and chairs 4 sqm / staff 40 1 160
Conference / Conference table, desks and

Training rooms chairs 1 100
Interview /
counselling / Conference table, desks and
Therapy rooms chairs 3 36
To observe children with
Control / observation behavioral or mental
room problems Chairs and table 1 6
Located with direct
Exclusively for children observation from the
Isolation Rooms who are sick Beds 10 30 nurse
Total 1137
*Note: Particular service spaces may be connected to other facilities or may be provided in each building
56
Outdoor Play area Toy storage shelter 1 418 with 4.6 min width
51 sqm for
the
youngest
70 sqm
each for
the rest
Ideal: 208
sqm (4
playrooms At least 2 lavatories
Play room Toy storage shelter 4 ) and 2 WCs
Desirable for programs
that encourage parens to
observe classes and to
become more involved (Combined
Day Care Center
with the school and the with Can be combined with

Observation space education of the child Chairs and table 1 storage) additional storage area
Carts, closed shelves. Sink,
group activities like Refrigerator, Range w/ oven,
singing, dancing, and Cabinets, Clinical sink, High
General Activity Area listening to a story chair, Crib, Play pen 28 1 42 sqm
Blocks provide a wide
variety of learning
opportunities. These
opportunities include
development of self-
expression, muscular
coordination, and Shelvings in moveable
Block Area cognitive skills. cabinets 1 2 - 3 sqm
Reading and
Listening area look at books, to be read
(combined with to by the teacher, or to
manipulative toy listen to a story on a tape
area) recorder. Shelvings, table or low shelf 1 9 - 14 sqm
Tutoring Booth Enclosed space for child 1 4.5 sqm
57
and teacher. (each)
The doll and

housekeeping area is the dress-up area, dolls and
Housekeeping area area necessary accessories, 1 9 - 14 sqm
Paint pictures; make

finger paintings, collages,
and mobiles; or play with
clay, modelling
compound, paste,
crayons, parking pens,
and an assortment of
other material such as
soda straws and pipe cooking and eating utensils,
cleaners. and general housekeeping 2 or
Art Activity Area equipment. more 1 9 - 14 sqm
Toilets 3 sqm
Total 730
60 sqm =1
Classrooms Learning Tables and chairs room 84 4 120 sqm 21 per room
Educational
Acquire books and

Library informations Shelves, tables and chairs 150 sqm
Play ground
Offices Office for the school 150 sqm
Gymnasium 350 sqm
Total 770
58
Area to be first entered

by the public together 1 20 sq.m
Entry / Display with a primary display
Reception area to
accommodate visitors Desk 1 8 sq.m
Reception with their concerns
Gallery area Area for exhibits 1 150 sqm
Arts Center
1 10 sq.m
Staff Entry Exclusive entry for staffs
Office Office works 1 24 sq.m
Area where meetings 1 20 sq.m
Staff Meeting Area take place
Area for performing

