This thesis will begin by researching how a child's development is affected by the built environment up to the age of 9. Focusing on the conditions and opportunities at Kaban Montessori School in Mississauga, Ontario - primarily Montessori principles used to develop 'learning materials' and 'prepared environments' - the thesis considers and critically reviews current progressive learning spaces and guidelines.
Can an extension of the Montessori method be seen as a tool, and scale its thinking to construct more meaningful architectural learning environments? Re-thinking progressive spaces, strategies for enhancing learning environments will be explored and proposed. These will attempt to encourage development, actualize pedagogy and improve cultural connections. An emerging project questions how learning environments could be designed to holistically reflect the progressive condition; thereby better providing for the natural developmental needs of the child, while responding to the potentials and new phenomenon prevalent in our current times.