activities such as theatre, Chairs 1 665 sqm
Theatre dancing and singing
Toilets WCs and Lavatory 6 sq.m
Art Studios 2 37 sqm
Total 1092
59
IV.1.7 Behavioral Analysis
IV.1.7 User Analysis
General Users:
Analysis
USER JOB DESCRIPTION NO. AGE ACTIVITY PROJ.
POP.
Executive/ oversees the coordination and 1 Creates and revises programs, 1
Program administration of all aspects of an develops policies and guidelines,
Director/ ongoing program including planning, hires and trains staff, raises
Manager organizing, staffing, leading, and funds, and ensures compliance
controlling program activities. with government relations
Center Head oversee facilities that house younger 4 responsible for setting the tone 1
children. They work in preschools, for the facility, managing the
nursery schools, daycare centers, in curriculum, overseeing physical
some cases, school systems to oversee facilities, hiring staff and
and coordinate child care and managing the overall image of
educational programs. the center.
Supervising responsible for the assessment, 2 actively participate in the 1
Social Worker training, support supervision and recruitment, assessment and
development of foster carers. training of prospective Carers as
well as pursuing suitable
placements for our approved
Carers
Social Organizes activities to make 10 Provide Consultation and Advice
Workers communities, and especially foster to Others Providing guidance
families, aware of the living conditions and expert advice to
of orphans and vulnerable children management or other groups on
(OVCs). technical, systems-, or process-
related topics, manage detailed
case records and prepares
reports
60
Administrative Supervises clerical staff and participates 1 Assigns work, provides direction
Supervisors in their recruitment and selection. to clerical staff and ensures that
Participates in the coordination of assigned tasks are completed.
administrative and clerical work in an Orients and trains clerical staff.
office. Monitors the performance of
staff.
Housparents Be responsible for daily operation of 20 Ensure good behaviour of the
household such as but not limited to children, supervise and arrange
planning meals, purchasing groceries, activities that promote
supervising/assisting cleanliness of intellectual, physical, social and
house, and getting the mail daily from spiritual development, ensure
mailbox. living and hygiene standards are
maintained, ensure students are
attending classes, lend a
sympathetic ear to children
with, and accompany students
on weekend outings.
Cook/s Under general supervision, plan, 4 The Cook oversees operations of
prepare and document all meals for the the food program, including
Child Development Center children; and hygiene, meal planning and
perform related work as required. preparation, food distribution to
rooms
Administrative 1
Staffs
Security monitor the flow of people and 16 maintain surveillance of a
Guards employees and respond in emergency property by patrolling the
situations. grounds or using closed-circuit
monitoring or alarm systems
Driver 1
Orphans 200
61
IV.1.8 Organizational Structure
IV.1.8.1 Functional Zoning
Functional
Zoning
Rooms (Staff) Private
Sleeping Quarters
Rooms (Infants) Private

Room (Toddlers) Private
Room for elder children Private
Living / Communal Areas Semi-Private
Bathroom and toilet Private
Kitchen Semi-private
Dining Semi-private
Laundry Area Private
storage area Private
Study Area Private
Service
Infirmary / Clinic Semi-private

Office Space / Admin. Private
Conference / Training rooms Private
Interview / counselling / Therapy room Semi-private
Control / observation room Semi-private
Isolation Room Private
Outdoor Play area Semi-private
Play room Semi-private
Observation space Semi-private
Child Care Center
General Activity Area Semi-private

Block Area Semi-private
Reading and Listening area Semi-private
Tutoring Booth Semi-private
Housekeeping area Semi-private
Art Activity Area Semi-private
Toilets Semi -public
Entry / Display Public
Reception Public
Discussion space becomes art display Space Public
Community Arts Center
Display Public
VIP Area Private
Staff Break Area Private
Staff Entry Private
Office Private
Staff Meeting Area Private
Theatre Public
Outdoor Garden Public
62
IV.1.8.2 Programming Matrix/ Diagrams
ADJACENCY MATRIX
INTERRELATIONSHIP DIAGRAM
RESIDENTIAL
63
SERVICE ARTS CENTER
CIRCULATORY DIAGRAM
SERVICE
ARTS CENTER
64
Chapter IV.2 Concept Development
IV.2.1 Architectural Concept
The dynamic form and variant colors of the coral is the concept of the structure. This concept
aims to achieve the biomimetic figure of an aquatic organism that represents home and life as one of
the guiding pattern in biophilic design.
The hexagonal pattern also aims to create a shorter distance travel from one place to
another while also providing every indoor space to be connected to the outdoor spaces, therefore,
encouraging more outdoor opportunities.
IV.2.2 Structural Concept
The Double-skin facade is a system of
building consisting of two skins wherein the second
skin will be panels of louvers to protect the principal
wall from heat, while achieving natural ventilation.
IV.2.3 Utility Concept
Rainwater harvesting systems provide
distributed stormwater runoff containment while
simultaneously storing water which can be used for
irrigation, flushing toilets, washing clothes, waterfor
garden, etc. This processing goes through various
filtration and processing systems.
65
Chapter IV.3 Synthesis
SCHEME 1
SCHEME 2
66
Chapter IV.4 Presentation Drawings
Aerial Perspective
Arts Center
67
Admin Building Primary School
Day Care Center Residential Units
Gallery
68
Pre-school Classroom Art Studio
Classroom
Auditorium /Event Hall Study Area
69
Nursery 1
Nursery 2
70
Living Room Bedroom
Dining Area
Dining Area for Toddlers Day Care General Activity Area
71
B B
A A
FLOOR PLANS
SECTIONS AND
ELEVATIONS
APPENDICES:
APPENDIX A
Interview Questionnaires:
1.) How is the orphanage operated? What is the process in selecting or brining orphans into the
orphanage?
2.) Do most orphans come from the DSWD?
3.) How do you select orphans and at what age do you select orphans for your orphanage? how
long do you allow them to stay?
4.) Until at what age do you allow the orphans to stay if ever they still arent adopted and must
be transfered?
5.) What kind of facilities do you provide for the orphans?
6.) Any cases (Physical, mental or social) that these orphans face? How do you handle it?
7.) How do you provide their education in those type of cases?
8.) What kinds of activities do the orphans perform?
9.) What are the functions of the other buildings in the orphanage?
10.) What would you recommend on the design of the orphanage? Would you recommend a
11.) How about communal facilities like child day care?
12.) What is the capacity of the orphanage?
13.) Do they get to go outside the orphanage?
14.) How is the orphanage funded? Is it by donation?
15.) What are the agencies you coordinate with in handling the orphans?
78
APPENDIX B
Transfer Certificate Title
79
80
81
APPENDIX C:
Letters
82
MAPA INSTITUTE OF TECHNOLOGY

School of Architecture, Industrial Design and Built Environment
Muralla St., Intramuros, Manila, 1002, Philippines
S401, FAX: +63(2) 336-6086
November 28, 2014
City Assessment Office
City Planning and Development Office
Dear Sir/Madam,
My name is Fe Isabel A. Adarne, a fourth year student of Mapa Institute of Technology, School
of Architecture, Industrial Design and the Built Environment (AR-ID-BE), under the program B.S Architecture.
I am currently working on a thesis that proposes an Orphanage Complex in fulfilment of the course AR200
Design 9: Architectural Thesis.
As a requirement for this course, I would like to request for an Institutional zone vacant lot for my thesis
proposal along with the following:
1.) TCT
2.) Tax declaration
3.) Zoning ordinance map
Your kind consideration will be very much appreciated.
83
REFERENCES:
abs-cbnNEWS.com (Nov. 20, 2014) 100 kids abandoned every 2 months Retrieved from http://www.abs-
cbnnews.com/nation/09/19/10/100-kids-abandoned-every-2-months
Amended Administrative Order No. 11 Series of 2007 Entitled revised standards on residential care
services, Republic of the Philippines, Department of Social Welfare and Development
Barangay San Agustin Profile, retrieved from http://www.trecemartirescity.gov.ph/city-bgy13.php
Barbara Simons and Christian (2012) Koranteng Residents perception of the built environment quality in
an orphanage. Available online at www.pelagiaresearchlibrary.com
Bright Green (2014) 14 patterns of biophilic design, Improving Health & Well-Being in the Built
Environment Terrapin Bright Green LLC
Building Code of The Philippines
Cainta City Profile retrieved from, http://www.cainta.gov.ph/cainta-website/about.html
Calamba Laguna City Profile, retrieved from Calamba New City Hall
City Maps, retrieved from http://www.trecemartirescity.gov.ph/city-maps.php
Dr. Romulo A. Virola (Oct. 10 2011) ABUSED CHILDREN! Retrieved from
http://www.nscb.gov.ph/headlines/StatsSpeak/2011/101011_rav.asp#tab1
84
Loukia Agathokleous (May 2012) Vulnerable children-implementation of spatial properties by means of
imagination & creativity Retrieved from https://www.academia.edu/2018674/Vulnerable_children-
implementation_of_spatial_properties_by_means_of_imagination_and_creativity_bu_Loukia_Agathokleou
s (2014)
Saint Rita Orphanage programs and services, Retrieved from
http://www.saintritaorphanage.ph/programs.htm
Subaybay Bata Macro Monitoring System , Council for the Welfare of Children (2012) SITUATION OF
THE FILIPINO CHILDREN
Sun Path Diagram, retrieved from http://www.gaisma.com/en/location/manila.html
Trece Martres City Profile Retrieved from, http://www.cavite.gov.ph/home/index.php/cities-and-
municipalities/district-vi/trece-martirez-city
Valerie Rachel Herrera (2012) Residential Educational Cultural Center for Orphaned Youth. SYRACUSE
UNIVERSITY SCHOOL OF ARCHITECTURE
Wind & weather statistics Sangley Point/Cavite Retrieved from
http://www.windfinder.com/windstatistics/sangley_point_cavite
Zimmermann, Elizabeth Lee Ann, Modern-day orphanages: Exploring what it is like to grow up in a stable,
long-term residential children's home (2012). Graduate Theses and Dissertations. Paper 12547.
85

A Biophilic Approach to Improving Orphanages

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A Biophilic Approach to Improving Orphanages

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A Proposed Orphanage Complex:

A Biophilic Approach towards a Social and Conducive Learning

A Thesis Presented to the

In Partial Fulfillment of the Requirements in Architectural Design 11/ AR200/ AR200S

Architect Noel E. Nicolas

a productive and healthy environment for the children to grow.

ABOUT THE AUTHOR

Fe Isabel A. Adarne is a B.S Architecture student of Mapua

Institute of Technology, batch 2011, a former member of the

UAPSA-MIT and a former intern of APT Consultancy Services. She

aims to become a commercial or public architect because she

believes that the principle of community and sharing is an

important aspect in improving the well-being of the society.

Chapter I.1 General Overview............................................................................................................. 1

Chapter II.3 Application to the Project ......................................................................................... 27

PART 1: THE PROBLEM AND ITS BACKGROUND

Chapter I.1 General Overview

As stated by Loukia Agathokleous (2012), an institutional care, such as orphanages, provides

and productive environment.

regarded as one of the vital aspect.

Background of the Study

abandoned children since they have no family or means to support them.

the institutional care will become their temporary home.

Architectural problems that can be encountered in orphanages are congested spaces,

affect their desire to visit the facility.

Statement of the Problem

the main attempt of the study is to answer the following questions:

improve their social, physical and emotional growth?

Project Goals, Objectives and Strategies

Significance of the Study

services for their lifestyle benefit.

Scope and Limitation

orphans and positive impact to the built environment.

maintaining a secure and organized environment.

inadequately attended within a period of three (3) continuous months

lacking adequate care and protection.

nature in order to maximize human functioning and health.

DSWD - Department of Social Welfare and Development.

NGO Non-government Organization.

NSCB - National Statistics Coordination Board.

UNICEF - United Nations Children's Fund.

Chapter I.2 Review of Related Literature and Studies

I.2.1 Related Literature

physical and psychological survival.

Social Welfare and Development (DSWD) every 2 months.

common cases (53.7% in 2009 and 52.9 % in 2010).

4.4 Victims of Cyber

children will have.

Limitations of Traditional Orphanages

traditional provisions of an orphanage in comparison of her proposed orphanage program have

In conclusion of Valerie Rachel Herreras work, the proposed spaces of an orphanage

categories shall have a communal space.

I.2.2 Related Studies/ Projects

1. Bahay Tuluyan, Malate

Bahay Tuluyan is a non-government organization that provides a variety of programs and

the street and in communities.

reintegration in the community.

predominantly for boys.

Bahay Tuluyan's center in Manila is composed of three parts:

protection at any one time

children to transition back into formal education.

at the same time generating income to sustain Bahay Tuluyan.

flow on benefit to another 70,000 children, families, and their communities.